Music in conflict management – a multicultural approach

1997 ◽  
Vol os-29 (1) ◽  
pp. 73-80 ◽  
Author(s):  
Kjell Skyllstad
Keyword(s):  
Conflict Management ◽  
Primary Schools ◽  
Fourth Graders ◽  
Music Teaching ◽  
Research Project ◽  
School Population ◽  
Multicultural Music ◽  
Ethnic Tension

In 1989 the Norwegian Concert Agency (NorConcert) initiated a three-year programme of introducing multicultural music teaching in Norwegian primary schools. Eighteen schools in and around the capital took part in a research project to determine the effects of immigrant musicians introducing the music of their countries of origin to fourth-graders. Remarkable results were found, especially with respect to reduced harassment and ethnic tension. multicultural music is now regularly on the school concert agenda. A total of 3000 such concerts have been presented to an audience of more than a quarter of the total school population in Norway.

scholarly journals SAUDI CHILDREN’S TAXONOMIC KNOWLEDGE OF ANIMAL SPECIES

2018 ◽  
Vol 17 (3) ◽  
pp. 395-413 ◽  
Author(s):  
Fayadh Hamed Alanazi
Keyword(s):  
Primary Schools ◽  
Animal Species ◽  
Fourth Graders ◽  
Alternative Conceptions ◽  
Cultural Perspective ◽  
Structured Interviews ◽  
International Context ◽  
Wide Range ◽  
Values And Beliefs ◽  
Islamic Science

The purpose of this research was to explore and compare the ideas of Saudi boys and girls on animal species. Eighty-four children (comprising 42 boys and 42 girls), aged nine years, from four primary schools, participated in structured interviews to determine their ideas pertaining to taxonomic labels, namely ‘animal’, ‘fish’, ‘amphibian’, ‘reptile’, ‘bird’, ‘mammal’, and ‘insect’. The results demonstrated that Saudi children of both genders display a wide range of alternative conceptions; more specifically, the effect of gender was significant for all taxonomic vertebrate labels, suggesting that Saudi boys have better knowledge relating to animals than girls. However, generally, children did not have adequate forms of reasoning for biological classification. It was also found that none of the fourth graders thought of humans as animals due to the Islamic science worldview. Based on these findings, it is argued that science education, notably in an international context, should strive to incorporate an understanding of local values and beliefs. Keywords: early year's science, animal taxonomy, socio-cultural perspective, Islamic science worldview

Exploring religions today: A quest for international knowledge transfer within the field of education for religious diversity

2021 ◽  
Vol 73 (1) ◽  
pp. 51-60
Author(s):  
Annette Deschner ◽  
Leslie J. Francis ◽  
Tania ap Siôn
Keyword(s):  
Young People ◽  
Knowledge Transfer ◽  
Religious Education ◽  
Primary Schools ◽  
Religious Diversity ◽  
Major Research ◽  
Research Project ◽  
International Knowledge ◽  
Pedagogical Principles

Abstract The Exploring Religions Today collection of curriculum resources, developed to support the statutory requirements in Wales for religious education in primary schools, was influenced by the findings from a major research project that explored the attitudes of young people toward religion and toward life within religiously diverse societies. The aim of this paper is to explore the key findings that emerged from that research, to analyse the pedagogical principles of these resources and to evaluate the possibilities of applying these to the 2016 curriculum for Protestant religious education in Baden-Württemberg.

Music in the National Curriculum: The First Year

1994 ◽  
Vol 11 (3) ◽  
pp. 191-196 ◽  
Author(s):  
Janet Mills
Keyword(s):  
Secondary Schools ◽  
Primary Schools ◽  
National Curriculum ◽  
Good Practice ◽  
First Year ◽  
Music Teaching ◽  
Music Lessons ◽  
Wide Range ◽  
Academic Year

During the academic year 1992–93 HM Inspectors of Schools (HMI) inspected 1208 class music lessons in maintained schools in England. These included almost 400 lessons attended by pupils in their first, third or seventh year of statutory schooling, that is pupils to whom the National Curriculum applies. HMI found a wide range in the quality of the practice in both primary and secondary schools. However, the proportion of lessons which HMI judged to be satisfactory or better in at least one of three important dimensions was substantially higher in primary schools. Primary class teachers often under-rated the quality of their music teaching. Some principles for developing good practice were identified.

Music teaching and the process of enculturation: A cultural dilemma

2015 ◽  
Vol 32 (3) ◽  
pp. 291-297 ◽  
Author(s):  
Eric Debrah Otchere
Keyword(s):  
Music Education ◽  
Music Teaching ◽  
African Music ◽  
Course Content ◽  
Educational Curriculum ◽  
Dominant Feature ◽  
Multicultural Music ◽  
History Of ◽  
Education In Ghana ◽  
Formed Part

The history of music in Ghanaian school programmes can hardly be separated from the general history of education in Ghana. Since the time of colonial administration in Ghana, music (especially as manifested through singing) has formed part of the educational curriculum for different reasons, one being a tool for promoting the culture of the colonialists. Several advances (particularly after independence in Ghana) have been made to incorporate aspects of the Ghanaian culture into the educational curriculum. Over 50 years down the line, what is the extent to which Ghanaian (African) music is studied in Ghanaian schools? In this paper, the extent to which African music is taught in African (Ghanaian) universities is analysed by looking at the undergraduate music course content of two Ghanaian public universities. Although African music is taught, it only forms an infinitesimal proportion of the total music courses that are offered to music students in these two universities. Considering that the process of music education is also a process of enculturation, the concluding recommendation is that although a multicultural music programme is necessary, the teaching of African (Ghanaian) music in Ghanaian universities should be the dominant feature.

Social skills scores

2017 ◽  
Vol 11 (4) ◽  
pp. 275-286
Author(s):  
Karien Dekker ◽  
Margje Kamerling
Keyword(s):  
Social Skills ◽  
Parental Involvement ◽  
Primary Schools ◽  
Positive Impact ◽  
Social Position ◽  
Content Type ◽  
School Population ◽  
Skill Scores ◽  
The Impact ◽  
High Share

Purpose The paper aims to examine to what extent and why parental involvement as well as characteristics of ethnic school population influence social skills scores (social position, behavioural skills) of students. Design/methodology/approach The study used the COOL5-18 database (2010) that included 553 Dutch primary schools and nearly 38,000 students in Grades two, five and eight (aged approximately 5, 8, 11, respectively). Multilevel regression analyses were used for analysis. Findings The findings indicate that parental involvement has a positive impact on the social skills scores of the students; behavioural skill scores are higher in ethnically homogeneous schools and lower in schools with a high share of non-Western ethnic minority students. There is no impact of characteristics of school population composition on social position scores. Research limitations/implications A possible disadvantage is the way in which social skills and parental involvement were measured. These measurements are possibly negatively influenced by the teacher’s judgement of the language skills of the parents. Originality/value Existing research focuses on the impact of parental involvement and the composition of ethnic school population on cognitive skills. This study shows that parental involvement has a positive impact on social skills. This study also shows that in schools with a homogeneous ethnic composition or a high share of native Dutch children, behavioural skills scores are higher, but social position scores are not impacted.

scholarly journals Kontribusi komunikasi dan keterampilan manajemen konflik kepala sekolah terhadap kinerja guru

2020 ◽  
Vol 7 (1) ◽  
pp. 17-25
Author(s):  
Syaifulloh Nugroho
Keyword(s):  
Conflict Management ◽  
Elementary School Teachers ◽  
Primary Schools ◽  
Teacher Performance ◽  
Management Skills ◽  
School Teachers ◽  
Analysis Techniques ◽  
Study Population ◽  
Academic Year ◽  
Special Region

Penelitian ini bertujuan untuk: 1.) Mengetahui kontribusi komunikasi kepala sekolah terhadap kinerja guru; 2.) Mengetahui kontribusi keterampilan manajemen konflik kepala sekolah terhadap kinerja guru; dan 3.) Mengetahui kontribusi komunikasi dan keterampilan manajemen konflik kepala sekolah terhadap kinerja guru di Sekolah Dasar Negeri di Kecamatan Mlati, Kabupaten Sleman, Daerah Istimewa Yogyakarta. Penelitian ini menggunakan jenis expost-facto dengan pendekatan kuantitatif. Populasi penelitian ini adalah seluruh guru di SD Negeri Kecamatan Mlati, Kabupaten Sleman, Daerah Istimewa Yogyakarta pada tahun ajaran 2017/2018. Teknik pengambilan data yang digunakan adalah angket. Teknik analisis data menggunakan regresi sederhana dan regresi ganda. Hasil penelitian ini menunjukkan bahwa terdapat kontribusi komunikasi dan keterampilan manajemen konflik kepala sekolah terhadap kinerja guru SD Negeri di Kecamatan Mlati, Kabupaten Sleman, Daerah Istimewa Yogyakarta. Kontribusi komunikasi kepala sekolah terhadap kinerja guru adalah sebesar 64,9%, kontribusi keterampilan manajemen konflik kepala sekolah terhadap kinerja guru adalah sebesar 80,6%, dan kontribusi komunikasi dan keterampilan manajemen konflik kepala sekolah terhadap kinerja guru adalah sebesar 85,8%. AbstractThis research aims to: 1.) Knowing the contribution of communication made by the headmaster to teacher performance; 2.) Knowing the contribution of headmaster conflict management skills to teacher performance, and 3.) Knowing the contribution of communication and conflict management skills by the headmaster to the performance of teachers in Primary Schools in Mlati District, Sleman Regency, Special Region of Yogyakarta. This study uses a post-facto type with a quantitative approach. The study population was all teachers at the Primary School in Mlati District, Sleman Regency, Special Region of Yogyakarta in the academic year 2017/2018. Data collection techniques using a questionnaire. Data analysis techniques using simple regression and multiple regression. The results of this study indicate that there is a contribution of communication and conflict management skills made by the principal to the performance of elementary school teachers in the Mlati District, Sleman Regency, Special Region of Yogyakarta. The contribution of communication made by the headmaster to teacher performance was 64.9%, the contribution of conflict management skills made by the headmaster to teacher performance was 80.6%, and the contribution of communication and conflict management skills made by the headmaster to performance the teacher is 85.8%.

scholarly journals Teachers’ critical reflection: what are the practices for social justice in education?

2021 ◽  
Vol 11 (1) ◽  
pp. 60-77
Author(s):  
Rola Koubeissy ◽  
Genevieve Audet
Keyword(s):  
Social Justice ◽  
Primary Schools ◽  
Justice System ◽  
Political System ◽  
Critical Reflection ◽  
Power Relationships ◽  
Research Project ◽  
Norms And Values ◽  
Context Data ◽  
Cultural Responses

This article explores teachers’ participation in the school’s social justice system through the lens of the critical multicultural approach (May & Sleeter, 2010; May, 2000; 2003). Based on a research project about reconstruction and the theorization of teachers’ stories of practice (Desgagné, 2005) in a multiethnic context, data was collected from teachers in highly multiethnic primary schools in Québec. They were asked to narrate a story about a problem or an event with an immigrant or refugee student in their class. Four of these stories have been selected for this article. Our aim was to analyze the teachers’ cultural responses and their perception of their roles in supporting their students. Our analysis shows that although these teachers tend to make changes to their students’ reality, they cannot escape or contest “alone” the norms of an academic, societal and political system that governs its power relationships and privileges, its dominant norms and values.

scholarly journals Investigating primary school teachers’ perception of conflict management strategies used by principalsÖğretmen görüşlerine göre ilköğretim okul yöneticilerinin kullandıkları çatışma yönetimi stratejileri

2015 ◽  
Vol 12 (2) ◽  
pp. 1734
Author(s):  
Osman Titrek ◽  
Muammer Maral ◽  
Deniz Barut Kızılkaya
Keyword(s):  
Conflict Management ◽  
Marital Status ◽  
Primary Schools ◽  
School Administrators ◽  
Management Strategies ◽  
Educational Status ◽  
Conflict Management Styles ◽  
Conflict Situations ◽  
Significant Difference ◽  
Descriptive Survey

<p>The purpose of this study is to determine which and how often conflict management strategies are used in case of any conflict situations by school principals attending primary schools. This study aims to identify to what extent the school administrators use the strategies of integration, reconciliation, compromise, domination and avoidance when handling conflicts and whether there are differences based on factors including teacher’s gender, marital status, or whether they assume a role in management, or the rank of their position, their age, educational level and seniority. 300 teachers attending primary and middle schools in Kağıthane, Istanbul were administered the “Conflict Management Styles Survey” as part of the research which was conducted using the descriptive survey model.  The results of the study showed that the school principles use the integration strategy the most; there is no significant difference in the opinions of teachers based on factors such as gender, marital status, management experience, or educational status; there is a significant difference in the feedback on integration and reconciliation strategies based on the factor of rank of position held; and there is a significant difference in the feedback from teachers about integration, avoidance and reconciliation strategies both based on the factor of age and factor of seniority.</p><p> </p><p><strong>Özet</strong></p><p>Bu çalışmanın amacı, ilköğretim okullarında görev yapan öğretmenlerin görüşlerine göre okul müdürlerinin herhangi bir çatışma durumunda çatışma yönetim stratejilerinden hangilerini ne kadar sıklıkla kullandıklarını, okul yöneticilerinin çatışmaları yönetirken tümleştirme, uzlaşma, ödün verme, hükmetme ve kaçınma stratejilerini ne derece kullandıkları, öğretmenlerin cinsiyet, medeni durum, yöneticilik görevi yapıp yapmadıkları, görev yaptıkları kademe, yaş, eğitim düzeyi, kıdem değişkenlerine göre bir farklılık olup olmadığı belirlenmeye çalışmaktır. Betimsel tarama modeli ile gerçekleştirilen bu araştırmada İstanbul ili Kağıthane ilçesindeki ilkokul ve ortaokullarda görev yapan 300 öğretmene “Çatışma Yönetim Stilleri Anketi” uygulanmıştır.  Araştırmanın sonucunda okul müdürlerinin en çok tümleştirme stratejisini kullandıkları, cinsiyet, medeni durum, yöneticilik tecrübesi, eğitim durumu değişkenlerine göre öğretmenler görüşleri arasında anlamlı bir farklılığın olmadığı, görev yapılan kademe değişkenine göre tümleştirme ve uzlaşma stratejilerine ilişkin görüşlerde anlamlı farklılığın olduğu, hem yaş değişkenine hem de kıdem değişkenine göre tümleştirme, kaçınma ve uzlaşma stratejilerine ilişkin öğretmen görüşleri arasında anlamlı farklılığın olduğuna ulaşılmıştır.</p>

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