Toward a New Vision of Equality: Perspectives of Male Teachers in the Elementary Music Classroom

2016 ◽  
Vol 36 (1) ◽  
pp. 20-27
Author(s):  
Andrew Lesser
Keyword(s):  
United States ◽  
Elementary School ◽  
Music Teachers ◽  
School Level ◽  
Elementary Music ◽  
Northeastern United States ◽  
Music Classroom ◽  
Geographical Regions ◽  
New Vision ◽  
Predominantly Female

Research concerning men working in predominantly female environments has suggested that stereotyping can occur when gender norms are violated, such as men teaching at the elementary school level. The present study investigated the presence and perspectives of male elementary school music teachers in specific geographical regions of the Northeastern United States. A qualitative analysis of six public school districts representing multiple states in the Northeastern United States revealed that women still hold a majority among elementary music teachers. Interviews were then conducted with three selected male elementary music teachers to determine if any of them felt discriminated or marginalized among their female colleagues. While these men did claim that their masculinity indeed caused various issues relating to male discrimination, all three felt content with their positions regardless of their gender identification.

scholarly journals Elementary Music Teachers’ Experiences Training and Collaborating With Paraprofessionals

2020 ◽  
Vol 39 (1) ◽  
pp. 27-37
Author(s):  
Claire Majerus ◽  
Donald M. Taylor
Keyword(s):  
Special Education ◽  
Music Education ◽  
Special Education Teachers ◽  
Music Teachers ◽  
National Association ◽  
Elementary Music ◽  
Teachers Perceptions ◽  
Music Classroom ◽  
Teachers Experiences ◽  
Strongly Agree

The purpose of this study was to investigate elementary music teachers’ perceptions of paraprofessional participation in the classroom and to examine the extent to which instructors provided preparation for their paraprofessional colleagues. Five hundred and four members of the National Association for Music Education completed a 32-item survey utilizing a 3-point Likert-type scale ( strongly agree = 3, neither agree nor disagree = 2, strongly disagree = 1). Music teachers indicated that they need help with behavioral reinforcements and transitions in the classroom (e.g., entering, exiting, and moving between activities). They also needed paraprofessionals to adapt music activities for students spontaneously during class, but they provided little to no guidance or training for their colleagues. Out of 504 participants, only 8 (1.6%) indicated any kind of regular meetings with paraprofessionals and special education teachers outside the music classroom to discuss goals and strategies.

scholarly journals Using a Buckwheat Cover Crop for Maximum Weed Suppression after Early Vegetables

2013 ◽  
Vol 23 (5) ◽  
pp. 575-580 ◽  
Author(s):  
Thomas Björkman ◽  
Joseph W. Shail
Keyword(s):  
United States ◽  
Cover Crop ◽  
Field Experiments ◽  
Growing Season ◽  
The United States ◽  
Weed Suppression ◽  
Optimal Timing ◽  
Northeastern United States ◽  
Geographical Regions ◽  
Short Growing Season

Establishment of a weed-suppressive cover crop after vegetables harvested early in the season is important in the northeastern United States because of the short growing season. Buckwheat (Fagopyrum esculentum) is an effective cover crop in vegetable production because of its short growing season, ability to outcompete many weeds, resistance to damage by insects and disease, and requirement for only moderate soil fertility. In two separate 3-year field experiments, we determined the best tillage techniques and the optimal timing for use of buckwheat as a cover crop after early vegetables in the northeastern United States. Incorporating crop residue with a disk was necessary and provided sufficient tillage to obtain a weed-suppressive buckwheat stand. Buckwheat growth was stunted when direct seeded with a no-till drill immediately after pea (Pisum sativum) harvest because of poor soil penetration by buckwheat roots. Planting buckwheat after incorporating the pea crop was successful; waiting 1 week to plant was optimal, whereas a 2-week wait produced a weaker stand. We determined that optimal timing for sowing buckwheat in central New York was late June to early August. Generalizing to other geographical regions in the United States, we calculated that a minimum accumulation of 700 growing degree days is necessary to reach 1 to 1.5 tons/acre of buckwheat dry matter at the appropriate growth stage for incorporation (6 weeks after sowing).

An Orientation to Musical Pedagogy

2017 ◽  
Author(s):  
Birch P. Browning
Keyword(s):  
Effective Teachers ◽  
Music Teachers ◽  
Music Educators ◽  
Music Curriculum ◽  
Specialized Knowledge ◽  
Music Classroom ◽  
Professional Educators ◽  
Instructional Context ◽  
New Vision ◽  
Service Music

Novice music educators often experience conflict between their roles as teachers and their roles as musicians. The broad purpose of this text is to assist pre-service music teachers as they begin the transition from students to professional educators and musicians by challenging what they think they know about those two distinct yet complementary roles. Rather than perpetuating existing practice, these future educators are encouraged to build their own new vision for music curriculum and education by examining the "big concepts" of teaching and musicianship based on several research-based ideas: (1) There's no such thing as talent, (2) effective teachers have specialized knowledge about their subject, students, pedagogy, and instructional context, and (3) musicianship is not magic. More important, through deliberate thought and action, pre-service music teachers can learn the concepts and practices of expert teachers and musicians and incorporate them into the music classroom. Attention is given to how students learn and to designing and delivering engaging classroom instruction.

Teachers’ Perceptions on Current Piano Use in the Elementary General Music Classroom

2016 ◽  
Vol 35 (2) ◽  
pp. 23-29 ◽  
Author(s):  
Valerie A. Baker
Keyword(s):  
Music Teachers ◽  
Elementary Music ◽  
Future Research ◽  
General Music ◽  
Teachers Perceptions ◽  
Music Classroom ◽  
Teacher Opinion ◽  
Younger Age ◽  
Piano Lessons ◽  
Elementary General Music

The purpose of this study was to identify teacher opinion of piano use, the amount of piano use, and current purposes for pianos in elementary general music classrooms. A geographically diverse sample of general music teachers ( N = 189) completed a piano use survey. The data indicated that teachers felt piano was an important part of elementary music and that the piano should be used for accompaniment more than any other purpose. Pianos were most commonly used on a weekly basis. Teachers who began piano lessons at a younger age also tended to use more piano in their classrooms. Qualitative statements made about piano use were positive and enthusiastic. This study provides direction for future research in the investigation of relationships between amount of piano use and teacher variables, and the amount of a cappella singing in the elementary classroom.

Promoting Sophisticated Word Use in the Elementary Music Classroom

2019 ◽  
Vol 105 (4) ◽  
pp. 28-36
Author(s):  
Ayah Rifai
Keyword(s):  
Elementary Schools ◽  
Music Teachers ◽  
Academic Language ◽  
Elementary Music ◽  
Instructional Setting ◽  
Word Use ◽  
Music Classroom ◽  
Grade Levels ◽  
Word Consciousness ◽  
Language Sample

Because acquisition of vocabulary has been shown to affect reading comprehension and verbal capacity, one initiative that has gained momentum in elementary schools is the promotion of sophisticated words across grade levels. Music teachers, like other educators, should provide a vocabulary-rich environment to encourage the use of academic language by all students. This article presents reasons for increasing children’s lexicons in any instructional setting and then offers strategies for inspiring word consciousness and integrating academic terms during instruction so that they become part of students’ quotidian language. Sample lists of terms are included.

The English Camps as Method of Promoting Fun English at Elementary School Level in Indonesia

2020 ◽  
Vol 4 (2) ◽  
pp. 174
Author(s):  
Meida Rachmawati ◽  
Suzana Widjajanti ◽  
Ahmad Ahmad ◽  
Aslan Aslan
Keyword(s):  
Elementary School ◽  
Language Learning ◽  
Curriculum Design ◽  
Scientific Evidence ◽  
School Curriculum ◽  
School Level ◽  
English Learning ◽  
Learning Method ◽  
School Students ◽  
Scientific Publications

This article aimed to promote English in elementary school students through a fun learning method, called the Fun English Camp. Several studies had been conducted to encounter the best solution to handle this issue. The researchers used PRISMA Protocol as an instrument to collect the data that has been widely used in the process of selecting relevant articles. The researchers reviewed twenty five scientific publications, related to Fun English Camp that has become an English learning approach for beginner students. Through a review of twenty five scientific publications, for instance book and journal, the researchers got scientific evidence that introduction of a learning method with the term Fun English camp has an impact on promoting language learning for elementary school children in Indonesia. Thus, the fun English camp method can be an interesting method to be applied by elementary school curriculum design in Indonesia. Keywords: English Camps, Learning Method, Fun English Learning

Monitoring air quality in class I wilderness areas of the northeastern United States using lichens and bryophytes

2016 ◽  
Author(s):  
Alison C. Dibble ◽  
James W. Hinds ◽  
Ralph Perron ◽  
Natalie Cleavitt ◽  
Richard L. Poirot ◽  
...  
Keyword(s):  
United States ◽  
Air Quality ◽  
Class I ◽  
Northeastern United States ◽  
Wilderness Areas
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