Inservice Music Educators’ Perceived Comfort for Teaching and Performing on Secondary Band Instruments

2021 ◽  
pp. 875512332199595
Author(s):  
Alvin F. Simpson
Keyword(s):  
Instrumental Music ◽  
Grade Level ◽  
Music Educators ◽  
Comfort Level ◽  
Preparation Programs ◽  
Brass Instruments ◽  
Comfort Levels ◽  
Research Questions ◽  
Double Reeds ◽  
Primary Instrument

I surveyed inservice instrumental music educators ( N = 96) to determine their comfort level for teaching and performing on secondary band instruments. Research questions included the following: (a) How comfortable do inservice music educators feel teaching and performing on secondary instruments? (b) Does grade level affect educators’ comfort levels? (c) Does the educators’ primary instrument family relate to their perceived comfort level for teaching and playing on secondary instruments? and (d) Does the format of instrument classes during preparation programs influence educators’ comfort for teaching and playing secondary instruments? Participants reported moderate comfort on most instruments, with brass being most comfortable. Participants indicating woodwind as a primary instrument reported an overall higher comfort level for teaching and performing on brass instruments, whereas low comfort levels on double reeds. High school educators felt least comfortable teaching and performing on secondary instruments. Participants who took Split-Families and Semester-Families preservice classes felt more comfortable performing on secondary instruments versus those who took Individual-Instrument courses.

Speech-Language Pathologists' Comfort Level With Use of Term “Stuttering” During Evaluations

2020 ◽  
Vol 29 (2) ◽  
pp. 841-850 ◽  
Author(s):  
Courtney T. Byrd ◽  
Danielle Werle ◽  
Kenneth O. St. Louis
Keyword(s):  
Communication Disorders ◽  
Academic Experiences ◽  
Comfort Level ◽  
Future Research ◽  
Clinical Experiences ◽  
Speech Language Pathologists ◽  
Comfort Levels ◽  
Parents And Children ◽  
Evaluation Feedback ◽  
Study Participants

Purpose Speech-language pathologists (SLPs) anecdotally report concern that their interactions with a child who stutters, including even the use of the term “stuttering,” might contribute to negative affective, behavioral, and cognitive consequences. This study investigated SLPs' comfort in providing a diagnosis of “stuttering” to children's parents/caregivers, as compared to other commonly diagnosed developmental communication disorders. Method One hundred forty-one school-based SLPs participated in this study. Participants were randomly assigned to one of two vignettes detailing an evaluation feedback session. Then, participants rated their level of comfort disclosing diagnostic terms to parents/caregivers. Participants provided rationale for their ratings and answered various questions regarding academic and clinical experiences to identify factors that may have influenced ratings. Results SLPs were significantly less likely to feel comfortable using the term “stuttering” compared to other communication disorders. Thematic responses revealed increased experience with a specific speech-language population was related to higher comfort levels with using its diagnostic term. Additionally, knowing a person who stutters predicted greater comfort levels as compared to other clinical and academic experiences. Conclusions SLPs were significantly less comfortable relaying the diagnosis “stuttering” to families compared to other speech-language diagnoses. Given the potential deleterious effects of avoidance of this term for both parents and children who stutter, future research should explore whether increased exposure to persons who stutter of all ages systematically improves comfort level with the use of this term.

60. Using a pocket card to improve end-of-life care on clinical teaching units: A controlled trials

2007 ◽  
Vol 30 (4) ◽  
pp. 61
Author(s):  
J. Downar ◽  
J. Mikhael
Keyword(s):  
End Of Life ◽  
Symptom Management ◽  
End Of Life Care ◽  
Palliative Medicine ◽  
Clinical Teaching ◽  
Intervention Group ◽  
Comfort Level ◽  
Control Group ◽  
Life Care ◽  
Comfort Levels

Although palliative and end-of-life is a critical part of in-hospital medical care, residents often have very little formal education in this field. To determine the efficacy of a symptom management pocket card in improving the comfort level and knowledge of residents in delivering end-of-life care on medical clinical teaching units, we performed a controlled trial involving residents on three clinical teaching units. Residents at each site were given a 5-minute questionnaire at the start and at the end of their medicine ward rotation. Measures of self-reported comfort levels were assessed, as were 5 multiple-choice questions reflecting key knowledge areas in end-of-life care. Residents at all three sites were given didactic teaching sessions covering key concepts in palliative and end-of-life care over the course of their medicine ward rotation. Residents at the intervention site were also given a pocket card with information regarding symptom management in end-of-life care. Over 10 months, 137 residents participated on the three clinical teaching units. Comfort levels improved in both control (p < 0.01) and intervention groups (p < 0.01), but the intervention group was significantly more comfortable than the control group at the end of their rotations (z=2.77, p < 0.01). Knowledge was not significantly improved in the control group (p=0.07), but was significantly improved in the intervention group (p < 0.01). The knowledge difference between the two groups approached but did not reach statistical significance at the end of their rotation. In conclusion, our pocket card is a feasible, economical educational intervention that improves resident comfort level and knowledge in delivering end-of-life care on clinical teaching units. Oneschuk D, Moloughney B, Jones-McLean E, Challis A. The Status of Undergraduate Palliative Medicine Education in Canada: a 2001 Survey. Journal Palliative Care 2004; 20:32. Tiernan E, Kearney M, Lynch AM, Holland N, Pyne P. Effectiveness of a teaching programme in pain and symptom management for junior house officers. Support Care Cancer 2001; 9:606-610. Okon TR, Evans JM, Gomez CF, Blackhall LJ. Palliative Educational Outcome with Implementation of PEACE Tool Integrated Clinical Pathway. Journal of Palliative Medicine 2004; 7:279-295.

An Observational Study of Score Study Practices Among Undergraduate Instrumental Music Education Majors

2017 ◽  
Vol 65 (1) ◽  
pp. 52-71 ◽  
Author(s):  
Brian A. Silvey ◽  
Mark Montemayor ◽  
Christopher M. Baumgartner
Keyword(s):  
Music Education ◽  
Instrumental Music ◽  
Education Majors ◽  
Preparation Programs ◽  
Score Study ◽  
Instrumental Music Education ◽  
Study Session ◽  
Significant Difference ◽  
Model Condition ◽  
Music Education Majors

The purpose of this study was to investigate undergraduate instrumental music education majors’ score study practices as they related to the effectiveness of their simulated conducting. Participants ( N = 30) were video recorded in two sessions in which they completed a 20-min score study session and a simulated conducting performance. In the first score study session, all 30 conductors studied Mini-Suite for Band, Movement 1. In Session 2, participants studied Portrait of a Clown but this time either with a model recording ( n = 15) or without one ( n = 15). We computed the overall duration of participants’ score study behaviors for both pieces. Additional data included graduate students’ evaluations of participants’ post–score study conducting performances and an inventory of participants’ score study markings. We found a significant difference in the proportion of time spent in score studying activities between the model and no-model condition conductors, with more time spent in gesturing when studying along with a model. Evaluations of participants’ conducting revealed no differences between those conductors who used a model and those who did not while studying Portrait of a Clown. Our analysis of conductors’ score markings revealed a small number of notable differences between stronger/weaker conductors and between model/no-model conditions. Implications for undergraduate conductor preparation programs are discussed.

scholarly journals Comparing Nurses’ and Patients’ Comfort Level with Spiritual Assessment

Religions ◽  
2020 ◽  
Vol 11 (12) ◽  
pp. 671
Author(s):  
Tove Giske ◽  
Pamela Cone
Keyword(s):  
Mixed Method ◽  
Spiritual Care ◽  
Demographic Variables ◽  
Comfort Level ◽  
Spiritual Assessment ◽  
Comfort Levels ◽  
Open Questions ◽  
Hospitalised Patients ◽  
Similarities And Differences ◽  
High Degree

This paper presents and compares similarities and differences between nurses’ and patients’ reports on comfort levels with spiritual assessment. Spiritual care is a part of nurses’ professional responsibilities; however, nurses continue to report that they are poorly prepared for this. There is limited research on patients’ expectations or perspectives on spiritual care. For the original mixed-method, two-phased study, a 21-item survey with 10 demographic variables, and some open-ended questions related to the comfort level of assessing/being assessed in the spiritual domain were distributed to 172 nurses and 157 hospitalised patients. SPSS was used to analyse and compare the results from nurses and patients; thematic analysis was used to examine the open-ended questions. Nurses reported a higher high degree of comfort with spiritual assessment than patients reported towards being assessed spiritually. Both nurses and patients saw respect and trust as key to building a relationship where open questions related to spirituality can be used as a helpful way to assess patients spiritually. Increased understanding of the best approach toward a patient must be based on the beliefs, values, and practices of that patient so that spiritual care can be individually tailored, and nurses can help patients move along the path to healing.

Music Education at the New York Institution for the Blind, 1832–1863

2014 ◽  
Vol 62 (4) ◽  
pp. 362-388
Author(s):  
Phillip M. Hash
Keyword(s):  
New York ◽  
Music Education ◽  
Vocal Music ◽  
Music Educators ◽  
Music Curriculum ◽  
Music Program ◽  
History Of ◽  
Research Questions ◽  
Teaching Music ◽  
The City

The purpose of this study was to document the history of music education at the New York Institution for the Blind (NYIB) from the opening of the school in 1832 through the tenure of the facility’s first music director, Anthony Reiff. Research questions pertained to the school’s origin and operation and to its music curriculum, pedagogy, faculty, ensembles, and resources. The NYIB provided a home and education for students ages eight to twenty-five. The music program served as recreation and vocational training and as a means of promoting the school. Reiff joined the faculty in 1835 and established a band and choir that performed throughout the city and surrounding states. In 1847, the board of managers hired George F. Root as head of vocal music and named Reiff director of the instrumental division. Sigismund Laser replaced Root in 1855 and remained at the NYIB until 1863, when both he and Reiff left the school. The faculty at the NYIB developed and promoted effective methods for teaching music to people with blindness and prepared graduates to serve as church musicians, piano tuners, and music educators. Findings from this study might serve to remind music educators of past pedagogical methods and principles applicable in teaching students who are blind today.

Relations among Motivation, Performance Achievement, and Music Experience Variables in Secondary Instrumental Music Students

2005 ◽  
Vol 53 (2) ◽  
pp. 134-147 ◽  
Author(s):  
Charles P. Schmidt
Keyword(s):  
Academic Achievement ◽  
Achievement Motivation ◽  
Instrumental Music ◽  
Grade Level ◽  
Learning Task ◽  
Self Concept ◽  
Task Orientation ◽  
Strongly Correlated ◽  
Performance Achievement ◽  
Practice Time

The purpose of this study was to (1) reexamine academic achievement motivation orientations within the context of instrumental music, and (2) examine relations among achievement motivation orientations, self-concept in instrumental music, and attitude to band in relation to teachers' ratings of performance achievement and effort, and students' grade level, gender, instrument, self-reported practice time, and selected music experience variables. Participants ( N= 300) were band students (Grades 7-12) in four school districts. Data were gathered concerning students' (a) motivation orientations (mastery, intrinsic, individual, cooperative, ego, competitive, approach success, avoid failure), self-concept, and commitment to band; (b) instrument, grade level and gender, practice time per week, and experience in private lessons, solo festival, and all-county band; and (c) performance achievement and effort as rated by their teachers. Results indicated that ratings of performance and effort were most strongly correlated with self-concept and intrinsic motivation, respectively. Practice time was most strongly correlated with intrinsic motivation. Factor analysis revealed three factors of motivation: Learning/Task Orientation, Performance/Ego Orientation, and Individual Orientation. The factors essentially replicated those found in a general academic achievement setting. Learning/Task Orientation was positively correlated with practice time, ratings of performance and effort, solo festival and private-lesson experience, and grade level. Performance/Ego Orientation was negatively correlated with grade level and solo festival ratings. Individual Orientation scores were positively correlated with ratings of performance and effort and solo festival ratings. Differences by gender and instrument group were nonsignificant. October 11, 2004 March 20, 2005.

Does School Band Kill Creativity? Embracing New Traditions in Instrumental Music

2018 ◽  
Vol 105 (1) ◽  
pp. 51-56
Author(s):  
Michael Patrick Wall
Keyword(s):  
Instrumental Music ◽  
Music Educators ◽  
Band Directors ◽  
Band Model ◽  
Special Focus ◽  
Traditional Model ◽  
Creative Music ◽  
Musical Creativity ◽  
School Band ◽  
Musical Activities

In schools, band is often seen as a class where students and teachers can be creative. But is this true? Many schools use a traditional band model, which may not allow space for creative activities. This article, inspired by the Music Educators Journal March 2017 special focus on teaching for musical creativity, examines and critiques the traditional model of school band with respect to the space offered for creative music experiences and offers ideas for band directors of how to structure their programs to help foster more creative musical activities.

Leadership Preparation for Special Education and Inclusive Schools: Beliefs and Recommendations From Successful Principals

2019 ◽  
Vol 15 (4) ◽  
pp. 303-329 ◽  
Author(s):  
David E. DeMatthews ◽  
Stephen Kotok ◽  
Amy Serafini
Keyword(s):  
Special Education ◽  
Instructional Leadership ◽  
Students With Disabilities ◽  
Leadership Practices ◽  
Leadership Preparation ◽  
Preparation Programs ◽  
Beliefs And Values ◽  
Inclusive Schools ◽  
Research Questions ◽  
Successful Principals

This qualitative study examines the preservice learning experiences of principals who created inclusive schools for students with disabilities. Two research questions guided the study: (1) How do successful principals describe their university-based principal preparation in the area of special education as well as leading inclusive schools for students with disabilities? and (2) What are the leadership practices, skills, and beliefs principals identify that are central to leading special education and inclusive reforms and how were they learned? Findings focus on principal beliefs and values, knowledge and expertise, and instructional leadership practices. The article concludes with implications for leadership preparation programs.

Automatic Facial Feature Extraction for Predicting Designers' Comfort With Engineering Equipment During Prototype Creation

2017 ◽  
Vol 139 (2) ◽  
Author(s):  
Shruthi Bezawada ◽  
Qianyu Hu ◽  
Allison Gray ◽  
Timothy Brick ◽  
Conrad Tucker
Keyword(s):  
Facial Feature ◽  
Specific Model ◽  
Comfort Level ◽  
Support Vector ◽  
Design Teams ◽  
Concept Generation ◽  
Engineering Equipment ◽  
Comfort Levels ◽  
Machine Learning Model ◽  
Before And After

Designers frequently utilize engineering equipment to create physical prototypes during the iterative concept generation and prototyping phases of design. Currently, evaluating designers' efficiency during prototype creation is a manual process that either involves observational or survey based approaches. Real-time feedback when using engineering equipment has the potential to enhance designers' efficiency or mitigate potential injuries that may result from incorrect use of equipment. Toward an automated approach to addressing these challenges, the authors of this work test the hypotheses that (i) there exists a difference in designers' comfort levels before and after they use a piece of engineering prototyping equipment and (ii) a machine learning model predicts the level of comfort a designer has while using engineering prototyping equipment with accuracies greater than random chance. It has been shown that the level of comfort that an individual has while completing a task impacts their performance. The authors investigate whether automatic tracking of designers' facial expressions during prototype creation predicts their level of comfort. A study, involving 37 participants using various engineering equipment, is used to validate the approach. The support vector machine (SVM) regression model yielded a range of R squared values from 0.82 to 0.86 for an equipment-specific model. A general model built to predict comfort level across all engineering equipment yielded an R squared value of 0.68. This work has the potential to transform the manner in which design teams utilize engineering equipment toward more efficient concept generation and prototype creation processes.

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