TRADITIONAL VALUES IN THE ERA OF TECHNOLOGY AND INNOVATION

2019 ◽  
Vol 1 ◽  
pp. 320
Author(s):  
Urve Läänemets ◽  
Katrin Kalamees-Ruubel ◽  
Anu Sepp ◽  
Kristi Kiilu
Keyword(s):  
Learning Environments ◽  
Comparative Research ◽  
Music Teachers ◽  
Traditional Values ◽  
Technology And Innovation ◽  
International Trends ◽  
Personal Experiences ◽  
The Common ◽  
Multiple Levels ◽  
Cultural Cohesion

Several factors, such as international trends of globalisation, technological innovation, changing learning environments as well as internal developments in socio-cultural contexts and educational policy-making are constantly shaping values of people and causing difficulties with specification of their identity building. Our study is based on comparative research carried out in Estonia and Finland in 2015-2018 (N = 217) with future music teachers, who were asked to write essays where they highlighted and explained meaningful for them cultural landmarks in their countries. The method used was hermeneutical analysis, as this allows to focus on the text produced according to the question asked as an expression of the respondents’ personal experiences and accepted values. The information presented in texts was analyzed at multiple levels and different viewpoints. Parallel analyses by authors were carried out in order to guarantee the validity of the overall results. Finally, the results were grouped, which allowed to draw preliminary conclusions what the common cultural landmarks were and why they have been accepted  and recognised  as meaningful and valuable by future music teachers both in Estonia and Finland and what their potential could be developing cultural cohesion in society.  

A Longitudinal Perspective of Early Career Music Teachers: Contexts, Interactions, and Possible Selves

2017 ◽  
Vol 27 (2) ◽  
pp. 52-66 ◽  
Author(s):  
William Dabback
Keyword(s):  
Student Teaching ◽  
Teaching And Learning ◽  
Music Teachers ◽  
Possible Selves ◽  
Music Educators ◽  
Early Career ◽  
Personal Experiences ◽  
Multiple Case ◽  
Possible Selves Theory

The purpose of this multiple case study was to follow the development of three music educators during their student teaching semesters and into the first years of their careers. Possible selves theory provided a framework for exploring the links between cognition, expectations, and motivation. Interviewees negotiated their social and physical contexts, which in turn shaped their self-images and conceptions of teaching and learning. Identities were constructed through personal experiences and formal study with significant others, including influential teachers, cooperating teachers, and colleagues. In these respects, classrooms served as the laboratories in which teachers learned how to build crucial relationships with their students, tested and reshaped emerging identities, and based actions and evaluation on their possible selves.

scholarly journals Converting Molecular Meshes Into Smooth Interpolatory Spline Solid Models

2005 ◽  
Author(s):  
Joel Daniels ◽  
Elaine Cohen ◽  
David Johnson
Keyword(s):  
Continuous Model ◽  
Multiple Components ◽  
Spline Models ◽  
Solid Models ◽  
Spline Surfaces ◽  
Physical Form ◽  
Cad Cam ◽  
The Common ◽  
Rectangular Grids ◽  
Multiple Levels

The study and understanding of molecules, once the domain of blackboards and stick-and-ball models, has become more and more exclusively linked to the use of computer-aided visualizations. Our project seeks to return the physical facsimile to the biologists, allowing the use of tactile senses while interacting with and manipulating a physical model, thus aiding educational and research endeavors. To increase the effectiveness of such a tool, the model is constructed such that multiple levels of information are viewable within the single physical form, stressing the interaction between the assorted components within the molecule. We use the term 3-D physical visualizations to refer to the fabricated model, to avoid confusion with the common usage of model as a virtual representation on the computer. To effectively combine multiple components into a smooth manufacturable physical visualization, all components of the model must be in a homogeneous format. Our research sets forth a method for converting triangulated mesh data, as provided by the molecular modeling packages, into spline models. Spline models have the attractive qualities that they are smooth without triangular facets, can be combined using traditional boolean operations (and, or, not), and can be directly fabricated using modern CAD/CAM techniques. Our method divides the polyhedral representation into multiple rectangular grids, then fits interpolatory spline surfaces to the data in each region, while focusing on smoothly stitching the boundaries and corners of the spline surfaces in order to create a near G1 continuous model.

Teacher Evaluation

2019 ◽  
pp. 11-28
Author(s):  
Cara Faith Bernard ◽  
Joseph Michael Abramo
Keyword(s):  
Teacher Evaluation ◽  
Student Performance ◽  
Music Teachers ◽  
The United States ◽  
Evaluation Systems ◽  
State Education ◽  
History Of ◽  
The Common ◽  
Teacher Evaluation Systems ◽  
Laws And Policies

This chapter provides a background on laws and policies related to teacher evaluation in the United States. This background might help music teachers navigate teacher evaluation systems and avoid misunderstanding evaluators’ motivations and pressures. First, the chapter provides a brief history of federal and state education law and education policy. This history is presented as a series of four phases, each aimed to standardize public education. These phases move from evaluating standards through student performance and standardized tests to teacher performance and quality through instructional practice. Second, there is an investigation of how history and policy have led to tensions, disagreements, and contradictions within teacher evaluation processes and policies. Finally, the chapter describes how these tensions have resulted in the common characteristics of teacher evaluation systems found throughout the country. By understanding this background and history, music teachers may begin to actively and constructively participate in teacher evaluation.

Expertise in applied studio teaching: Teachers working with multiple levels of learners

2020 ◽  
Vol 38 (2) ◽  
pp. 283-298
Author(s):  
Jennifer Blackwell
Keyword(s):  
College Students ◽  
Music Education ◽  
Positive Feedback ◽  
Music Teachers ◽  
Applied Music ◽  
Teacher Modeling ◽  
Video Recordings ◽  
Multiple Levels ◽  
Different Levels ◽  
Formal Recognition

One-to-one lessons are ubiquitous in music education, and thus understanding the components of effective teaching in this environment is essential for student learning. This study explored whether the teaching elements identified in previous studies were evident with applied music teachers working with both college and pre-college students, and if those elements differed as a function of the level of the students. In addition, these teachers were asked to provide commentary on what they deemed important to effective studio teaching. I examined video recordings of 18 lessons given by two applied teachers who had received formal recognition for outstanding teaching. Many of the observations in this study were consistent with previous findings; however, higher rates of low magnitude positive feedback and student errors that did not elicit stops were present. One element regarding physical proximity was added. The findings indicate important differences in the way these teachers approach students at different levels, particularly regarding side coaching during performance, teacher modeling, feedback, and correction of errors. Participants also emphasized the importance of rapport and positive relationships.

Dual exploration strategies using artificial spiking neural networks in a robotic learning task

2020 ◽  
pp. 105971232092474
Author(s):  
André Cyr ◽  
Julie Morand-Ferron ◽  
Frédéric Thériault
Keyword(s):  
Risk Taking ◽  
Spatial Information ◽  
Autonomous Robots ◽  
Visual Learning ◽  
Learning Task ◽  
Conditioning Procedure ◽  
Neural Architecture ◽  
The Common ◽  
Multiple Levels ◽  
Robotic Learning

Spatial information can be valuable, but new environments may be perceived as risky and thus often evoke fear responses and risk-averse exploration strategies such as thigmotaxis or wall-following behavior. Individual differences in risk-taking (boldness) and thigmotaxis have been reported in natural taxa, which may benefit their survival. In neurorobotic, the common approach is to reproduce cognitive phenomena with multiple levels of bio-inspiration into robotic scenarios. Since autonomous robots may benefit from these different behaviors in exploration tasks, this study aims at simulating two exploration strategies in a virtual robot controlled by a spiking neural network. The experimental context consists in a visual learning task solved through an operant conditioning procedure. Results suggest that the proposed neural architecture sustains both behaviors, switching from one to the other by external cues. This original bio-inspired model could be used as a first step toward further investigations of neurorobotic personality modulated by learning and complex exploration contexts.

ELLIPS: providing web-based language learning for Higher Education in the Netherlands

ReCALL ◽  
2004 ◽  
Vol 16 (1) ◽  
pp. 225-236 ◽  
Author(s):  
ALESSANDRA CORDA ◽  
SAKE JAGER
Keyword(s):  
Higher Education ◽  
Language Learning ◽  
Learning Environments ◽  
Tracking System ◽  
Pedagogical Approach ◽  
Web Based ◽  
The Common ◽  
Cooperative Project ◽  
Student Input ◽  
Dutch Universities

This paper presents the overall considerations and pedagogical approach which were at the basis of the development of an innovative web-based CALL application, Ellips (Electronic Language Learning Interactive Practising System). It describes the program’s most salient features, illustrating in particular the technical challenges involved in the realization of this multilingual, server-hosted, database-supported language-learning application. Ellips, the product of a cooperative project between four Dutch universities, offers effective web-based support for language learning in Higher Education (HE) institutions. Ellips focuses particularly on grammar training, listening and pronunciation skills; although it can be accessed on its own, it has been created with integration with virtual learning environments (VLEs) like Blackboard and WebCT in mind. As a matter of fact, Ellips offers functionality lacking in these systems, which have not been specifically developed for language learning and offer more assessment than practising opportunities. Moreover, in Ellips all learning materials are coded with language-specific metadata (mainly based on descriptors derived from the Common European Framework), so that developers can easily find and reuse materials and so-called ‘semi-adaptivity’ is allowed (students automatically receive more exercises on the topics which they have not yet mastered). Other important features of Ellips are full Unicode support, extensive feedback (for every item in an exercise and for the whole exercise), a student-tracking system, the use of (streaming) audio and video, and the possibility to record student input and store it in a portfolio.

scholarly journals A Call for a Humanistic Stance Toward K–12 Data Science Education

2021 ◽  
pp. 0013189X2110488
Author(s):  
Victor R. Lee ◽  
Michelle Hoda Wilkerson ◽  
Kathryn Lanouette
Keyword(s):  
Science Education ◽  
Learning Environments ◽  
Teaching And Learning ◽  
Data Science ◽  
Learning Opportunities ◽  
Human Dimensions ◽  
Personal Experiences ◽  
Interdisciplinary Framework ◽  
K 12 ◽  
Cultural Tools

There is growing interest in how to better prepare K–12 students to work with data. In this article, we assert that these discussions of teaching and learning must attend to the human dimensions of data work. Specifically, we draw from several established lines of research to argue that practices involving the creation and manipulation of data are shaped by a combination of personal experiences, cultural tools and practices, and political concerns. We demonstrate through two examples how our proposed humanistic stance highlights ways that efforts to make data personally relevant for youth also necessarily implicate cultural and sociopolitical dimensions that affect the design and learning opportunities in data-rich learning environments. We offer an interdisciplinary framework based on literature from multiple bodies of educational research to inform design, teaching and research for more effective, responsible, and inclusive student learning experiences with and about data.

scholarly journals Exploring the Boundaries of Critical Pedagogy

2020 ◽  
Vol 1 (1) ◽  
pp. 37-49
Author(s):  
Fitsum Areguy
Keyword(s):  
Critical Pedagogy ◽  
Learning Environments ◽  
Graduate Student ◽  
Colonial Legacy ◽  
The Social ◽  
Personal Experiences ◽  
Academic Settings ◽  
Colonial Violence ◽  
Racialized Students ◽  
The Relationship

This visual essay attempts to evoke an aesthetic and affectual entry into the social-spatial terrains I navigate as a Black man and graduate student in Southwestern Ontario. I arrange the relationship between photographs of a factory in my hometown and short reflections into three scenes: The first scene touches on the racial and colonial violence that lingers and manifests in academia, as illustrated through my personal experiences. The essay moves to a second scene, touching on the settler-colonial legacy of the factory, as well as reckons with the anti-colonial implications of photographing the demolition and the troubling of subject-object relationships. The last scene emphasizes that, despite pedagogical efforts, the residue of racial and colonial violence in academic settings will still have some degree of impact on racialized students. Critical pedagogues must contend with the reality that racialized students, by virtue of being and existing in academic spaces, embody a pedagogy that could potentially disrupt and deconstruct learning environments into transformative, radical, respectful and caring spaces.

scholarly journals Childhood in the memoirs of Russian female historians of the second half of the 19th and first half of the 20th centuries

2021 ◽  
Vol 20 (2) ◽  
pp. 286-294
Author(s):  
Olga I. Sekenova
Keyword(s):  
Gender Attitudes ◽  
Emotional Experiences ◽  
Childhood Memories ◽  
Historical Source ◽  
Gender Conflict ◽  
Personal Experiences ◽  
Childhood Narratives ◽  
The Common ◽  
Material Artifacts ◽  
First Time

The present paper studies ego-documents of Russian female historians written in the second half of the 19th and the early 20th centuries, with a focus on the works of N.I. Gagen-Thorn, E.V. Gutnova, M.M. Levis, V.N. Kharuzina, S.V. Zhitomirskaya, E.N. Shchepkina, and N.D. Flittner. How do these authors, in their childhood descriptions, discuss their professional choices? By producing ego-documents, the female historians wanted to preserve their memory of childhood events in the form of a new historical source. In so doing they followed the principles that they also adhered to when wri- ting historical essays. At the same time their texts are very subjective: each reflects the respective researcher's personal experiences. Each text is unique, and there are few overlaps with the memoirs of other female historians of their time, or with those of younger colleagues. In many ways, the women were influenced by authors of the Russian memoirist tradition; they often adhered to self-censorship (even when there was no clear ideological pressure from society). As a result, the narrative about childhood turned into a narrative about the prerequisites for the self-identification of women as scientists. Memories became a form of self-representation, and this conditioned the selective nature of childhood narratives; later success in the profession was projected back onto childhood memories. The childhood narratives of Russian female historians differ from texts of their male colleagues: women preferred to describe their impressions with references to material artifacts and to everyday rituals, writing carefully about their emotional experiences. One of the most important subjects in these womens memoirs and diaries was when they for the first time experienced the gender conflict in their lives: when they understood that their scholarly ambition runs against the common attitudes about gender attitudes that they had internalized in early childhood.

scholarly journals SKILLS FOR CREATING SUPPORTIVE LEARNING ENVIRONMENTS – AN ESSENTIAL COMPONENT OF TEACHERS`PROFESSIONAL COMPETENCE

2020 ◽  
Vol 3 ◽  
pp. 302
Author(s):  
Kristi Kiilu ◽  
Urve Läänemets ◽  
Katrin Kalamees-Ruubel
Keyword(s):  
Music Education ◽  
Learning Environments ◽  
Curriculum Design ◽  
Music Teachers ◽  
Professional Competence ◽  
Pilot Project ◽  
Research Problem ◽  
School Level ◽  
Comprehensive Schools ◽  
Supportive Learning Environment

The current research on music teachers’ professional skills of structuring and developing supportive learning environments for implementation of National Curricula is the third in line, based on a pilot project of 2013, a study of 2015. The research problem for all the three studies was “How do music teachers at general comprehensive schools comprehend supportive learning environment and opportunities for their design and development. The data collected and analysed (n=70) in 2019 allow to follow the development of teachers’ professional abilities and creativity at structuring and designing supportive environments for learning music at general comprehensive schools and kindergartens. If smartly designed and created, they promote learning, lead to higher academic achievement and contribute to students’ self-esteem. The study has also provided information about teachers’ professional approaches, real environments at schools and the needs for improvement. The analysis of the data, providing some insights allows to make recommendations for teacher training, for curriculum design at school level and offer suggestions for cultural activities in local communities supporting cohesion and identity building in society. Current turbulent times require increasingly wider competences and creativity from teachers for making music education socially meaningful. 

Sign in / Sign up

Export Citation Format

Share Document