Vocal Health Implications for Music Teachers: A Literature Review

2021 ◽  
pp. 875512332110611
Author(s):  
Rhonda S. Hackworth
Keyword(s):  
Literature Review ◽  
Music Teachers ◽  
Voice Disorders ◽  
Daily Basis ◽  
Teaching Profession ◽  
Vocal Health ◽  
Vocal Hygiene ◽  
Teacher Training Programs ◽  
K 12 ◽  
Hygiene Education

The purpose of this literature review was to identify scholarship pertaining to teachers’ vocal health and to discuss implications for music teachers. The review includes studies where researchers have addressed vocal health issues for K–12 teachers of all subjects as well as issues unique to music teachers. Risk factors, measurement, and treatments for teachers’ voice disorders were also explored. Much is written about the prevalence and treatment of voice disorders in the teaching profession, but there is less information about the prevention of the disorders. More research is needed that specifically concentrates on prevention, and vocal hygiene education in teacher training programs should be increased. Education about vocal health is needed, coupled with strategies for ensuring that teachers make the connection between what they learn in vocal hygiene education and how they manage their vocal health on a daily basis.

Alterações vocais decorrentes do trabalho em professores: uma revisão de literatura

2009 ◽  
Vol 3 (3) ◽  
pp. 700 ◽  
Author(s):  
Cristiane Da Conceição Romano ◽  
Liliana Amorim Alves ◽  
Luiz Almeida da Silva ◽  
Maria Helena Palucci Marziale ◽  
Maria Lúcia do Carmo Cruz Robazzi
Keyword(s):  
Health Promotion ◽  
Data Collection ◽  
Literature Review ◽  
Health Worker ◽  
Basic Education ◽  
Voice Disorders ◽  
Virtual Library ◽  
Vocal Fatigue ◽  
Vocal Health ◽  
The Voice

ABSTRACTObjective: to evaluate other studies concerning vocal alterations as consequence of the work based on a literature review. Methodology: data collection was carried out through the search of index-linked articles on virtual library-SciELO published from 1998 to 2008. Results: there were found 15 articles which discussed the theme, teachers’ vocal alterations as a consequence of work. It was identified the transversal observational as the main kind of studying with 33,38%. It was researched 5.910 teachers and from this group  53,33% worked in basic education and 60% were from both sexes. The thematic issues most frequent were: problems identification, knowledge and caring, unappropriated behaviours and vocal health promotion. It was observed as main alterations: chronic larynx, vocal dis phony, vocal fatigue caused by the effort at speaking, hoarseness, among others. Conclusion: there are few articles published in the investigated library related to vocal alterations of the teacher resulting from the use of the voice in the work. Therefore, more studies must be carried out and published in order to increase the knowledge on this issue. Descriptors: voice; voice disorders; health worker; teachers.RESUMO Objetivo: analisar as publicações das alterações vocais decorrentes do trabalho por meio de uma revisão da literatura sobre o tema proposto. Metodologia: a coleta de dados foi realizada buscando-se os artigos de periódicos indexados na biblioteca virtual SciELO, publicados no período de 1998 a 2008. Resultados: foram encontrados 15 artigos que contemplaram as alterações vocais dos professores decorrentes do trabalho. Foi identificado como principal tipo de estudo o observacional transversal com 33,38%. Ao todo foram pesquisados 5.910 professores dos quais 53,33% atuam no ensino fundamental e 60% são de ambos os sexos. Os conjuntos temáticos assinalados com maior freqüência foram: identificação dos problemas, conhecimentos e cuidados, comportamentos inapropriados e promoção de saúde vocal. Foi relatado como principais alterações: laringite crônica, disfonia vocal, cansaço ao falar, rouquidão, dentre outras. Conclusões: existem poucos artigos publicados na biblioteca investigada relacionados às alterações vocais do professor decorrentes do uso da voz no trabalho. Assim, mais pesquisas devem ser realizadas e divulgadas buscando aumentar o conhecimento sobre este tema. Descritores: voz; distúrbio da voz; saúde do trabalhador; docente.RESUMEN Objetivo: analisar las publicaciones de las alteraciones vocales provenientes del trabajo por medio de una revisión de la literatura sobre el tema propuesto. Metodologia: la coleta de datos fue realizada buscándose artículos en periódicos indexados en la biblioteca virtual Scielo, publicado entre 1998 y 2008. Resultados: fueron encontrados 15 artículos que albergaban las alteraciones vocales de los profesores provenientes del trabajo. Fue identificado como principal tipo de estudio el observacional transversal con 33,38%. Al total fueron encuestados 5.910 profesores cuyo 53,33% actuan en la enseñanza fundamental y 60% son de ambos los sexos. Los conjuntos temáticos señalados con mayor frecuencia fueron: identificación de los problemas, conocimientos y cuidados, comportamientos inadecuados y promoción de salud vocal. Fue relatado como principales alteraciones: laringitis crónica, disfonia vocal, cansancio al hablar, ronquera, y otras. Conclusiones: hay pocos artículos publicados en la biblioteca  explorada relacionados a las alteraciones vocales del profesor provenientes del uso de la voz en el trabajo. De esta manera, más búsquedas deben ser realizadas y difundidas con fines de aumentar el conocimiento sobre este tema. Descriptores: voz; disturbio de la voz; salud del trabajador; docente.

Digital Natives Unplugged: Challenging Assumptions of Preservice Music Educators’ Technological Skills

2020 ◽  
pp. 105708372095146
Author(s):  
Julie K. Bannerman ◽  
Emmett J. O’Leary
Keyword(s):  
Music Education ◽  
Undergraduate Students ◽  
Teaching And Learning ◽  
Online Survey ◽  
Music Teachers ◽  
Daily Basis ◽  
Music Technology ◽  
Net Generation ◽  
Music Teaching ◽  
K 12

Generational labels such as digital native and the “net” generation may obscure the gap that exists between preservice music teachers’ personal uses of technology and how they will use technology professionally. The study’s purpose was to examine preservice music teachers’ personal use of technology, views toward technology in music teaching and learning, and experience with music technology. We distributed an online survey to collegiate members of the National Association for Music Education, with 360 undergraduate students providing responses. Participants reported using technology for a variety of purposes on a daily basis, but mostly in passive ways. Preservice music teachers were most comfortable using music technology common to undergraduate music curricula and less familiar with technology used in K–12 music classrooms. Skilled use of music technology in music teaching and learning situations requires meaningful and intentional facilitation in music teacher education curricula.

Peer Mentoring and Peer Tutoring Among K–12 Students: A Literature Review

2017 ◽  
Vol 36 (2) ◽  
pp. 13-21 ◽  
Author(s):  
Andrew Goodrich
Keyword(s):  
Literature Review ◽  
Music Education ◽  
Peer Mentoring ◽  
Music Teachers ◽  
Music Educators ◽  
Music Programs ◽  
Future Studies ◽  
Education Literature ◽  
K 12

The purpose of this literature review is to examine research on peer mentoring among K–12 students to assist practitioners with how to incorporate these instructional techniques into their own music programs. Primary themes across the music education literature of peer mentoring include the role of music teachers, the role of students as they learn from each other, and the role of socialization. This article concludes with implications for music educators and recommendations for future studies to inform practice and to guide further research into peer mentoring among K–12 students.

Critical Review of K-12 Filipina/o American Curriculum

2009 ◽  
Vol 7 (1) ◽  
pp. 1-24 ◽  
Author(s):  
Patricia Halagao ◽  
Allyson Tintiangco-Cubales ◽  
Joan Cordova
Keyword(s):  
Literature Review ◽  
Critical Pedagogy ◽  
Historical Development ◽  
Research Study ◽  
Application Development ◽  
Theoretical Frameworks ◽  
Curricular Content ◽  
K 12 ◽  
Pedagogical Approaches ◽  
Critical Literature

This research study provides the first comprehensive and critical literature review of K–12 Filipina/o American curricula found in formal and informal educational settings. Thirty-three Filipina/o American curricula representing a diverse array of authors, audiences, content, and pedagogical approaches were reviewed. The authors of this study developed a “Critical Framework of Review” rooted in critical pedagogy in order to analyze the historical development of Filipina/o American curricula along with an analysis of major topics, concepts, guiding theoretical frameworks, pedagogical approaches, and outcomes. The review concludes with a discussion and summary of the overarching themes of Filipina/o curricular content, instruction, and impact gained from this study and recommendations for the application, development, distribution, and research of more Filipina/o American K–12 curriculum resources.

Teachers as Agents of the Repatriation of Music and Cultural Heritage

2018 ◽  
pp. 282-302
Author(s):  
Patricia Shehan Campbell ◽  
J. Christopher Roberts
Keyword(s):  
Cultural Heritage ◽  
Music Teachers ◽  
Children's Music ◽  
Home Culture ◽  
Field Recordings ◽  
Child Centered ◽  
Culture Centered ◽  
K 12 ◽  
Culture Of Origin ◽  
Musical Heritage

As the movement to repatriate music from archives gathers steam, the question of how to effectively disseminate the music to people in the culture of origin becomes a pressing issue. This chapter argues that K–12 teachers have a distinctive ability to reintroduce archival music, through three major approaches. In “close-by child-songs by children,” teachers design lessons that incorporate field recordings of children’s music from their home culture, making the music child-centered (and culture-centered). In “child-songs from further afield,” lessons include archived children’s music that is not from the home cultures of the students; such lessons can highlight the similarities across cultures of children’s music. In “adult cultural heritage music,” teachers use the recordings of adults’ musicking experiences in the culture of origin. As such, the music of children is not represented, but the adult musical heritage is disseminated. Examples of these pedagogical approaches to repatriation are provided.

Voice Amplification Versus Vocal Hygiene Instruction for Teachers With Voice Disorders

2002 ◽  
Vol 45 (4) ◽  
pp. 625-638 ◽  
Author(s):  
Nelson Roy ◽  
Barbara Weinrich ◽  
Steven D. Gray ◽  
Kristine Tanner ◽  
Sue Walker Toledo ◽  
...  
Keyword(s):  
Voice Disorders ◽  
Vocal Hygiene

Changing the Education Workforce? The Relationships among Teacher Quality, Motivation, and Performance Pay

2017 ◽  
Vol 119 (4) ◽  
pp. 1-32
Author(s):  
Daniel H. Bowen ◽  
Jonathan N. Mills
Keyword(s):  
Teacher Quality ◽  
Financial Incentives ◽  
Risk Preferences ◽  
Value Added ◽  
Performance Pay ◽  
Teaching Profession ◽  
Performance Based Pay ◽  
Teacher Workforce ◽  
And Performance ◽  
K 12

Background/Context With a growing body of evidence to support the assertion that teacher quality is vital to producing better student outcomes, policymakers continue to seek solutions to attract and retain the best educators. Performance-based pay is a reform that has become popular in K–12 education over the last decade. This strategy potentially produces positive impacts on student achievement in two ways: better alignment of financial incentives with desired outcomes and improved the composition of the teacher workforce. While evaluations have primarily focused on the former result, there is little research on whether the longer-term implementation of these polices can attract more effective teachers. Purpose In this study we aim to provide evidence for potential long-term impacts that performance-based pay can have on the composition of the teacher workforce by addressing two questions: Does performance-based pay attract fundamentally different individuals, as measured by their risk preferences, to the teaching profession? Are stated preferences for a particular pay format correlated to measures of teacher quality? Research Design We apply methods from experimental economics and conduct surveys with 120 teachers from two school districts who have experienced performance pay. We compare the risk preferences of teachers hired under the two pay formats to test the hypothesis that performance-based pay attracts individuals with different characteristics to the profession. We also analyze teachers’ survey responses on their preferences for performance-based pay to determine their relationships to two measures of teacher quality: student test-score gains and principal evaluations. Conclusions/Recommendations We find mixed results regarding the ability of performance-based pay to alter the composition of the teacher workforce. Teachers hired with performance-based pay in place are no different from their colleagues. However, teachers claiming to seek employment in districts with performance-based pay in place appear significantly less risk averse. Surprisingly, additional analyses indicate that teachers’ value-added scores and performance evaluations do not predict a positive disposition towards merit pay. Thus, while these results indicate the possibility for performance-based pay to attract different individuals to teaching, they do not provide evidence that such change would necessarily improve the composition of the workforce. Policymakers should take this potential tradeoff into consideration when considering the expansion of performance pay policies.

Who is (Not) Protected by Title IX? A Critical Review of 45 Years of Research

2021 ◽  
Vol 123 (2) ◽  
pp. 1-42
Author(s):  
Elizabeth J. Meyer ◽  
Mary Quantz
Keyword(s):  
Literature Review ◽  
Title Ix ◽  
Sex Discrimination ◽  
Educational Institutions ◽  
Review Of The Literature ◽  
Queer Of Color Critique ◽  
Scholarly Publications ◽  
Queer Of Color ◽  
Transgender Students ◽  
K 12

Background/Context This is the first published systematic literature review with an exclusive focus on Title IX scholarship. This article aims to offer a holistic view of the existing knowledge base in this field presented in peer-reviewed scholarly publications. Purpose This review of the literature identifies key trends in this body of research and highlights strengths, as well as gaps and oversights, that future research should address. Research Design This descriptive literature review systematically collected 169 peer-reviewed articles to identify the conceptual boundaries of the field and the current gaps. Data Collection and Analysis Authors applied Booth, Sutton, and Papaioannou's SALSA approach (Search, AppraisaL, Synthesis, and Analysis) to this systematic review to identify and analyze the 169 articles included in the study. We applied an intersectional feminist lens and Queer of Color critique to the analysis of the included articles. Findings/Results Peer-reviewed scholarly publications on Title IX (169) have generally focused on analyses of legal decisions (93) and studies of athletics (75), with little attention to other aspects of the law. Most studies lacked intersectional analyses of how “sex discrimination” has been understood in K–12 and higher education contexts, which leaves experiences of students of color, transgender students, and LGBQ students missing from most of the scholarship in this field. Conclusions/Recommendations This review of the literature is intended to help scholars interested in issues of sex discrimination and gender equity in educational institutions in the United States have a clear overview of scholarship that already exists related to Title IX in order to ask more focused and critical questions about its impacts and implementation. More research is needed to understand the ways in which educational institutions interpret and apply their responsibilities under this law—particularly through the lenses of intersectional feminism and Queer of Color critique. Contemporary issues, including campus sexual assault, and the negative experiences documented about gay, lesbian, bisexual, and transgender students in schools underline the importance of staying current with Title IX, and the current body of literature indicates scant attention to collecting and analyzing data about this law's application in practice and implications for diverse groups of people.

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