Working with College Students to Improve Their Improvisation and Composition Skills: A Self-Study with Music Teacher Educators and a Music Theorist

2018 ◽  
Vol 28 (2) ◽  
pp. 28-42 ◽  
Author(s):  
Kristen Pellegrino ◽  
Jennifer P. Beavers ◽  
Susan Dill
Keyword(s):  
Teaching Practices ◽  
Teacher Educators ◽  
Secondary Data ◽  
Music Teacher ◽  
Primary Data ◽  
Data Sets ◽  
University Professors ◽  
Self Study ◽  
Music Theorist ◽  
Composition Teaching

The purpose of this self-study of teacher education practices was to examine and improve improvisation and composition teaching practices for three university professors at the same institution. Primary data sets were individual researcher journals and transcripts of seven researcher meetings. Secondary data sets were music major surveys, interviews, observations, and written communications. Findings are discussed in three sections: origins of our insecurities, turning point realizations and conversations, and our changed teaching practices and students’ learning. With the encouragement and support of our coresearchers, each of us experienced greater success in regularly integrating improvisation and composition into our teaching, which yielded notable increases in our students’ confidence and skills when improvising and composing, as well as willingness to incorporate them into their own teaching. We noticed improved student learning in many areas, as well as a more sophisticated transference of knowledge between playing, reading, and writing music.

scholarly journals Music Teacher Rankings of Selected Core Teaching Practices

2019 ◽  
Vol 29 (1) ◽  
pp. 86-99
Author(s):  
J. Si Millican ◽  
Sommer Helweh Forrester
Keyword(s):  
Music Education ◽  
Teaching Practices ◽  
Teacher Educators ◽  
Music Teachers ◽  
Music Teacher ◽  
Music Teaching ◽  
Pedagogical Content ◽  
Technical Vocabulary ◽  
History Of ◽  
Service Music

There is a decades-long history of music education researchers examining characteristics and skills associated with effective teaching and assessing how preservice music teachers develop those competencies. Building on studies of pedagogical content knowledge and the professional opinions of experienced music educators, researchers are now attempting to identity a body of core music teaching practices. We asked experienced in-service music teachers ( N = 898) to think about the skills beginning music teachers must possess to investigate how respondents rated and ranked selected core music teaching practices in terms of their relative importance. Developing appropriate relationships with students, modeling music concepts, and sequencing instruction were the top core teaching practices identified by the group. Results provide insights into knowing, naming, and framing a set of core teaching practices and offer a common technical vocabulary that music teacher educators might use as they design curricula and activities to develop these foundational skills.

scholarly journals Embedding to Reference t-SNE Space Addresses Batch Effects in Single-Cell Classification

2019 ◽  
Author(s):  
Pavlin G. Poličar ◽  
Martin Stražar ◽  
Blaž Zupan
Keyword(s):  
Single Cell ◽  
Secondary Data ◽  
Primary Data ◽  
Data Sets ◽  
Batch Effects ◽  
Data Set ◽  
Reduction Techniques ◽  
Straightforward Application ◽  
Cell Gene Expression ◽  
Multiple Data Sets

AbstractDimensionality reduction techniques, such as t-SNE, can construct informative visualizations of high-dimensional data. When working with multiple data sets, a straightforward application of these methods often fails; instead of revealing underlying classes, the resulting visualizations expose data set-specific clusters. To circumvent these batch effects, we propose an embedding procedure that takes a t-SNE visualization constructed on a reference data set and uses it as a scaffold for embedding new data. The new, secondary data is embedded one data-point at the time. This prevents any interactions between instances in the secondary data and implicitly mitigates batch effects. We demonstrate the utility of this approach with an analysis of six recently published single-cell gene expression data sets containing up to tens of thousands of cells and thousands of genes. In these data sets, the batch effects are particularly strong as the data comes from different institutions and was obtained using different experimental protocols. The visualizations constructed by our proposed approach are cleared of batch effects, and the cells from secondary data sets correctly co-cluster with cells from the primary data sharing the same cell type.

Teacher Educators and the Self-Study of Teaching Practices

2009 ◽  
pp. 205-217 ◽  
Author(s):  
Mary Lynn Hamilton ◽  
John Loughran ◽  
Maria Inês Marcondes
Keyword(s):  
Teaching Practices ◽  
Teacher Educators ◽  
The Self ◽  
Self Study

scholarly journals Collaboration in urban distribution of online grocery orders

2018 ◽  
Vol 29 (4) ◽  
pp. 1196-1214 ◽  
Author(s):  
Dimitris Zissis ◽  
Emel Aktas ◽  
Michael Bourlakis
Keyword(s):  
Secondary Data ◽  
Home Delivery ◽  
Primary Data ◽  
Data Sets ◽  
Content Type ◽  
Service Levels ◽  
Sustainable Logistics ◽  
Online Retailers ◽  
Time Required ◽  
Grocery Products

Purpose Population growth, urbanisation and the increased use of online shopping are some of the key challenges affecting the traditional logistics model. The purpose of this paper is to focus on the distribution of grocery products ordered online and the subsequent home delivery and click and collect services offered by online retailers to fulfil these orders. These services are unsustainable due to increased operational costs, carbon emissions, traffic and noise. The main objective of the research is to propose sustainable logistics models to reduce economic, environmental and social costs whilst maintaining service levels. Design/methodology/approach The authors have a mixed methodology based on simulation and mathematical modelling to evaluate the proposed shared logistics model using: primary data from a major UK retailer, secondary data from online retailers and primary data from a consumer survey on preferences for receiving groceries purchased online. Integration of these three data sets serves as input to vehicle routing models that reveal the benefits from collaboration by solving individual distribution problems of two retailers first, followed by the joint distribution problem under single decision maker assumption. Findings The benefits from collaboration could be more than 10 per cent in the distance travelled and 16 per cent in the time required to deliver the orders when two online grocery retailers collaborate in distribution activities. Originality/value The collaborative model developed for the online grocery market incentivises retailers to switch from current unsustainable logistics models to the proposed collaborative models.

The roller coaster ride: Our music teacher educator identity development

2018 ◽  
Vol 41 (2) ◽  
pp. 154-170 ◽  
Author(s):  
Julie Derges Kastner ◽  
Jill Reese ◽  
Kristen Pellegrino ◽  
Heather A. Russell
Keyword(s):  
Identity Development ◽  
Teacher Educators ◽  
Music Teachers ◽  
Teacher Educator ◽  
Early Career ◽  
Music Teacher ◽  
Roller Coaster ◽  
Linear Representations ◽  
Self Study ◽  
K 12

In transitioning from the K–12 classroom to higher education, teacher educators often experience tensions and challenges, which may be due to a misalignment between their situational and substantial selves. While many researchers have explored identity transitions of teacher educators, more research is needed to understand this experience with music teacher educators. Using self-study, we explored our identities as four music teacher educators, plus one additional participant, in transitioning from being music teachers to early-career music teacher educators. Data included interviews and personal journals, and we developed restoried narratives, non-linear representations, and cartoons during data analysis. These revealed three themes: misalignment, adaptation and acceptance, and roller coaster of growth. Misalignment describes the disconnect we experienced between our substantial and situational selves as a result of three factors: balance, autonomy, and identity. Adaptation and acceptance describes the strategies we developed to respond to the factors leading to our misalignment and accept our developing identities as music teacher educators. Roller coaster of growth describes the indirect nature of the process we experienced as we shifted between misalignment and acceptance. Based on these findings, we suggest further research in the identities of teacher educators throughout their careers and recommend strategies for professional development and support.

scholarly journals IMPLIKASI PENDIDIKAN LUAR SEKOLAH ANAK MELALUI PAGUYUBAN SENI JEMBLUNG DI ERA GLOBAL

2021 ◽  
Vol 25 (2) ◽  
pp. 59-66
Author(s):  
Dedy Sartono
Keyword(s):  
Human Development ◽  
Formal Education ◽  
Secondary Data ◽  
Sampling Technique ◽  
Cultural Preservation ◽  
Primary Data ◽  
Data Sets ◽  
Snowball Sampling ◽  
Global Era ◽  
The Arts

Tujuan penelitian ini adalah untuk mengungkap kiprah dan kontribusi Pendidikan Luar Sekolah dalam pembangunan manusia khususnya melalui Paguyuban Seni di Kelurahan Gedungkiwo, Yogyakarta di masa kini serta bagaimana Pendidikan Luar Sekolah berperan dalam meningkatkan pencapaian Indeks Pembangunan Manusia di wilayah tersebut. Penelitian ini dilakukan dengan menggunakan metode penelitian kualitatif. Semua data primer diperoleh langsung dari informan di Kelurahan Gedongkiwo dengan menggunakan teknik observasi dan wawancara. Informan dalam penelitian ini dapat dikategorikan menjadi tiga yaitu informan dasar, informan kunci dan informan tambahan. Kepala desa terpilih sebagai informan dasar, ketua sanggar sebagai informan kunci dan pemangku kepentingan serta penari sebagai informan tambahan. Data primer juga dikumpulkan dari peserta didik sebagai informan tambahan melalui teknik snowball sampling. Sementara itu, data sekunder dikumpulkan melalui studi literatur. Semua kumpulan data dianalisis menggunakan teori estetika, teori hegemoni dan relasi kekuasaan. Hasil penelitian menunjukkan kinerja Paguyuban seni di Kelurahan Gedongkiwo di era global berimplikasi pada karakter kepribadian anak, peningkatan semangat dan solidaritas dalam masyarakat serta penguatan kesadaran dalam pelestarian budaya.IMPLICATIONS OF NON-FORMAL EDUCATION TOWARDS CHILDREN’S DEVELOPMEMT THROUGH THE JEMBLUNG ARTS COMMUNITY IN THE GLOBAL ERAThe purpose of this research was to reveal the progress and contribution of non-formal Education in human development, especially through the Arts Association in Gedungkiwo Village, Yogyakarta in the present day and how non-formal Education played its role in increasing the achievement of the Human Development Index in the region. This research was conducted using qualitative research method. All primary data were obtained directly from respondents in Gedongkiwo Village by using observation and interview techniques. Respondents in this study could be categorized into three, namely basic respondents, key respondents and additional respondents. The village head was selected as the basic respondent, the head of the studio as the key respondent and stakeholders and dancers as additional respondent. Primary data were also collected from students as additional respondents through the snowball sampling technique. In addition, secondary data were collected through literature studies. All data sets were analyzed using aesthetic theory, hegemony theory and power relations. The results showed that the performance of the arts association in Gedongkiwo Village in the global era had implications for children’s personality traits, increased enthusiasm and solidarity in society as well as strengthening awareness in cultural preservation 

Creating Access, Opportunity, and Ownership Through Cross-Cultural Meaning-Making in Academically Diverse Online Courses

2019 ◽  
pp. 42-65 ◽  
Author(s):  
Christi U. Edge ◽  
Abby Cameron-Standerford ◽  
Bethney Bergh
Keyword(s):  
Teaching Practices ◽  
Online Teaching ◽  
Teacher Educators ◽  
Literacy Practices ◽  
Online Courses ◽  
Meaning Making ◽  
Multimodal Literacy ◽  
Multimodal Texts ◽  
Self Study ◽  
Relationship Of

As a group of three teacher educators representing reading, special education, and educational leadership, the authors conducted a self-study of their online teaching practices with the guiding question of “How can we use multimodal literacies to re-see our practices and to empower others to construct and to communicate meaning?” The purpose was to explore the pedagogic potentials of multimodal literacy by acting upon recent findings from their longitudinal, collaborative self-study into how they use and learn through visual literacy. They sought to extend their line of inquiry and to more inclusively empower learners to negotiate and to make meaning through multimodal literacy practices. Findings document how using protocols to critically “read,” discuss, and collaboratively make meaning from their online teaching practices illuminated the relationship of multimodal texts, visuals and literacy practices in fostering access, opportunity, and ownership for learners in online courses.

scholarly journals Embedding to reference t-SNE space addresses batch effects in single-cell classification

2021 ◽  
Author(s):  
Pavlin G. Poličar ◽  
Martin Stražar ◽  
Blaž Zupan
Keyword(s):  
Single Cell ◽  
Single Cells ◽  
Secondary Data ◽  
Machine Learning Techniques ◽  
Primary Data ◽  
Data Sets ◽  
Batch Effects ◽  
Data Set ◽  
Straightforward Application ◽  
Multiple Data Sets

AbstractDimensionality reduction techniques, such as t-SNE, can construct informative visualizations of high-dimensional data. When jointly visualising multiple data sets, a straightforward application of these methods often fails; instead of revealing underlying classes, the resulting visualizations expose dataset-specific clusters. To circumvent these batch effects, we propose an embedding procedure that uses a t-SNE visualization constructed on a reference data set as a scaffold for embedding new data points. Each data instance from a new, unseen, secondary data is embedded independently and does not change the reference embedding. This prevents any interactions between instances in the secondary data and implicitly mitigates batch effects. We demonstrate the utility of this approach by analyzing six recently published single-cell gene expression data sets with up to tens of thousands of cells and thousands of genes. The batch effects in our studies are particularly strong as the data comes from different institutions using different experimental protocols. The visualizations constructed by our proposed approach are clear of batch effects, and the cells from secondary data sets correctly co-cluster with cells of the same type from the primary data. We also show the predictive power of our simple, visual classification approach in t-SNE space matches the accuracy of specialized machine learning techniques that consider the entire compendium of features that profile single cells.

scholarly journals It Is All Part of the Process: Becoming Pedagogical Through Artful Inquiry

2016 ◽  
Vol 9 (2) ◽  
pp. 317-337
Author(s):  
Eun-Ji Amy Kim
Keyword(s):  
Teaching Practices ◽  
Teacher Educators ◽  
Novice Teacher ◽  
Teacher Educator ◽  
Collaborative Teaching ◽  
Teaching Science ◽  
Science Methods ◽  
Research And Teaching ◽  
Self Study ◽  
Teaching Team

The experiences and challenges that teacher-educators go through tend to be private and go unnoticed (Berry & Loughran, 2005). Through self-study, teacher-educators can re ect on their practices and learn from each other’s practices. As a novice teacher- educator who was teaching an inquiry-based teaching science methods class with a collaborative teaching team, I explore my experience of being a teacher-educator through arts-based self-study. In this paper, I discuss how the process of artful inquiry informed my own research and teaching practices. Based on the idea of a/r/tography, I link my artistic, research, and teaching practices together to explore what it means to be becoming pedagogical (Gouzouasis, Irwin, Miles, & Gordon, 2013).

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