Instructional Approaches to Teaching a Korean Percussion Ensemble (Samulnori) to Preservice Music Teachers and Preservice Classroom Teachers: An Action Research Study

2018 ◽  
Vol 28 (1) ◽  
pp. 70-82
Author(s):  
Hyesoo Yoo ◽  
Sangmi Kang
Keyword(s):  
Action Research ◽  
Music Teachers ◽  
Research Study ◽  
Research Process ◽  
Methods Course ◽  
Classroom Teachers ◽  
Percussion Ensemble ◽  
Practical Action ◽  
Field Notes ◽  
Action Research Study

The purpose of this practical action research study was to explore how preservice music teachers, preservice classroom teachers, and a methods course instructor responded to the experience of rehearsing a Korean percussion ensemble piece. Seven preservice music teachers and nine preservice classroom teachers rehearsed Samulnori for 20 minutes per week for 8 weeks. Data sources included reflective narratives produced by the instructor and participants, observation field notes, and participant interviews. Through each step in the action research process, across multiple cycles of instruction and reflection, the teaching approach was altered to better fit participants’ needs and interests in the two groups. While preservice music teachers valued authentic music demonstrations and the hands-on process of learning to perform Samulnori in a polished and accurate manner, preservice classroom teachers required more detailed verbal explanations in addition to music demonstrations and showed interest in learning about the historical and cultural background of Samulnori.

Problem-Based Learning in a Woodwind Methods Course: An Action Research Study

2018 ◽  
Vol 28 (1) ◽  
pp. 55-69 ◽  
Author(s):  
Jennifer A. Blackwell ◽  
Nicholas E. Roseth
Keyword(s):  
Action Research ◽  
Music Teachers ◽  
Research Study ◽  
Real Life ◽  
Problem Based Learning ◽  
Methods Course ◽  
Video Assessment ◽  
Course Materials ◽  
Course Engagement ◽  
Action Research Study

The purpose of this action research study was to explore the use of problem-based learning (PBL) in a secondary instrument methods course. Six students enrolled in a woodwind methods course and participated in PBL activities—including video assessment, written scenarios, emergent performance scenarios in the classroom, group activities, and structured peer teaching—aimed at improving their ability to diagnose and solve instrument-specific performance problems. We examined students’ perceptions of PBL, including their teaching confidence, retention of course materials, and overall course engagement. The data collected suggest that students perceived themselves to be learning effectively in this PBL environment, and they felt generally confident in their ability to teach woodwinds. In addition, students appreciated opportunities for “real-life” teaching scenarios and expressed high levels of motivation, though they found this approach somewhat haphazard and unstructured. We suggest that PBL may be a viable method for educating preservice music teachers.

The Long Road to Benefits Management: Toward an Integrative Management Model

2020 ◽  
Vol 51 (3) ◽  
pp. 312-327 ◽  
Author(s):  
Per Svejvig ◽  
Bjarne Rerup Schlichter
Keyword(s):  
Action Research ◽  
Management Practices ◽  
Research Study ◽  
Research Process ◽  
Management Model ◽  
Action Research Study ◽  
Practical Level ◽  
Integrative Management

This article reports on a four-year action research study, where the aims were to study benefits management at a detailed, practical level and to evaluate the benefits management practices applied. Synthesizing the insights from the study shows that the approach is dependent on the context and that the action research process was a challenging endeavor, but also that the project was successful with respect to improving performance. We provide a structured evaluation of the practiced process to uncover weaknesses and improve future interventions by suggesting an integrative management model with three layers: instrumental, practical, and reflective.

scholarly journals Cohesion in Spanish as a Second Language in an Indigenous School

2019 ◽  
Vol 12 (1) ◽  
pp. 14-38
Author(s):  
Lina Katerine Amaya Pérez ◽  
Mario Santiago Fonseca Parra ◽  
Juan Esteban Pineda Guarín
Keyword(s):  
Second Language ◽  
Action Research ◽  
Research Study ◽  
Writing Process ◽  
Fifth Graders ◽  
Structured Interviews ◽  
Narrative Texts ◽  
Parts Of Speech ◽  
Field Notes ◽  
Action Research Study

This qualitative action research study analyzed the effect of Task Based Learning (TBL) through meaningful materials in the writing process of Spanish as a Second Language (SSL) for fifth graders from a Sikuani indigenous school located in Puerto Gaitán, Meta, Colombia. Throughout the sessions, task included different materials and games, such as a linguistic roulette, in order to help students foster cohesion when writing in Spanish as a second language. The instruments used to collect data were students’ artifacts (narrative texts), field notes, and semi-structured interviews. The results obtained showed that after the implementation, students were able to write short sentences using the parts of speech, such us articles, nouns, nd verb conjugations, accurately according to Spanish grammar.

An Action Research Study on Globally Competent Teaching in Online Spaces

2021 ◽  
pp. 264-288
Author(s):  
Shea N. Kerkhoff ◽  
Fatemeh Mardi ◽  
Han Rong
Keyword(s):  
Action Research ◽  
Online Education ◽  
Research Study ◽  
Methods Course ◽  
Global Competence ◽  
Global Learning ◽  
Master's Students ◽  
Global Pandemic ◽  
Online Spaces ◽  
Action Research Study

Research shows that teachers understand why global competence is important but do not necessarily know how to implement global teaching. One way to address this problem of practice is integrating global competence with teacher education. Education abroad is an effective method to internationalize teaching, but travel is suspended due to the global pandemic. At the same time, the pandemic also highlights how global cooperation and global competence are vital in mitigating the effects of the virus. The purpose of this action research study was to investigate the impact of infusing global learning in an online education methods course. Data sources included products of learning and reflections from 24 master's students. Findings include five themes (multilingual communication, current event awareness, content-aligned integration, utilizing students' identities, and practicing local-global inquiry) that describe the prerequisites, barriers, challenges, and successes as teachers develop global competence and implement globally competent teaching in their K-12 classrooms.

scholarly journals Four aspects of spiritual care: a phenomenological action research study on practicing and improving spiritual care at two Danish hospices

2021 ◽  
Vol 15 ◽  
pp. 263235242110506
Author(s):  
Dorte Toudal Viftrup ◽  
Ricko Nissen ◽  
Jens Søndergaard ◽  
Niels Christian Hvidt
Keyword(s):  
Action Research ◽  
Spiritual Care ◽  
Research Study ◽  
Research Process ◽  
Spiritual Needs ◽  
Individual Interviews ◽  
Dying Patients ◽  
Action Research Study ◽  
Group Interviews ◽  
Relational Abilities

Background: In Denmark and internationally, there has been an increased focus on strengthening palliative care by enhancing spiritual care. Dying patients, however, do not experience their spiritual needs being adequately met. Methods: Through an action research study design with four consecutive stages, namely, observation in practice, reflection-on-praxis, action-in-praxis, and evaluation of the action research process involving patients and hospice staff from two hospices in Denmark, two research questions were explored: (1) How do patients and staff perceive, feel, live, practice, and understand spiritual care at hospice? and (2) How can spiritual care be improved in hospice practice? The data material presented comprised 12 individual interviews with patients and nine focus group interviews with the staff. Results: We found four aspects of spiritual care through which patients and staff seemed to perceive, feel, live, practice, and understand spiritual care at hospice, and from where spiritual care may be improved in hospice practice. These aspects constituted four themes: (1) relational, (2) individualistic, (3) embodied, and (4) verbal aspects of spiritual care. Conclusion: Staff realized immanent limitations of individual aspects of spiritual care but learned to trust that their relational abilities could improve spiritual care. Embodied aspects seemed to open for verbal aspects of spiritual care, but staff were reluctant to initiative verbal dialogue. They would bodily sense values about preserving patients’ boundaries in ways that seemed to hinder verbal aspects of spiritual care. During action-in-praxis, however, staff realized that they might have to initiate spiritual conversation in order to care for patients’ spiritual needs.

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