A Survey of Secondary Instrumental Teachers’ Immediacy, Ensemble Setup, and Use of Classroom Space in Colorado and Indiana

2020 ◽  
Vol 68 (3) ◽  
pp. 305-327
Author(s):  
Nicholas E. Roseth
Keyword(s):  
Music Education ◽  
Teacher Behaviors ◽  
Use Of Space ◽  
Immediacy Behaviors ◽  
Female Teachers ◽  
School Year ◽  
Classroom Space ◽  
Nonverbal Interaction ◽  
Teacher Use

The purpose of this study was to survey secondary band and orchestra teachers ( N = 436) in Colorado and Indiana regarding their self-reported immediacy behaviors, ensemble setups, and use of classroom space when teaching. Immediacy “refers to nonverbal teacher behaviors which increase nonverbal interaction with students and which communicate closeness.” Female teachers and teachers of young ensembles reported higher levels of overall immediacy. Among component immediacy behaviors, teachers reported using proximity-related behaviors the least; females reported using proximity behaviors at higher rates than males. The majority of teachers reported using “closed” ensemble setups (i.e., setups that limit teacher movement among students) and remained in these setups for the majority of the school year. Teachers of young ensembles reported greater use of “opened” setups (i.e., setups that help facilitate teacher movement among students). Although teachers reported spending the majority of rehearsal time on the podium, female teachers, teachers of young ensembles, and teachers who used opened setups reported less time on the podium and more time moving among students. Implications for immediacy, ensemble setup, and teacher use of space in music education are discussed.

Integrating popular music into urban schools: Assessing the effectiveness of a comprehensive music teacher development program

2021 ◽  
pp. 025576142098622
Author(s):  
Hal Abeles ◽  
Lindsay Weiss-Tornatore ◽  
Bryan Powell
Keyword(s):  
Professional Development ◽  
New York ◽  
Music Education ◽  
Popular Music ◽  
Teacher Development ◽  
Development Program ◽  
Music Teacher ◽  
School Year ◽  
Music Program ◽  
K 12

As popular music education programs become more common, it is essential to determine what kinds of professional development experiences that are designed to help teachers include popular music into their music education classrooms are effective—keeping in mind that the inclusion of popular music in K–12 classrooms requires a change not only in instrumentation and repertoire but also pedagogical approaches. This study examined the effects of a popular music professional development initiative on more than 600 New York City urban music teachers’ musicianship, their pedagogy, and their leadership skills throughout one school year. Results revealed increases in all three areas, most notably in teachers’ musicianship. The study also showed an increase in teachers’ positive perceptions about their music programs, specifically, their level of excitement about the state of their music program and that their music program was more effective at meeting their students’ needs than it had been previously.

Radio in Music Education: The Indiana School of the Sky Music Episodes, 1947–1948

2020 ◽  
pp. 153660062097345
Author(s):  
Morganne Aaberg
Keyword(s):  
United States ◽  
Public Schools ◽  
Music Education ◽  
Teaching Strategies ◽  
Contemporary Music ◽  
The United States ◽  
Indiana University ◽  
The Public ◽  
School Year ◽  
Music Program

In this study I examined archival material relating to music lessons that aired on the Indiana School of the Sky during its inaugural season in the 1947–1948 school year. The Indiana School of the Sky was an educational radio program intended for use in the public schools and produced by Indiana University students and professors, in partnership with the State Department of Education. The purpose of this study was to illuminate details of the Indiana School of the Sky music program during its inaugural season in 1947–1948, such as the staff, repertoire, teaching strategies, and program structure. Of particular interest was Dorothy G. Kelley, who served as supervisor of the Indiana School of the Sky music episodes during its inaugural season, and was the first female to join the faculty of the Music Education Department at Indiana University. A secondary purpose was to examine the intersection of education and technology in the late 1940s through the lens of the Indiana School of the Sky and to afford contemporary music educators the opportunity to reflect on how they use current technologies in their classrooms. This study found that the program employed three main teaching strategies: singalong, call and response, and listening. Indiana University music and music education students performed in many music episodes alongside Kelley, and 34% of compositions that aired during the 1948–1949 school year comprised of music by composers from the United States, or folk music originating in the United States. Other countries represented by either composer or folk tradition included Australia, Austria, Czechoslovakia, England, Finland, France, Germany, Italy, Norway, Mexico, Russia, and Spain.

scholarly journals Toward a Sociomaterial Understanding of Writing Experiences Incorporating Digital Technology in an Early Childhood Classroom

2017 ◽  
Vol 66 (1) ◽  
pp. 183-197 ◽  
Author(s):  
Lisa Kervin ◽  
Barbara Comber ◽  
Annette Woods
Keyword(s):  
Computer Vision ◽  
Early Childhood ◽  
Optical Flow ◽  
Digital Technology ◽  
Early Childhood Classroom ◽  
Use Of Space ◽  
Independent Writing ◽  
Classroom Space ◽  
Multimodal Text ◽  
Text Construction

This article examines the resources, tools, and opportunities children enact as they engage with teacher-devised writing experiences within their classroom space. We begin with discussion about classroom writing time from the perspective of both the teacher and children of one Grade 1/2 composite class. We also reveal resources within the classroom space to consider the expertise available during writing times. We then examine a 5-week unit that focused on multimodal text construction. Using optical flow computer vision analysis to examine the movement of children during four video-recorded independent writing instances, we provide commentary about how the classroom writing experiences have been interpreted as the use of space, resources, and interactions come to the forefront. In taking this approach, this article will explore learning to write from a sociomaterial perspective, as we investigate the operation of the classroom.

scholarly journals Teacher Quality and Learning Outcomes in Kindergarten *

2016 ◽  
Vol 131 (3) ◽  
pp. 1415-1453 ◽  
Author(s):  
M. Caridad Araujo ◽  
Pedro Carneiro ◽  
Yyannú Cruz-Aguayo ◽  
Norbert Schady
Keyword(s):  
Standard Deviation ◽  
Teacher Quality ◽  
Test Scores ◽  
Kindergarten Students ◽  
Teacher Behaviors ◽  
Classroom Quality ◽  
Standard Deviation Increase ◽  
School Year ◽  
Classroom Effects ◽  
Classroom Assessment Scoring System

Abstract We assigned two cohorts of kindergarten students, totaling more than 24,000 children, to teachers within schools with a rule that is as good as random. We collected data on children at the beginning of the school year and applied 12 tests of math, language, and executive function (EF) at the end of the year. All teachers were filmed teaching for a full day, and the videos were coded using the Classroom Assessment Scoring System (or CLASS). We find substantial classroom effects: A 1 standard deviation increase in classroom quality results in 0.11, 0.11, and 0.07 standard deviation higher test scores in language, math, and EF, respectively. Teacher behaviors, as measured by the CLASS, are associated with higher test scores. Parents recognize better teachers, but do not change their behaviors appreciably to take account of differences in teacher quality.

Student Teachers' Observations of Unfavorable Teacher Behaviors Exhibited in Classrooms

2011 ◽  
Vol 108 (1) ◽  
pp. 45-53 ◽  
Author(s):  
Mücahit Dilekmen
Keyword(s):  
Student Teachers ◽  
Physical Aggression ◽  
Primary Schools ◽  
Verbal Aggression ◽  
Teacher Behaviors ◽  
Classroom Teachers ◽  
Male And Female ◽  
Female Teachers

The aim of this study was to identify male and female teachers' misbehaviors in classrooms and determine the variance of those misbehaviors in schools in different socioeconomic areas. The study was conducted in 24 primary schools in Erzurum province with a total of 210 classroom teachers. Data were obtained through observations made by 210 student teachers. The data collected were analysed through descriptive analyses by the researcher. 661 misbehaviors were observed and classified into six different categories, namely, physical aggression, passive (verbal) aggression, constant nervousness, trouble in managing the classroom, class failures pertaining to instruction, and other.

Marching Forward: The Music Education Innovation and Legacy of James R. Wells (1931 – )

2018 ◽  
Vol 41 (2) ◽  
pp. 156-178
Author(s):  
Glen A. Brumbach
Keyword(s):  
Music Education ◽  
Student Leadership ◽  
Music Educators ◽  
Band Directors ◽  
Comprehensive Musicianship ◽  
School Year ◽  
Education Innovation ◽  
Late Twentieth ◽  
Instrumental Ensembles ◽  
Insight Into

James R. Wells, retired professor of West Chester University in West Chester, Pennsylvania, could be considered one of the most influential and innovative band directors of the late twentieth century. Wells influenced and mentored many current leaders in the music education field as well as created educational music programs that continue today. In the 2016–2017 school year, Wells’s ensemble music adjudication festival programs involved more than 220,000 students. To gain further insight into the origin and development of these leaders and programs, I conducted an oral history case study with Wells. I collected interviews, e-mail correspondence, and artifacts provided by former students and colleagues of Wells’s to provide additional facts and corroborate Wells’s memories. Results demonstrated Wells incorporated comprehensive musicianship and aesthetic education in marching band pedagogy, professional development and educational experiences for music educators through films, workshops, and adjudicated festivals. He also empowered student leadership and promoted gender equality in instrumental ensembles. Knowledge gained from this study provides insight into the origin of these important music education individuals and programs. I hope that the findings in this study serve as an inspiration to future music educators as they continue to improve and create new experiences and opportunities for students.

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.

A University—School Music Partnership for Music Education Majors in a Culturally Distinctive Community

2009 ◽  
Vol 56 (4) ◽  
pp. 338-356 ◽  
Author(s):  
Amanda Christina Soto ◽  
Chee-Hoo Lum ◽  
Patricia Shehan Campbell
Keyword(s):  
Music Education ◽  
Material Culture ◽  
Mexican American ◽  
Social Contact ◽  
Education Majors ◽  
Education Students ◽  
University Partnerships ◽  
School Year ◽  
School Music ◽  
Music Education Majors

University—community collaborations are a fairly recent phenomenon, which has often been manifested through the establishment of university partnerships with schools. This research sought to document the process and outcomes of a university—school collaboration called Music Alive! in the Valley (MAV), a yearlong partnership between 33 university music education students and faculty with an elementary school within a rural location of a western state. MAV was intended to serve a Mexican American migrant community whose children frequently spoke only Spanish at home and to provide occasions for university students of music education to engage in positive social contact via music performances, participation, and training experiences. An ethnographic method was employed by which observations, interviews, and examination of material culture were assembled over the course of the school year, and an assessment was offered of the benefits and challenges in the creation of a music education partnership in distinctive (and remote) cultural communities.

Janusz Miketta – organizer and reformer of music education in Poland

2020 ◽  
Vol 6 (1 (10)) ◽  
pp. 11-26
Author(s):  
Jarosław Domagała
Keyword(s):  
Music Education ◽  
Layer Structure ◽  
Stage Structure ◽  
Program Committee ◽  
Music Appreciation ◽  
Music School ◽  
Music Schools ◽  
Music Department ◽  
School Year ◽  
The University

Janusz Miketta (1890-1954) – Polish musicologist, pedagogue and music life organizer. He studied philosophy at the University of Warsaw. He completed his music studies at the Music Institute in Warsaw and in Leipzig, as well as at the F. Chopin Higher Music School in Warsaw. Next, he was the principal of the Music School in Warsaw and from 1919 – the director of the Music Society and the S. Moniuszko Music School in Lublin. In 1924, he started his teaching career at the F. Chopin Higher Music School in Warsaw and later at the M. Karłowicz Music School in Warsaw. In the years 1926–1931, he was a desk officer for music affairs in the Ministry of Religious Denominations and Public Enlightenment and from 1931 – the secretary of the Local Sightseeing Society in Warsaw and Stanisławów. From 1945 to 1948, he was the head of the Music Education Section of the Music Department in the Ministry of Culture and Art and the chairman of the Program Committee of Music Education in the above-mentioned Ministry. Based on Janusz Miketta’s own concept of music education, the Ministry of Culture and Art issued a directive of 7 December 1945 on a special system of music education. Music schools in Poland were divided into vocational ones (lower, middle and higher) and those providing music appreciation classes. This three-stage structure made it possible to adjust teaching program to new needs and select a specialization based on the degree of a pupil’s talent. As a result of reforms introduced in the 1949/1950 school year, schools providing music appreciation classes were liquidated, though the three-layer structure of the school system was maintained. This schooling system, with minor changes, is still in operation in Poland. In the years 1948-1954, Miketta was a professor of the State Higher Music School in Cracow.

scholarly journals Examining the Effect of Teachers’ Perception of Psychological Empowerment on the Stress Level They Perceive

2019 ◽  
Vol 7 (8) ◽  
pp. 98
Author(s):  
Önder Şanlı
Keyword(s):  
High School Teachers ◽  
Perceived Stress ◽  
Psychological Empowerment ◽  
Self Determination ◽  
Perceived Stress Scale ◽  
Stress Scale ◽  
Female Teachers ◽  
School Year ◽  
High Level ◽  
The City

The aim of this study is to find out if there is a correlation and what kind of a correlation there is between how primary, secondary, and high school teachers perceive psychological empowerment provided for them and their perception of stress. The data for this study are based on the opinions of 680 teachers who wereselected by random sampling among the teachers lecturing in the city of Malatya, Turkey,during the 2017-2018 school year. The “Psychological Empowerment Scale” which was developed by Spreitzer (1995) and adapted into Turkish by Gümüşlüoğlu & Karakitapoğlu (2009), and the “Perceived Stress Scale” which was developed by Cohen, Kamarck & Mermelstein (1983), and adapted into Turkish by Eskin & Harlak, Demirkıran & Dereboy (2013) have been employed as data collection tools.After analyzing the data obtained during the study, it has been revealed that the average of all the dimensions on the perceived stress scale corresponds to the ‘moderate’ level, or ‘sometimes’, while the average of all the dimensions on the psychological empowerment scale corresponds to the high level, or ‘very often’. It has been found that there is a significant correlation between the ‘gender’ variable and the ‘self-determination’ dimension. Another significant correlation has been observed between ‘seniority’ variable and ‘competence’ dimension and psychological empowerment ‘in general’. In additionto evaluating the values of the dimension of ‘self-determination’ on the empowerment scale based on the ‘gender’ variable, it has been found that the average of male teachers’ perception is higher than of female teachers’. Finally, it has been concluded that the teachers’ perception of ‘impact’ significantly predicts their perception of ‘insufficient competence’.

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