American preservice elementary teachers’ self-reported learning outcomes from participating in Korean percussion lessons in a music-methods course

2019 ◽  
Vol 41 (3) ◽  
pp. 327-342
Author(s):  
Sangmi Kang ◽  
Hyesoo Yoo
Keyword(s):  
Learning Outcomes ◽  
Cultural Awareness ◽  
Methods Course ◽  
Classroom Teachers ◽  
Percussion Ensemble ◽  
Structured Interviews ◽  
Course Content ◽  
Traditional Course ◽  
Music Methods ◽  
Music Fundamentals

The purpose of this study was to examine American preservice classroom teachers’ self-reported learning outcomes after partaking in a weekly Korean percussion ensemble in an elementary music-methods course. The preservice classroom teachers rehearsed a Korean percussion ensemble piece ( Samulnori) as their course routine for half of the semester. Participants’ open-ended essays and semi-structured interviews were analyzed to determine their learning outcomes. Based on Abril’s (2006) three world music learning outcome categories (musical, cultural, and other) as initial codes, the emergent coding process was adopted. Through the data analysis, four themes emerged that illustrated preservice classroom teachers’ learning outcomes: (a) Cultural Awareness: Difference, (b) Music Fundamentals: Overlap with Traditional Course Content, (c) Bonding Experience: Community, and (d) Teacher Education: A Well-Rounded Teacher. Based on the results, possible implications for teaching culturally diverse musics to preservice classroom teachers in music-methods courses were discussed.

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.

“Shhhh! Alex Has Something To Say”: AAC-SGD Use in the Classroom Setting

2010 ◽  
Vol 19 (4) ◽  
pp. 108-114 ◽  
Author(s):  
Lisa M. Mellman ◽  
Laura S. DeThorne ◽  
Julie A. Hengst
Keyword(s):  
Social Interaction ◽  
Social Interactions ◽  
Augmentative And Alternative Communication ◽  
Classroom Community ◽  
Classroom Observations ◽  
Classroom Teachers ◽  
Classroom Setting ◽  
Alternative Communication ◽  
Structured Interviews ◽  
Missed Opportunities

Abstract The present qualitative study was designed to examine augmentative and alternative communication (AAC) practices, particularly surrounding speech-generating devices (SGDs), in the classroom setting. We focused on three key child participants, their classroom teachers, and associated speech-language pathologists across three different schools. In addition to semi-structured interviews of all participants, six classroom observations per child were completed. Data were coded according to both pre-established and emergent themes. Four broad themes emerged: message-focused AAC use, social interactions within the classroom community, barriers to successful AAC-SGD use, and missed opportunities. Findings revealed a lack of SGD use in the classroom for two children as well as limited social interaction across all cases. We conclude by highlighting the pervasive sense of missed opportunities across these classroom observations and yet, at the same time, the striking resiliency of communicative effort in these cases.

scholarly journals The Impact of Cultural Immersion Experience on Identity Transformation Process

2021 ◽  
Vol 18 (5) ◽  
pp. 2680
Author(s):  
Gloria Onosu
Keyword(s):  
Service Learning ◽  
Cultural Awareness ◽  
Local Community ◽  
Transformation Process ◽  
Identity Transformation ◽  
Cultural Immersion ◽  
Structured Interviews ◽  
Self Identity ◽  
Immersion Experience ◽  
The Impact

This study focused on understanding the cultural immersion experience of students who participated in Study Abroad Programs (SAP) and Global Service Learning Programs (GSL). The study looked at how the immersion experience impacted the participants’ view of self and others upon re-entry into their local community. Specifically, we applied the perspective transformation theoretical framework to analyze the extent to which participation in cultural immersion programs transforms students’ perceptions of self and others. The analysis of the semi-structured interviews suggested that by engaging in intentional immersion and guided reflections, participants became aware of the need to reevaluate their perspectives, expectations, and assumptions about self and others. We also found that there were differences in the way participants experienced the cultural immersion process and the impact it had on cultural awareness and self-identity.

Investigating preservice classroom teachers’ practices and views about teaching physical education lessons: An exploratory case study

2021 ◽  
pp. 1356336X2110509
Author(s):  
Niki Tsangaridou ◽  
Ermis Kyriakides ◽  
Charalambos Y. Charalambous
Keyword(s):  
Physical Education ◽  
Time Management ◽  
Teaching Quality ◽  
Classroom Teachers ◽  
Structured Interviews ◽  
Field Placement ◽  
Exploratory Case Study ◽  
National University ◽  
Student Practice

Focusing on preservice classroom teachers (PCTs) with a physical education (PE) specialization, this exploratory case study aimed at investigating the teaching quality in the lessons offered by these teachers during their field placement, as well as examining their views about teaching PE. Toward this end, seven volunteer female PCTs studying at a national university in Cyprus were recruited; all had attended three PE specialization courses before their field placement. Data were gathered through systematic observations, semi-structured interviews, and document analysis. The quantitative data were analysed using SPSS and the qualitative data using case and cross-case analysis. These analyses suggested that the PCTs could effectively employ classroom and time management as well as skill demonstration; they could also provide quality student practice. In contrast, task progression, accountability of student practice, and task explicitness appeared to be more challenging for them to successfully enact. Interestingly, their lesson plans foreshadowed how effectively most of the examined practices would be employed by the PCTs. This study contributes a new understanding of PCTs’ PE teaching during field placement and their views thereof. The implications of the findings for PCTs’ education are discussed.

Preparing Preservice Teachers via Teaching Methods Courses: A Literature Review

2021 ◽  
pp. 1-10
Author(s):  
Fei Wu ◽  
Ashley Phelps ◽  
Michael Hodges ◽  
Yiqiong Zhang ◽  
Xiaofen D. Keating ◽  
...  
Keyword(s):  
Preservice Teachers ◽  
Physical Education ◽  
Teaching Methods ◽  
Elementary Classroom ◽  
National Standards ◽  
Methods Course ◽  
Physical Education Teachers ◽  
Classroom Teachers ◽  
Methods Courses ◽  
Elementary Methods

Purpose: To review past research on teaching methods courses with preservice physical education teachers and preservice elementary classroom teachers. Method: This study was guided by the 2017 National Standards for Initial Physical Education Teacher Education. A thorough literature search was conducted using online databases, and a total of 28 articles were selected for review. Results: About two thirds of the reviewed studies were related to elementary methods courses, and 10.7% of the studies were quantitative. Perceptions and confidence in teaching physical education were the focus of studies for preservice elementary classroom teachers, while pedagogical knowledge development and restructuring was the primary emphasis for preservice physical education teachers via elementary methods course. Research on the secondary methods course yielded no salient themes. Conclusions: Research on the topic has been incongruent with the national standards. More experimental and quantitative studies are needed in the future.

scholarly journals PENERAPAN METODE SAINTIFIK MELALUI INOVASI KONDISI PEMBELAJARAN PADA MATA PELAJARAN IPA-BIOLOGI UNTUK MENINGKATKAN KOMPETENSI SISWA DI SMA N 1 SIPAHUTAR

2020 ◽  
Vol 7 (2) ◽  
pp. 135
Author(s):  
Oloan Pandopotan Pangaribuan
Keyword(s):  
Learning Outcomes ◽  
Teaching Methods ◽  
Scientific Method ◽  
Student Learning Outcomes ◽  
Male Students ◽  
Classroom Teachers ◽  
Activity Increase ◽  
Biology Students ◽  
Scientific Teaching ◽  
Improving Student Learning

Abstrak: Penelitian ini bertujuan untuk mengetahui (1) peningkatan aktifitas serta keaktifan siswa dalam kegiatan pembelajaran menggunakan Metode Pengajaran Saintifik (2) peningkatan hasil belajar siswa pada pembelejaran dengan menggunakan Metode Pengajaran Saintifik. Subjek dalam penelitian ini adalah siswa kelas XII yang berjumlah 39 siswa yang seluruhnya di dominasi siswa laki-laki di SMA Negeri 1 Sipahutar  . Pengambilan siswa kelas XII sebagai subjek dalam penelitian ini berdasarkan hasil observasi dan kesepakatan dengan beberapa guru lainnya. Penelitian ini menggunakan Penelitian Tindakan Kelas (PTK) yang dilakukan secara kolaboratif dengan guru-guru SMA Negeri 1 Sipahutar  , artinya dilakukan kerja sama dengan guru kelas. Ada peningkatan hasil belajar dan keaktifan siswa dalam penggunaan Metode Pengajaran Saintifik pada mata pelajararan IPA-Biologi siswa kelas XII SMA Negeri 1 Sipahutar . Rata-rata hasil belajar siklus I sebesar 70,83 dengan ketuntasan 64,10% kemudian pada siklus II terjadi peningkatan rata-rata hasil belajar yaitu 80,48 dengan ketuntasan 89,74%. Peningkatan juga dapat dilihat pada keaktifan siswa, rata-rata keaktifan siswa pada siklus I sebesar 50,00% dan siklus II sebesar 78,00%. Jadi peningkatan rata-rata keaktifan siswa sebesar 28,00%.  Kata Kunci: Metode Saintifik, Pembelajaran, IPA-Biologi, IPA Biologi Abstract: This study aims to determine (1) increase activity and activeness of students in learning activities using the method of scientific teaching (2) improving student learning outcomes on the pursuit by using the method of scientific teaching. Subjects in this study were the students of class XII which amounted to 39 students who are all dominated by male students in SMA Negeri 1 Sipahutar  . Class XII as a subject in this study based on observation and agreement with some other teachers. This study uses Classroom Action Research (PTK) which is done collaboratively with teachers of SMA Negeri 1 Sipahutar  , meaning that it is done in cooperation with classroom teachers. There is an increase in learning outcomes and student activeness in the use of Scientific Teaching Methods in the eyes of science-biology students of grade XII SMA Negeri 1 Sipahutar  . Average learning outcomes cycle I of 70.83 with 6410% completeness and then on the second cycle there is an increase in the average learning outcome is 80.48 with a complete 89.74%. Improvement can also be seen on student activeness, student's active activity on cycle I is 50,00% and cycle II is 78,00%. So the average student activity increase is 28.00%. Keywords: Scientific Method, Learning, Science-Biology, Science Biology

scholarly journals WHAT SENIORS HAVE TO SAY ABOUT THEIR ENGAGEMENT

2017 ◽  
Author(s):  
Sylvie Doré
Keyword(s):  
Additive Manufacturing ◽  
Quantitative Analysis ◽  
Student Engagement ◽  
Qualitative Analysis ◽  
Teaching Methods ◽  
Electronic Devices ◽  
Methods Course ◽  
Course Content ◽  
Elective Course

The goal of this pre-study was to prescribe a solution to a perceived decrease in student engagement in an elective course on additive manufacturing. The objectives were to:identify in what activities the students are engaging; identify causes for lack of engagement in their studies, if any;identify possible changes to the additive manufacturing course.A mixed (quantitative and qualitative) triangulation interpretivist approach was used to address the first two objectives. Approximately half (1/2) the students stated that their studies was not their priority, two thirds (2/3) reported that they attended university primarily to earn a diploma rather than to learn and again two thirds (2/3) said that they had difficulty concentrating, signs that most students are not fully engaged in learning. The qualitative analysis provided insight and nuance to the quantitative analysis. It made it possible to identify sources for lack of engagement. Apart from the presence of electronic devices which distract attention, teaching methods, course content and evaluation modalities were often cited. Based on the findings, three changes are suggested to the course

scholarly journals Migración de estudiantes internacionales a Chile: Desafíos de la nueva educación públic

2021 ◽  
Vol 29 ◽  
pp. 68
Author(s):  
Jorge Alarcón-Leiva ◽  
Catalina Gotelli-Alvial
Keyword(s):  
International Students ◽  
Empirical Evidence ◽  
Educational System ◽  
Immigrant Students ◽  
Educational Institution ◽  
School Level ◽  
Classroom Teachers ◽  
Structured Interviews ◽  
Educational Management ◽  
New Public

The article addresses the problem of immigration of international students in the Chilean educational system, collecting empirical evidence regarding the challenges of directive management and pedagogical management that the process of installing the new public educational institution in Chile faces. In this framework, the objective of the work is to elaborate a typology of the forms of implementation of the migratory policy at the school level, of the procedures adopted by the educational management and, finally, of the teaching practices related to the inclusion of immigrants. For this purpose, the analysis is carried out, from the Grounded Theory perspective, of semi-structured interviews applied to directive teachers and classroom teachers of school establishments, regarding situations in the context of which they have had to attend to emerging needs from the presence of international immigrant students. Finally, it ends by underlining the need to move from the stage of respect for rights to that of full recognition of the dignity of international immigrants.

Abstract W P317: Pan-London Simulation Training for Hyperacute Stroke

Stroke ◽  
2014 ◽  
Vol 45 (suppl_1) ◽  
Author(s):  
J Birns ◽  
P Jaye ◽  
A Roots ◽  
G Reedy ◽  
Alastair Ross
Keyword(s):  
Learning Outcomes ◽  
Health Care Professionals ◽  
Simulation Training ◽  
Emergency Situation ◽  
Technical Skills ◽  
Stroke Care ◽  
Training Programme ◽  
Management Decision ◽  
Structured Interviews ◽  
Hyperacute Stroke

Background: City-wide re-organisation of stroke care in London, incorporating 8 hyperacute stroke units (HASUs), has improved thrombolysis rates and survival cost-effectively. Continued staffing of HASUs requires stroke-specialist training to develop competencies for managing neurological emergencies. Simulation training provides an education platform for health care professionals to become immersed in realistic scenarios where outcome is dependent upon technical and non-technical skills. Methods: A standardised, curriculum-mapped, high-fidelity, simulation-training programme was developed on 4 HASUs for city-wide staff to attend. Learning outcomes included technical (acute stroke assessment/management) and non-technical skills (including time management/decision-making/teamwork). A mixed-methods evaluation approach was used to evaluate data from participants before, during, and after training. Results: Over a 2 year period, 152 HASU staff (70 medical; 82 nursing) participated. Quantitative analysis showed a pre/post-course increase in candidates’ ability to manage emergency stroke situations (t=6.6, p<0.001), leadership skills (t=6.7, p<0.001) and communication skills (t=3.7, p<0.001), more so in junior compared with senior clinicians. Simulation training was enjoyable (mean (SD) rating 5.7(2) on 7 point Likert scale), with higher ratings from doctors compared with nurses (t=3; p<0.01). Enjoyment correlated positively (r=0.853; p<0.001) and previous experience of simulation correlated negatively (r=-0.228; p<0.05) with relevance to clinical practice. Thematic analysis of post-course semi-structured interviews demonstrated 5 important learning outcomes (assertiveness; calling for help; situational awareness; teamwork; verbalising thoughts) and 3 main responses for transference to practice (general enthusiasm with no particular practical change; immediate recognition of an emergency situation providing recall of the course; reflective change). Conclusion: Simulation training may be effective in helping achieve HASU-specific learning outcomes and may be delivered in a standardised manner across multiple sites.

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