Intercultural Development Among Music Students and Teachers: A Literature Review

2021 ◽  
pp. 875512332110614
Author(s):  
Sangmi Kang
Keyword(s):  
Service Learning ◽  
Literature Review ◽  
Intercultural Competence ◽  
Teaching And Learning ◽  
Empirical Studies ◽  
Music Students ◽  
Future Research ◽  
Power Dynamics ◽  
Intercultural Development ◽  
K 12

In a diverse society, it is crucial to transform one’s attitudes from ethnocentric to ethnorelative to deeply engage in, negotiate, and reconcile various cultural manifestations. Using the umbrella term of intercultural development, I reviewed empirical studies of cross-cultural endeavors, contexts, and outcomes among music students and teachers in K–12 and higher education settings. Intercultural development takes place in various contexts, including classroom projects, university partnerships, service learning, and professional development. According to the literature, music students and teachers working in intercultural settings have elicited learning outcomes related to their intercultural development. The outcomes included intercultural competence and sensitivity, musical and pedagogical understanding, and critical awareness of power dynamics. Based on the literature review, I provide implications for intercultural development in music teaching and learning, and suggest future research directions for scholars.

English Learners in K–12 Mathematics Education: A Review of the Literature

2018 ◽  
Vol 88 (6) ◽  
pp. 879-919 ◽  
Author(s):  
Zandra de Araujo ◽  
Sarah A. Roberts ◽  
Craig Willey ◽  
William Zahner
Keyword(s):  
Mathematics Education ◽  
English Learners ◽  
Teaching And Learning ◽  
Empirical Studies ◽  
Future Research ◽  
Sociocultural Perspective ◽  
Mathematics Classrooms ◽  
Persistent Pattern ◽  
Mathematics Teaching And Learning ◽  
K 12

Alongside the increased presence of students classified as English learners (ELs) in mathematics classrooms exists a persistent pattern of the marginalization of ELs. Educators have sought research to identify how to provide ELs with high-quality mathematics education. Over the past two decades, education researchers have responded with increased attention to issues related to the teaching and learning of mathematics with ELs. In this review we analyzed literature published between 2000 and 2015 on mathematics teaching and learning with K–12 ELs. We identified 75 peer-reviewed, empirical studies related to the teaching and learning of mathematics with ELs in Grades K–12 and categorized the studies by focus (Learning, Teaching, and Teacher Education). We synthesize the results of these studies through the lens of a sociocultural perspective on language in mathematics. We then discuss avenues for future research and calls to action based on the extant body of literature.

Modern Band: A Review of Literature

2021 ◽  
pp. 875512332098852
Author(s):  
Bryan Powell
Keyword(s):  
United States ◽  
Literature Review ◽  
Music Education ◽  
Popular Music ◽  
Teaching And Learning ◽  
The United States ◽  
Music Programs ◽  
Future Research ◽  
School Music ◽  
K 12

The recent increase in popular music education in K–12 school music programs is in part due to the expansion of modern band programming throughout the United States. Modern band is a term used to describe school music ensembles that include popular music instruments and focus on performing music that is meaningful to the students while incorporating songwriting. The purpose of this literature review was to examine relevant research related to modern band music programs in the United States and provide implications for music teaching and learning. Music researchers and professionals have recently addressed specific issues related to increasing the diversity of school music programs, addressing elements of culturally responsive curricula, and positively affecting the social and emotional development of students through modern band. Throughout this literature review, I provide implications for music teachers and discuss areas for future research.

scholarly journals Event-driven Programming in Programming Education

2021 ◽  
Vol 21 (1) ◽  
pp. 1-31
Author(s):  
Aleksi Lukkarinen ◽  
Lauri Malmi ◽  
Lassi Haaranen
Keyword(s):  
Programming Languages ◽  
User Interfaces ◽  
Teaching And Learning ◽  
Teaching Practice ◽  
Empirical Studies ◽  
Future Research ◽  
Programming Education ◽  
Event Driven ◽  
Mapping Review ◽  
K 12

During the past two decades, event-driven programming (EDP) has emerged as a central and almost ubiquitous concept in modern software development: Graphical user interfaces are self-evident in most mobile and web-based applications, as well as in many embedded systems, and they are most often based on reacting to events. To facilitate both teaching practice and research in programming education, this mapping review seeks to give an overview of the related knowledge that is already available in conference papers and journal articles. Starting from early works of the 1990s, we identified 105 papers that address teaching practices, present learning resources, software tools or libraries to support learning, and empirical studies related to EDP. We summarize the publications, their main content, and findings. While most studies focus on bachelor’s level education in universities, there has been substantial work in K-12 level, as well. Few courses address EDP as their main content—rather it is most often integrated with CS1, CS2, or computer graphics courses. The most common programming languages and environments addressed are Java, App Inventor, and Scratch. Moreover, very little of deliberate experimental scientific research has been carried out to explicitly address teaching and learning EDP. Consequently, while so-called experience reports, tool papers, and anecdotal evidence have been published, this theme offers a wide arena for empirical research in the future. At the end of the article, we suggest a number of directions for future research.

scholarly journals Personality trait differences across types of entrepreneurs: a systematic literature review

2021 ◽  
Author(s):  
Florentine U. Salmony ◽  
Dominik K. Kanbach
Keyword(s):  
Literature Review ◽  
Personality Traits ◽  
Systematic Literature Review ◽  
Empirical Studies ◽  
Academic Research ◽  
Future Research ◽  
Rural Farmers ◽  
Start Up ◽  
Wide Range ◽  
Research Integration

AbstractThe personality traits that define entrepreneurs have been of significant interest to academic research for several decades. However, previous studies have used vastly different definitions of the term “entrepreneur”, meaning their subjects have ranged from rural farmers to tech-industry start-up founders. Consequently, most research has investigated disparate sub-types of entrepreneurs, which may not allow for inferences to be made regarding the general entrepreneurial population. Despite this, studies have frequently extrapolated results from narrow sub-types to entrepreneurs in general. This variation in entrepreneur samples reduces the comparability of empirical studies and calls into question the reviews that pool results without systematic differentiation between sub-types. The present study offers a novel account by differentiating between the definitions of “entrepreneur” used in studies on entrepreneurs’ personality traits. We conduct a systematic literature review across 95 studies from 1985 to 2020. We uncover three main themes across the previous studies. First, previous research applied a wide range of definitions of the term “entrepreneur”. Second, we identify several inconsistent findings across studies, which may at least partially be due to the use of heterogeneous entrepreneur samples. Third, the few studies that distinguished between various types of entrepreneurs revealed differences between them. Our systematic differentiation between entrepreneur sub-types and our research integration offer a novel perspective that has, to date, been widely neglected in academic research. Future research should use clearly defined entrepreneurial samples and conduct more systematic investigations into the differences between entrepreneur sub-types.

Service-learning effects on student civic engagement and community - A case study from India

2021 ◽  
pp. 174619792110413
Author(s):  
Siamack Zahedi ◽  
Rhea Jaffer ◽  
Camille L Bryant ◽  
Kala Bada
Keyword(s):  
Middle School ◽  
Service Learning ◽  
Civic Engagement ◽  
Focus Groups ◽  
Empirical Studies ◽  
Educational Policies ◽  
Learning Effects ◽  
School Classroom ◽  
K 12

The development of student civic engagement has featured in Indian educational policies for decades as a critical goal of schooling. However, the narrowness of the prescribed K-12 curricula, and the intense focus on competitive exams, do not support such an outcome. To overcome this problem, ABC School in India decided to pilot service-learning in its middle-school classroom. The idea was to assess the effects of such a program on students and the community’s welfare. Analysis of data from surveys, focus groups, and interviews showed that the service-learning project might have supported increased civic engagement in some students while also enhancing the welfare of the community served. No prior peer-reviewed empirical studies have been published on the nature and effects of service-learning at schools in India.

scholarly journals A literature review of washback effects of assessment on language learning

2020 ◽  
Vol 9 (2) ◽  
pp. 3-16
Author(s):  
Nguyen Thi Thanh Ha
Keyword(s):  
Literature Review ◽  
Language Learning ◽  
Empirical Studies ◽  
Future Research ◽  
Context Dependent

This paper reviews the empirical studies on washback effects of assessment on language learning. The study begins with the definitions of washback, its equivalent terms, and dimensions of washback. Then it summarizes the empirical studies of washback on three most frequently investigated areas, namely learners’ motivation, behaviours, and achievement. Finally, it examines the mechanism by which washback on learning is generated. The findings show how complex and context-dependent test washback is and, based on these findings, the authors provide some recommendations for future research.

Entrepreneurship in rural hospitality and tourism. A systematic literature review of past achievements and future promises

2021 ◽  
Vol ahead-of-print (ahead-of-print) ◽  
Author(s):  
Arun Thirumalesh Madanaguli ◽  
Puneet Kaur ◽  
Stefano Bresciani ◽  
Amandeep Dhir
Keyword(s):  
Literature Review ◽  
Systematic Literature Review ◽  
Empirical Studies ◽  
The Body ◽  
Future Research ◽  
Limited Attention ◽  
High Concentration ◽  
Content Type ◽  
Research Areas ◽  
Hospitality And Tourism

Purpose Entrepreneurship in the rural hospitality and tourism sector (RHT) has received wide attention in the past decade. However, a systematic review on this topic is currently lacking. This study aims to track the progress of the RHT and entrepreneurship literature by examining the various thematic research areas, identifying the research gaps and forecasting avenues of future research on the topic. Design/methodology/approach This paper catalogs and synthesizes the body of literature from the year 2000–2020 using a systematic literature review methodology. After discussing a brief history of RHT and entrepreneurship, the current study presents a review of 101 research articles. Findings The review highlights that RHT and entrepreneurship have received relatively limited attention from entrepreneurship journals. The content analysis revealed different gaps and limitations in the understanding of entrepreneurship in RHT, including a predominance of qualitative studies with limited theoretically-grounded and generalizable empirical studies. Furthermore, a high concentration of studies is from European countries. Six main thematic research areas were identified, namely, barriers and enablers, the roles of an entrepreneur, women in RHT, influencers of firm performance, innovation and value creation and methodological commonalities. The review also advances an RHT entrepreneurship ecosystem framework to summarize the findings. Originality/value Six promising research avenues are outlined based on the six themes identified. The suggested research questions draw from allied literature on small and medium businesses, innovation, women entrepreneurship and institutions to encourage the interdisciplinary cross-pollination of ideas. The findings are summarized in a novel research framework.

Employability and skill gap among MBA graduates in India: a literature review

2020 ◽  
Vol 53 (1) ◽  
pp. 92-104
Author(s):  
Neha Bhatnagar
Keyword(s):  
Literature Review ◽  
Empirical Studies ◽  
Master Of Business Administration ◽  
Future Research ◽  
Problem Solving Skills ◽  
Content Type ◽  
Skill Gaps ◽  
Education In India ◽  
Mba Education ◽  
Mba Graduates

Purpose The purpose of this study is to review scholarly research on employability and skill gap in the context of the Master of Business Administration (MBA) education in India. This paper provides an overview of the critical themes and identifies research gaps for future investigations. Design/methodology/approach Published empirical studies were reviewed and thematically analysed using NVivo 11 Pro. Findings In addition to technical aptitudes and skills, organisations also seek other attributes that are associated with employability, such as communication, emotional intelligence, critical thinking, problem-solving skills and interpersonal skills. Communication is an important skill frequently cited in the literature. Additionally, themes related to reasons for skill gaps are identified. Practical implications Soft skills and non-technical aptitudes should be emphasised in MBA education. Furthermore, significant reforms in MBA education programmes should be implemented in India to make graduates industry-ready. Originality/value Several studies have been carried out to verify the existence of and reasons for skill gaps amongst MBA graduates in India. Through integrative literature review, the issue of skill gap is discussed. Future research directions are also recommended in this paper.

scholarly journals INTRODUCTION TO SPECIAL ISSUE

2020 ◽  
Vol 11 (3) ◽  
pp. 1-11
Author(s):  
Johanne Jean-Pierre ◽  
Sandrina De Finney ◽  
Natasha Blanchet-Cohen
Keyword(s):  
Postsecondary Education ◽  
Situated Learning ◽  
Teaching And Learning ◽  
Empirical Studies ◽  
Youth Care ◽  
Future Research ◽  
Special Issue ◽  
Prevention Education ◽  
Child And Youth Care ◽  
Curricular Practices

This special issue aims to explore Canadian pedagogical and curricular practices in child and youth care and youth work preservice education with an emphasis on empirical and applied studies that centre students’ perspectives of learning. The issue includes a theoretical reflection and empirical studies with students, educators, and practitioners from a range of postsecondary programs in Quebec, Ontario, Alberta, and British Columbia. The empirical articles use various methodologies to explore pedagogical and curricular approaches, including Indigenous land- and water-based pedagogies, ethical settler frontline and teaching practices, the pedagogy of the lightning talk, novel-based pedagogy, situated learning, suicide prevention education, and simulation-based teaching. These advance our understanding of accountability and commitment to Indigenous, decolonial, critical, experiential, and participatory praxis in child and youth care postsecondary education. In expanding the state of knowledge about teaching and learning in child and youth care, we also aspire to validate interdisciplinary ways of learning and knowing, and to spark interest in future research that recognizes the need for education to be ethical, critically engaged, creatively experiential, and deeply culturally and environmentally relevant.

scholarly journals Direct and Indirect Written Corrective Feedback: A Literature Review of Sampling and Design Features, Target Structures and Overall Effects

2020 ◽  
Vol 3 (7) ◽  
pp. 199-209
Author(s):  
Abang Fhaeizdhyall
Keyword(s):  
Literature Review ◽  
Empirical Studies ◽  
Corrective Feedback ◽  
Future Research ◽  
Future Studies ◽  
Treatment Groups ◽  
Grammatical Aspect ◽  
Written Corrective Feedback ◽  
Advanced Proficiency ◽  
Grammatical Structures

Scholars' attention on written corrective feedback especially the direct-indirect dichotomy has been increasing due to inconsistencies in its effects toward L2 learners’ linguistic accuracy. Therefore, this study was performed to provide a literature review of the increasing number of WCF studies that may provide new perspectives for future research on direct-indirect WCF strategies. This study takes a systematic literature approach to synthesize 16 empirical studies that focusing on the effect of direct-indirect WCF from SCOPUS database. The 7-step systematic review process was used as the main approach for this study. 4 research questions were formulated to guide the study. The findings have revealed the sampling features of ESL context, beginner, and advanced proficiency levels of learners are underexplored. Moreover, it is also suggested that future studies incorporate control groups to compare the effects of direct-indirect WCF strategies with non-treatment groups. Methodologically, other research approaches should also be considered by future studies for most of the studies in the review applied experimental approach. In highlighting the targeted linguistic structures, this study has found the focus of studies in the review as mostly emphasizing on grammatical aspect, thus suggesting for more WCF studies on non-grammatical aspects. Finally, the overall effect suggests that indirect WCF was effective on both grammatical and non-grammatical structures whereas direct WCF was mostly effective on non-grammatical structures.

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