Music Educators’ Understanding and Opinions of U.S. Copyright Law

2018 ◽  
Vol 37 (3) ◽  
pp. 20-27 ◽  
Author(s):  
John Okley Egger ◽  
D. Gregory Springer
Keyword(s):  
Professional Development ◽  
Music Teachers ◽  
Music Educators ◽  
Copyright Law ◽  
Status Quo ◽  
Content Area ◽  
Free Response ◽  
Web Based ◽  
The Status ◽  
Service Music

The purpose of this study was to examine music educators’ understanding and opinions of U.S. copyright law. In-service music educators ( N = 50) completed a web-based questionnaire designed to assess their attitudes toward, knowledge of, and preparation/training for understanding copyright law. Respondents reported generally favorable attitudes toward copyright law. Results also indicated that respondents had a limited understanding of certain aspects of copyright law. These in-service music teachers reported that their undergraduate preparation did not prepare them well to understand copyright law, and the majority (64%) indicated completing zero undergraduate courses that included copyright law as a content area and few professional development sessions focused on understanding copyright law. Analysis of respondents’ answers to a free-response question indicated the following themes: (a) rationalizing unethical/illegal behaviors, (b) criticizing the status quo, and (c) expressing a desire for more information about copyright.

Cooperating Teachers’ Perceptions of Hosting and Mentoring Music Student Teachers

2018 ◽  
Vol 28 (2) ◽  
pp. 84-97
Author(s):  
Alden H. Snell ◽  
Jill Wilson ◽  
Carolyn S. Cruse
Keyword(s):  
Professional Development ◽  
Student Teachers ◽  
Cooperating Teachers ◽  
Music Teachers ◽  
Music Educators ◽  
Mixed Methods Study ◽  
Online Questionnaire ◽  
Teachers Perceptions ◽  
Teacher Skills ◽  
Service Music

Researchers have demonstrated the importance of professional development experiences for in-service music educators that are content-specific and that cultivate meaningful partnerships with higher education faculty and preservice music teachers. The purpose of this mixed-methods study was to explore cooperating teachers’ perceptions related to hosting and mentoring student teachers. We interviewed 13 cooperating teachers to document their views. Based on interview results, we created and distributed an online questionnaire, with 102 cooperating teachers from five U.S. regions responding. Cooperating teachers’ motives for hosting student teachers were largely altruistic, and they identified various student teacher skills and university supervisor supports as being important. We suggest that the immersive experience of serving as a cooperating teacher may be a form of professional development.

Professional Development: Empowering Students and Teachers to Challenge the Status Quo

2019 ◽  
Vol 47 (4) ◽  
pp. 46-50
Author(s):  
Sophie Degener ◽  
JaNiece Elzy ◽  
Ryan McCarty ◽  
Ivy Sitkoski
Keyword(s):  
Professional Development ◽  
Status Quo ◽  
The Status

Professional Development for the Experienced Music Educator: A Review of Recent Literature

2018 ◽  
Vol 37 (3) ◽  
pp. 12-19
Author(s):  
Karen Koner ◽  
John Eros
Keyword(s):  
Professional Development ◽  
Music Education ◽  
Music Teachers ◽  
Recent Literature ◽  
Music Educators ◽  
Initial Examination ◽  
Professional Development Needs ◽  
Emerging Themes ◽  
Teachers Professional Development ◽  
K 12

There is a rich body of literature on professional development in music education, including research that has examined the professional development needs of experienced music teachers specifically. In fact, music teachers’ professional development needs may be affected by their degree of experience in the profession. The purpose of this literature review is to examine scholarship during the period 2007 to 2017 about the professional development needs of experienced K–12 music educators. Initial examination of literature in this area shows two emerging themes, including changing needs throughout the career and informal interactions among music educators, being highly effective.

scholarly journals Reimagining Music Teacher Collaboration: The Culture of Professional Learning Communities as Professional Development Within Schools and Districts

2019 ◽  
Vol 33 (1) ◽  
pp. 15-23
Author(s):  
Sharyn L. Battersby
Keyword(s):  
Professional Development ◽  
Professional Learning Communities ◽  
Learning Communities ◽  
Student Learning ◽  
Professional Learning ◽  
Teacher Collaboration ◽  
Music Teachers ◽  
Music Educators ◽  
Music Teacher ◽  
Collaborative Community

Music educators are continually seeking new ways to better their practice and improve student learning. Professional learning communities are a type of collaborative community that when administered successfully provide a forum for music educators to become active participants in both their own learning and that of their students. While the notion of professional learning communities has been around since the 1990s, they have received renewed attention more recently due to the adaptation and implementation of Danielson’s popular Framework for Teaching, which has been implemented in many school districts across the country. Teachers facing the challenge of reshaping the culture of their music programs and seeing their initiative sustained will devise elements that will become embedded in that (school) culture. Supportive and shared leadership, shared values and vision, and collective learning are just some of the attributes that can contribute to student learning and the professional development of music teachers.

Disrupting the status quo: Educating pre-service music teachers through culturally relevant pedagogy

2019 ◽  
Vol 3 (3) ◽  
pp. 469-485 ◽  
Author(s):  
Colleen B. Maybin
Keyword(s):  
Music Education ◽  
Culturally Relevant Pedagogy ◽  
Culturally Relevant ◽  
Art Music ◽  
Status Quo ◽  
Western Art ◽  
The Status ◽  
Western Art Music ◽  
Service Music ◽  
Relevant Pedagogy

Scholars theorizing in the area of social justice and music education argue that music has the potential to prepare students to engage in a society that cultivates personal freedom and democratic participation. The continued reliance on values and practices of Western art music within music teacher education has resulted in a disconnect between this discourse and professional practice. The status quo perpetuates conditions that limit accessibility, privilege western art music and maintain whiteness as ‘normal’. In this article, I suggest that this disconnection can be addressed by introducing culturally relevant pedagogy within music education training programmes. Culturally relevant pedagogy, focusing on reflexive practice and place-based education, requires pre-service music educators to think deeply about experiences of marginalized music education students and critically examine the values and beliefs they hold. Embedding the values of culturally relevant pedagogy within music education training creates space for music from different cultural contexts including popular music.

scholarly journals Reflections on the Professional Development of College English Teachers under the Internet Hybrid Model

2020 ◽  
Vol 4 (2) ◽  
pp. 86-89
Author(s):  
Wenjuan He
Keyword(s):  
Professional Development ◽  
Hybrid Model ◽  
College Teaching ◽  
English Teachers ◽  
Status Quo ◽  
The Internet ◽  
Network Technology ◽  
College English ◽  
Professional Development Of Teachers ◽  
The Status

The development of network technology has brought huge changes to all people and industries. In the field of education and professional development of teachers, the application of network technology and the Internet has also created a new opportunity for education at all stages in China. In the reform of education, the related concepts and teaching applications of the Internet hybrid model have gradually begun to be incorporated into college teaching. This article explores the status quo and problems of professional development of college English teachers under the Internet hybrid model, and puts forward suggestions for the professional development of college English teachers under the Internet hybrid model which can be used as reference for the professional development and growth of English teachers.

Research Portals

2012 ◽  
Vol 8 (3) ◽  
pp. 27-46 ◽  
Author(s):  
Jörg Becker ◽  
Ralf Knackstedt ◽  
Lukasz Lis ◽  
Armin Stein ◽  
Matthias Steinhorst
Keyword(s):  
Web Search ◽  
Status Quo ◽  
Decision Makers ◽  
Management Tools ◽  
Web Based ◽  
Research Communities ◽  
The Status ◽  
Multi Method Approach ◽  
Method Approach ◽  
Knowledge Management Tools

Research portals are a means to present, discuss, and advance scientific findings. They are web-based knowledge management tools for research communities. Research portals foster collaboration among a community of scientists, research funders, and political decision-makers. However, research communities might not possess the knowledge and experience required to design a research portal. The authors support them by analyzing the status quo of existing portals and providing respective improvement perspectives. The authors ask what typical characteristics of such portals are and how these characteristics can be used to evaluate the advancement of individual portals and they seek to distinguish classes of differently advanced research portals and determine their status quo. The authors’ research is based on a systematic web search, during which the authors identify 813 relevant research portals. Following a multi-method approach, they assign each research portal a previously distinguished class of advancement. The authors conclude that research portals generally only offer basic functionality and discuss functionality that is underrepresented in this pool of analyzed research portals and elaborate on improvement perspectives in 11 feature dimensions.

Creating community and empowering underrepresented geospatial professionals at Women in Geospatial+

2021 ◽  
Author(s):  
Sabrina H. Szeto ◽  
Julia Wagemann ◽  
Heather Porter ◽  
Sharon Omoja ◽  
Cristina Vrinceanu
Keyword(s):  
Professional Development ◽  
Career Development ◽  
Gender Equality ◽  
Status Quo ◽  
Open Communication ◽  
Professional Network ◽  
The World ◽  
The Status ◽  
Promote Gender Equality ◽  
Equality And Diversity

<p>Women in Geospatial+ is a professional network to promote gender-equality and diversity in the geospatial industry and academia. We are a vibrant and active community with more than 2,200 registered members from all over the world and over 14,000 followers on Twitter & LinkedIn. We have a range of activities all with the aim to inspire, unite and empower us as individuals but also us as a community.</p><p>This community brings together women and other people from underrepresented gender backgrounds in the geospatial field by providing a safe platform on Slack for open communication and exchange, which is especially crucial for networking during the COVID-19 era. We promote and foster the professional development of our members by sharing geospatial news and job vacancies as well as articles about diversity and tips about leadership and career development. We regularly run online career development workshops and panel discussions. Each week, we post a profile on LinkedIn to feature the work and achievements of women geospatial leaders. In 2020, our second international mentorship programme cohort grew to over 110 participants. We also launched a global speakers database which allows event organisers to search for and invite speakers from underrepresented gender backgrounds. </p><p>This presentation will highlight key activities of the Women in Geospatial+ network, tapping into some current facts and figures on diversity in the geospatial field. We will explain how to join the community and how you can contribute to its success and expansion. Let us change the status quo together by creating a strong network of Women in Geospatial+ leaders and changemakers.</p>

Curriculum Models from Educational Theory

2021 ◽  
pp. 117-136
Author(s):  
Thomas A. Regelski
Keyword(s):  
Educational Theory ◽  
Music Educators ◽  
Learning By Doing ◽  
Status Quo ◽  
Western Civilization ◽  
The Status ◽  
Basic Studies ◽  
Traditional Approaches ◽  
Class Divisions ◽  
Default Setting

This chapter presents a range of models from educational theory. Some are thoughtless habits that protect the status quo of practices for transmission of past knowledge, while others are more productive of transformation of schools, students, and society. First discussed is basic studies/essentialism, the dysfunctional default setting of many schools and educators. Especially problematic for music educators is perennialism, a commitment to the supposed “Great Works” and “great ideas” of Western civilization. More helpfully, progressivism is then addressed as based in Dewey’s pragmatic theory of “learning by doing.” Finally, reconstructionism and critical theory share an emphasis on overcoming social status quo class divisions that the traditional approaches to schooling were transmitting.

scholarly journals Thousands of reptile species threatened by under-regulated global trade

2020 ◽  
Vol 11 (1) ◽  
Author(s):  
Benjamin M. Marshall ◽  
Colin Strine ◽  
Alice C. Hughes
Keyword(s):  
Endemic Species ◽  
Status Quo ◽  
Wildlife Trade ◽  
Wild Populations ◽  
Web Based ◽  
Biodiversity Crisis ◽  
Trade Regulation ◽  
Reptile Species ◽  
The Status ◽  
Key Driver

Abstract Wildlife trade is a key driver of the biodiversity crisis. Unregulated, or under-regulated wildlife trade can lead to unsustainable exploitation of wild populations. International efforts to regulate wildlife mostly miss ‘lower-value’ species, such as those imported as pets, resulting in limited knowledge of trade in groups like reptiles. Here we generate a dataset on web-based private commercial trade of reptiles to highlight the scope of the global reptile trade. We find that over 35% of reptile species are traded online. Three quarters of this trade is in species that are not covered by international trade regulation. These species include numerous endangered or range-restricted species, especially hotspots within Asia. Approximately 90% of traded reptile species and half of traded individuals are captured from the wild. Exploitation can occur immediately after scientific description, leaving new endemic species especially vulnerable. Pronounced gaps in regulation imply trade is having unknown impacts on numerous threatened species. Gaps in monitoring demand a reconsideration of international reptile trade regulations. We suggest reversing the status-quo, requiring proof of sustainability before trade is permitted.

Sign in / Sign up

Export Citation Format

Share Document