A Comparative Analysis of Method Books for Class Jazz Instruction

The purpose of this study was to analyze and compare instructional topics and teaching approaches included in selected class method books for jazz pedagogy through content analysis methodology. Frequency counts for the number of pages devoted to each defined instructional content category were compiled and percentages of pages allotted to each category were calculated. Analyses of supplementary media consisted of noting the duration in seconds that each excerpt devoted to illustrating concepts in each instructional content category. Results indicated that the largest amount of content was devoted to arrangements of tunes for group performance (34%), rhythm section pedagogy (13%), and suggested rehearsal techniques (10%). Of note, the categories of improvisation and aural training each comprised only 3% of the surveyed content. Pedagogical approaches to the emphasized instructional areas were identified and discussed within the context of prior research in jazz pedagogy.

Download Full-text

Intercultural teaching approaches and practices of Chinese teachers in English education: An exploratory mixed methods study

Language Teaching Research ◽

10.1177/1362168820971467 ◽

2020 ◽

pp. 136216882097146

Author(s):

Hongjing Liao ◽

Yanju Li

Keyword(s):

Intercultural Competence ◽

Teaching And Learning ◽

English Education ◽

Three Dimensional ◽

Teaching Approaches ◽

College English ◽

Face To Face ◽

Mixed Analysis ◽

Language Classrooms ◽

Pedagogical Approaches

Integrating intercultural competence in foreign language classrooms has been emphasized in China, yet scant explicit guidance currently exists on how to teach intercultural competence in college English courses. This study aimed at comparing and contrasting intercultural pedagogical approaches used by instructors in English courses for non-English majors, as well as teaching feedback provided by students enrolled in such courses. This study applied a sequential exploratory mixed research design. Methods such as face-to-face interviews and teaching and learning related document analyses were utilized to collect data, and generated qualitative and quantitative data. Three-dimensional meta themes emerged in mixed analysis, categorizing pedagogical approaches and teaching styles of individual instructors. Student feedback revealed learning experiences and difficulties of the teaching approaches.

Download Full-text

Type of Information Resources and Feedback Facilities for Corporate Social Responsibility Related Issues on Corporate Websites in Indonesia

International Conference on Eurasian Economies 2014 ◽

10.36880/c05.01160 ◽

2014 ◽

Author(s):

Ati Harmoni ◽

Hanum Putri Permatasari

Keyword(s):

Corporate Social Responsibility ◽

Social Responsibility ◽

Information Resources ◽

Specific Information ◽

Content Category ◽

Analysis Methodology ◽

Corporate Websites ◽

Types Of Information ◽

Corporate Social ◽

Text Images

Companies in Indonesia have made use of the official website as a medium to convey important information, including corporate social responsibility (CSR) programs to stakeholders. This study was conducted to look at the type of resources and means of feedback available on the company's website in Indonesia in terms of disclosure of CSR issues. Survey conducted on forty five (45) companies’ included in the LQ45 index period 2013. A content analysis methodology was used and applied to the corporate websites of the 45 companies studied. Two type of analysis established: the content category served to identify the issues included in CSR and the information resources and feedback resources. Ten values corresponding to issues related to CSR were identified. Results showed that more companies are using information expositive form of text, images and graphics. Expositive sources rarely used form is video, while the interactive resources are used only for specific information by some companies. Means of public feedback on the web is a general email to all types of information. Other mean of feedback are telephone and facsimile.

Download Full-text

Teachers’ Disciplinary Boundedness in the Implementation of Integrated Computational Modeling in Physics

Journal of Science Education and Technology ◽

10.1007/s10956-021-09938-9 ◽

2021 ◽

Author(s):

Rebecca Vieyra ◽

Joshua Himmelsbach

Keyword(s):

Computational Modeling ◽

Conceptual Framework ◽

Integrated Curriculum ◽

Teaching Approaches ◽

Innovative Teaching ◽

Physics Teachers ◽

Teachers Perceptions ◽

Disciplinary Boundary ◽

Vertical Boundary ◽

Pedagogical Approaches

AbstractThis study explored teachers’ conceptualizations of integrated computational modeling in secondary physics by exposing twelve experienced physics teachers to programming and then analyzing interview responses. Responses revealed that teachers fell along a spectrum of disciplinary boundary–stretching mentalities. This paper presents a preliminary conceptual framework for exploring both horizontal (interdisciplinary) and vertical (intradisciplinary) boundary stretching, as well as for identifying bounded mentalities as teachers consider integration. Horizontal boundary stretchers envisioned opportunities to use computational modeling to shift their curriculum or pedagogical approaches in physics to help students enhance skills underlying multiple fields, while vertical boundary stretchers considered how computing might allow students to explore physics concepts more deeply. Teachers with more boundary-stretching indicators at the outset of an integrated curriculum development workshop were more likely to persist in the implementation of computational modeling–integrated materials in their physics classrooms than those who expressed more bounded thinking. These findings emphasize the importance of considering teachers’ perceptions about how their own science discipline is connected to similar fields and provide implications about how to identify potential adopters of innovative teaching approaches.

Download Full-text