scholarly journals How a Universal Music Education Program Affects Time Use, Behavior, and School Attitude

2015 ◽  
Author(s):  
Adrian Hille
Keyword(s):  
Music Education ◽  
Time Use ◽  
Education Program ◽  
School Attitude ◽  
Use Behavior

A study on Child Music Education Program in Seoul based on CIPP Evaluation Model

2017 ◽  
Vol 46 (2) ◽  
pp. 179-198
Author(s):  
Jeong-seop Han ◽  
◽  
Hyo-soon Yang ◽  
Seul-gi Kang ◽  
Ha-yeon Song ◽  
...  
Keyword(s):  
Music Education ◽  
Education Program ◽  
Evaluation Model

The impact of a music education program on meta-musical awareness, logical-mathematical, and notational skills in preschoolers

2021 ◽  
pp. 025576142110272
Author(s):  
Oriana Incognito ◽  
Laura Scaccioni ◽  
Giuliana Pinto
Keyword(s):  
Music Education ◽  
Education Program ◽  
Cognitive Abilities ◽  
Musical Training ◽  
Control Group ◽  
Transfer Of Knowledge ◽  
General Domain ◽  
Music Program ◽  
Before And After ◽  
The Impact

A number of studies suggest a link between musical training and both specific and general cognitive abilities, but despite some positive results, there is disagreement about which abilities are improved. This study aims to investigate the effects of a music education program both on a domain-specific competence (meta-musical awareness), and on general domain competences, that is, cognitive abilities (logical-mathematical) and symbolic-linguistic abilities (notational). Twenty 4- to 6-year-old children participated in the research, divided into two groups (experimental and control) and the measures were administered at two different times, before and after a 6-month music program (for the experimental group) and after a sports training program (for the control group). Children performed meta-musical awareness tasks, logical-mathematical tasks, and emergent-alphabetization tasks. Non-parametric statistics show that a music program significantly improves the development of notational skills and meta-musical awareness while not the development of logical-mathematical skills. These results show that a musical program increases children’s meta-musical awareness, and their ability to acquire the notational ability involved in the invented writing of words and numbers. On the contrary, it does not affect the development of logical skills. The results are discussed in terms of transfer of knowledge processes and of specific versus general domain effects of a musical program.

Thinking Vertically: Facilitating Transition for Students With Disabilities

2021 ◽  
pp. 104837132110344
Author(s):  
Ellary A. Draper
Keyword(s):  
High School ◽  
Special Education ◽  
Early Intervention ◽  
Best Practices ◽  
Music Education ◽  
Students With Disabilities ◽  
Education Program ◽  
Special Educators ◽  
Individualized Education Program ◽  
Special Education Transition

Within special education, transition is a required part of a student’s Individualized Education Program, specifically the transition from school to postsecondary life. Recently, special educators have begun to investigate best practices of transition at all levels—early intervention into school, elementary to middle school, and middle to high school. Yet in music education transition is not widely discussed for students with and without disabilities. This article includes an overview of best practices of transition in special education and provides ideas on how to implement these practices in music education to better facilitate transition between schools to postsecondary life for students with disabilities.

scholarly journals HIV/AIDS Prevention Among the Male Population: Results of a Peer Education Program for Taxicab and Tricycle Drivers in the Philippines

2005 ◽  
Vol 32 (1) ◽  
pp. 57-68 ◽  
Author(s):  
Donald E. Morisky ◽  
Chrystene Nguyen ◽  
Alfonso Ang ◽  
Teodora V. Tiglao
Keyword(s):  
Condom Use ◽  
Education Program ◽  
Peer Education ◽  
Aids Prevention ◽  
The Philippines ◽  
Peer Education Program ◽  
Significant Change ◽  
Use Behavior ◽  
Hiv Aids

This study assesses the results of a 2-year community-based peer education program aimed at increasing HIV/AIDS knowledge, attitudes toward condoms, and condom use behavior among taxicab and tricycle drivers in the Philippines. Pretest, posttest, and follow-up data were collected throughout the educational intervention program. The results of the repeated measures analysis of variance (ANOVA) indicate a significant change on knowledge about HIV/AIDS from baseline to posttest and from posttest to follow-up ( F= 449.27, df= 2, p< .001). There was also a significant change on attitudes about condom use from baseline to posttest and from posttest to follow-up ( F= 425.19, df= 2, p= 0.001), and a significant effect on condom use behavior with commercial sex workers from baseline to posttest and follow-up ( F= 428.31, df= 2, p= .001). The peer-mediated intervention was found to be an effective means of HIV/AIDS prevention among taxi and tricycle drivers in the Philippines.

A Study with a Follow-up of the Effects of Music Education on Holistic Development of Empathy

1993 ◽  
Vol 76 (1) ◽  
pp. 131-137 ◽  
Author(s):  
Mirja Kalliopuska ◽  
Inkeri Ruokonen
Keyword(s):  
Music Education ◽  
Education Program ◽  
Rating Scale ◽  
Test Group ◽  
Test Results ◽  
Holistic Development ◽  
Nonsignificant Increase ◽  
Slide Test

Half of the 32 children, aged 6 yr. old, took part in the 12-hr. holistic empathy education program with music exercises over three months. Others were controls. Children were tested at a pretest, 3 months later at the posttest after the training, and follow-up test, 9 months after posttest. The Feshbach and Roe Empathy Slide Test, the Weir and Duveen Prosociability Rating Scale, and the Kalliopuska Prosociability Rating Scale for Teachers were used. Empathy and prosociability increased significantly from pretest to posttest after empathy education. As hypothesized, comparison of pretest and follow-up test results showed a significant increase in empathy for the test group and a nonsignificant increase among controls.

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