Analyzing Student Data to Inform Instruction and Increase Student Growth

2019 ◽  
pp. 590-610
Author(s):  
Denese Odegaard
Keyword(s):  
United States ◽  
Student Learning ◽  
Music Teachers ◽  
The United States ◽  
Student Growth ◽  
Student Work ◽  
Student Data ◽  
Data Team ◽  
Student Proficiency ◽  
Improve Student Learning

This practice-focused chapter describes analyzing student work (ASW), a process used by some music teachers in the United States to assess student work, analyze the results, and modify and improve instructions based on that analysis. Throughout the ASW process, specific qualities of student work are assessed using rubrics (markschemes). For teachers, the ASW process addresses the two questions “What do we do if a student is not proficient?” and “What do we do if a student is proficient and beyond?” The ASW process focuses on one aspect of student work at a time and provides data that enables teachers to modify instruction to improve student learning. Teachers can use data yielded from the ASW process in three ways: (1) to inform instruction and improve student proficiency; (2) to describe student work present and missing to construct a rubric; and (3) build consensus in scoring student work as a data team.

Using Accountability to Improve Student Learning in Higher Education Music Programs

2019 ◽  
pp. 745-765
Author(s):  
Jeffrey Ward
Keyword(s):  
Higher Education ◽  
United States ◽  
Student Learning ◽  
The United States ◽  
Program Improvement ◽  
Influential Factor ◽  
Assessment Process ◽  
Curricular Development ◽  
Accreditation Standards ◽  
Improve Student Learning

Educational accountability has become an increasingly influential factor in higher education. This chapter examines various government oversight and accreditation standards in Central and South America, Europe, and the United States and how student learning in higher education in music can be improved through meeting these standards. The author specifically describes music accreditation procedures of the National Association of Schools of Music and the American Music Therapy Association in the United States. Using accreditation standards as a guideline for program improvement, the author offers a variety of assessment best practices to engage higher education faculty in the assessment process, to improve instruction, to guide curricular development, and to ultimately improve student learning.

Promoting Gender Inclusivity in General Music: Considerations for Music Listening

2021 ◽  
pp. 104837132110160
Author(s):  
Tiger Robison ◽  
Mara E. Culp
Keyword(s):  
Student Learning ◽  
Music Teachers ◽  
Music Listening ◽  
General Music ◽  
Listening Skills ◽  
Music Classrooms ◽  
Improve Student Learning

General music teachers can promote gender inclusivity in music classrooms through music listening activities. Helping all students feel included and honored could improve student learning and foster continued and diversified music listening in school and beyond. The purpose of this article, the first of three about gender inclusivity in general music, is to help music teachers create inclusive general music experiences to support all students during music listening activities. By knowing learners as individuals, teachers can help all students feel valued in music classrooms, which may serve to deepen and extend their music listening skills and preferences.

Measuring pre-service music teachers’ creative identities: a cross-cultural comparison of the United States and Singapore

2019 ◽  
Vol 36 (02) ◽  
pp. 197-210
Author(s):  
Clint Randles ◽  
Leonard Tan
Keyword(s):  
United States ◽  
Music Education ◽  
Popular Music ◽  
Music Teachers ◽  
Music Performance ◽  
The United States ◽  
Music Listening ◽  
Music Making ◽  
Creative Identity ◽  
Service Music

AbstractThe purpose of this study was to examine and compare the creative musical identities of pre-service music education students in the United States and Singapore. The Creative Identity in Music (CIM) measure was utilized with both US and Singapore pre-service music teacher populations (n = 274). Items of the CIM relate to music-making activities often associated with creativity in music education in the literature, including composition, improvisation and popular music performance. Results suggest, similar to findings of previous research, that while both populations are similar in their degree of creative music-making self-efficacy and are similarly willing to allow for creativity in the classroom, Singaporean pre-service music teachers value the areas of creative identity and the use of popular music listening/performing within the learning environment to a significantly greater extent (p < 0.0001) than their US counterparts.

scholarly journals Embracing American Indian Ways of Educating: Restoring Culturally Embedded Practices While Building Pathways Towards Student Success

2014 ◽  
Vol 4 (1) ◽  
pp. 31-39 ◽  
Author(s):  
Rose Borunda ◽  
Crystal Martinez-Alire
Keyword(s):  
United States ◽  
Student Success ◽  
American Indian ◽  
Student Learning ◽  
The United States ◽  
Pedagogical Practices ◽  
Indian Culture ◽  
Cultural Traditions ◽  
Cultural Orientations ◽  
K 12

American Indian cultural traditions and practices are presented for their merit in promoting student learning within the K-12 educational system. Spe-cific culturally imbedded practices are provided as examples by which student learning can be enhanced while honoring First Nation’s teaching and learn-ing practices. Five developmental theorists noted in this concept paper speak to pedagogical practices that are in alignment with American Indian cultural orientations and that support their inherent value for application in the classroom. This paper asserts that by valuing and promoting American Indian culture and practices in the K-12 curriculum, that the United States would make greater strides in not only affect-ing the achievement gap, but in taking steps toward equity and achieving social justice goals.

scholarly journals Penggunaan Media Realita untuk Meningkatkan Hasil Belajar Siswa dalam Pembelajaran Matematika Kelas 1 SDN 005 Sunhai Alah

2020 ◽  
Vol 3 (1) ◽  
pp. 49
Author(s):  
Ismearti Ismearti
Keyword(s):  
Student Learning ◽  
Learning Outcomes ◽  
Mathematics Learning ◽  
Descriptive Analysis ◽  
Student Learning Outcomes ◽  
Class Action ◽  
Student Work ◽  
Analysis Techniques ◽  
Reflection Data ◽  
Improve Student Learning

This study aims to increase mathematics learning outcomes by using reality media for grade 1 students of SDN 005 Sunhai Alah, Kecamatan Hulu Kuantan in 2018/2019. Research is a class action research with three cycles, each cycle consisting of planning, implementation, evolution and reflection. Data collection techniques and tools in this study used descriptive analysis techniques for data that contained student work documents, a list of grades and an observation sheet. The results show what is meant by learning outcomes using reality media. Before the action, only 38% of students met the minimum completeness criteria. In cycle I Is an increase in student learning outcomes that is 53% of students reach the minimum completeness criteria. Furthermore, the second cycle of student learning outcomes increased to reach 74% of students achieving the minimum completeness criteria. Then cycle III 100% of students reach the minimum completeness criteria. Can be used to prove the use of reality media to improve student learning outcomes in mathematics learning at grade 1 SDN 005 Sunhai Alah, Kecamatan Hulu Kuantan.

The Learning Styles of Taiwanese Mechanical Engineering Students

2011 ◽  
Vol 418-420 ◽  
pp. 2143-2146
Author(s):  
Chin Min Hsiung ◽  
Chi Chang Lin
Keyword(s):  
United States ◽  
Learning Styles ◽  
Student Learning ◽  
Learning Strategies ◽  
Learning Style ◽  
Internal Consistency ◽  
Mechanical Engineering ◽  
Engineering Students ◽  
The United States ◽  
Learning Performance

Learning style has been proven to be an important factor that affects student learning performance. By knowing student learning styles, instructors can modify teaching material and teaching methods accordingly for the greater benefit of students. By understanding the strengths and weaknesses of learning styles, students may adopt complementary learning strategies, thus improving their performance. The Index of Learning Styles (ILS) developed by Felder and Soloman has been widely used in the context of engineering education to enhance both teaching and learning. However, the general statistics and reliability of its Chinese version have not been reported. In this study, we conducted a survey, and 223 students majoring in mechanical engineering at National Pingtung University of Science and Technology (NPUST), Taiwan, participated. This study involved a comparison of the learning style profiles of the students against the results of prior related research conducted in the United States. Subsequently, the internal consistency coefficients of Cronbach’s alpha were examined. The results show that the participants were active, perceptive, visual, and sequential learners, similar to their counterparts in the United States. The internal consistency coefficients on the four dimensions in ILS are 0.49, 0.59, 0.64, and 0.36, respectively. The statistics are lower or approximately equal to those of the English version ILS.

Blended Learning in Mathematics

2019 ◽  
pp. 272-291
Author(s):  
Drew Polly ◽  
Amanda R. Casto
Keyword(s):  
United States ◽  
Blended Learning ◽  
Student Learning ◽  
Learning Environments ◽  
The United States ◽  
Instructional Decisions ◽  
Mathematics Classrooms ◽  
Barriers To Teaching ◽  
K 12

The term blended learning continues to gain momentum in K-12 classrooms around the United States. While the idea of implementing blended learning environments is becoming more popular, there is a need to gain a deeper understanding of how these environments look and how they influence student learning. This chapter takes a step in that direction by examining four instances of blended learning in mathematics classrooms, described as vignettes, that examine the model of blended learning, shifts in teachers' instruction while trying to implement blended learning, as well as teachers' reported benefits and barriers to teaching mathematics in this way. Implications cite a need to focus on the quality of mathematical tasks posed by teachers as well as in technology-rich environments and the need for more in-depth examination about teachers' instructional decisions and rationales related to blended learning and how those decisions influence student learning.

Music Educators’ Perceived Effectiveness of Inclusion

2014 ◽  
Vol 62 (2) ◽  
pp. 148-160 ◽  
Author(s):  
Kimberly VanWeelden ◽  
Jennifer Whipple
Keyword(s):  
United States ◽  
Music Teachers ◽  
The United States ◽  
Music Educators ◽  
The Other ◽  
Music Achievement ◽  
Perceived Effectiveness ◽  
Students With Special Needs ◽  
Teachers Perceptions ◽  
Research Findings

The purpose of this research project was to examine whether music teachers’ perceptions of effectiveness of inclusion, curriculum adaptations/modifications, or student achievement had altered from previous research findings 20 years before. A survey based on that used by Gfeller, Darrow, and Hedden was sent to music educators through the United States and returned by 1,194, with all 50 states represented. Results indicate more positive responses as compared with 20 years ago, with participants generally reporting that the students were successfully integrated, their music needs were being met, and they did not hinder the progress of students without disabilities. Additionally, teachers’ responses indicated they were comfortable adapting and/or modifying their regular curriculum to meet the needs of students with special needs and that these students were graded on the same standards of music achievement as the other students in their classes.

Public School Education within a Democracy

2011 ◽  
Author(s):  
Alice M. Hammel ◽  
Ryan M. Hourigan
Keyword(s):  
United States ◽  
Public School ◽  
Music Education ◽  
Special Needs ◽  
Music Teachers ◽  
The United States ◽  
Label Free ◽  
Students With Special Needs ◽  
School Year ◽  
Public School Education

The beginning of the school year is a time when situations similar to Mrs. Johnson’s first day occur. It is when these first lessons go awry that some music teachers first begin to think of their individual students, rather than the collective group. Who is the girl who moves slower than the rest and uses a walker? Who are the students in the small group who come late each day with a teacher to assist them? Who is the boy who bounds down the hall and begins to take down one of the brand new bulletin boards that have just been finished? The answer to the questions above is that they are all our students. They all have a place in our schools and they all deserve to have an education that includes music. As music teachers, we have both the right and responsibility to educate all the students in our schools. We are charged with studying each student who enters our classroom and with providing all students the music education they deserve. To do this, however, we must begin to plan for the inclusive education of all students before that first group heads down our hall on the first day of school. Unfortunately, until recently this was not the educational philosophy of public schools within the United States. This chapter will introduce the process we as a nation have experienced as we have come to the understanding of what an education for all students in the United States entails, including: challenges within families; the real-world realities of inclusion in practice; and a label-free approach to teaching music in the public school setting. This book is designed to facilitate the planning, implementation, and assessment of music education for students with special needs. It is written from a paradigm that advocates thoughtful inclusion and honors the teaching and learning relationship between music teachers and their students. It is hoped that this text will present a philosophy and a set of guiding principles for teaching students with special needs in a helpful and pragmatic manner.

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