MODEL OF FORMATION OF READY FOR FUTURE MUSIC ARTS TEACHERS FOR ORGANIZATION OF MUSICAL-AESTHETIC SPACE OF GENERAL MEDIUM

Rapid adoption of the Common Core State Standards (CCSS), the Race to the Top (RTTT) competition, and backlash around these policies created widespread uncertainty among state educational agencies (SEAs). SEAs may have not had a clear direction about how to support standards implementation in a new context, and therefore, may have looked to their professional networks, their geographic neighbors or other highly regarded SEAs, or other sources for information and resources to guide their decisions about where to send teachers for information about standards. Drawing on institutional theory (Meyer Rowan, 1977) and isomorphism specifically (DiMaggio Powell, 1983), we posit that coercive forces (primarily due to RTTT application and CCSS status) as compared to mimetic and normative forces influenced the organizations to which SEAs turn for curriculum materials. Using Multiple Regression Quadratic Assignment Procedure and a data set of over 2,000 state-provided resources for secondary English Language Arts teachers from all 50 states and Washington, D.C., we indeed found that coercive forces had a relationship with shared organizational ties, demonstrating that RTTT application and CCSS adoption influenced resource provision.

Download Full-text

A Study on Teachers' Perceptions towards Cultural Arts Subject Using Wayang Kulit Purwa to Students of Junior High School in Solo Raya

IJPTE International Journal of Pedagogy and Teacher Education ◽

10.20961/ijpte.v4i2.44145 ◽

2020 ◽

Vol 4 (2) ◽

pp. 138

Author(s):

Slamet Subiyantoro ◽

Siti S Fadhilah

Keyword(s):

High School ◽

Character Education ◽

Cultural Values ◽

Junior High School ◽

Junior High ◽

School Level ◽

Cultural Arts ◽

Teaching Aids ◽

Arts Teachers ◽

Wayang Kulit

This study revealed the perception of cultural arts teachers on the local Javanese wayang kulit purwa media to instilling students’ character values through learning art and culture at junior high school levels throughout the great Solo (Solo Raya) area. There is a previous assumption that wayang kulit purwa has only been performed at general public beyond formal school institutions such as junior high schools. Meanwhile, in instilling the values of character education, the teachers indicated through the subjects taught, the results showed that they were still found to be limited to formal media. This study reflects its own specific points, this is because the teaching aids used are the Purwa puppet media. This study was carried out by applying a survey to 69 cultural arts teachers who were selected purposively in all areas of Solo Raya covering 7 (seven) regencies / municipalities. The technique applied in collecting data is through questionnaires and interview techniques. To analyze the data, an interactive model is used which includes the initial steps of data collection, data reduction, data presentation and drawing conclusions. The results showed that most cultural arts teachers had positive and negative perceptions of wayang kulit purwa if it was used as a medium of learning and planting character education for students at junior high school level. However, most of the cultural arts teachers who have had a graduate education have positive perceptions. Because wayang kulit purwa reflects moral, socio-cultural values, character education as well as patriotism

Download Full-text

Сompetence development diagnostics in the process of music teachers training: European Union states and Ukraine experience

Musical art in the educological discourse ◽

10.28925/2518-766x.20172.3945 ◽

2017 ◽

pp. 39-45

Author(s):

O. О. Matveeva

Keyword(s):

European Union ◽

Music Teachers ◽

Diagnostic Tools ◽

Federal Republic Of Germany ◽

The European Union ◽

Arts Teachers ◽

The Usa ◽

Key Competencies ◽

Teachers Training

The article deals with the analysis of tools used for competence development diagnostics in the European Union states (Federal Republic of Germany, Austria, Switzerland), the USA and Ukraine. The common approaches to the development and implementation of diagnostic tools in the process of music teachers training are determined: the competence-oriented educational standards and a complex of key competencies served as the basis for the diagnostic tools development; the development of diagnostic tools is carried out by Ministries, institutes and pedagogical and psychological laboratories; it is asserted that to provide education of high quality both psychological and pedagogical diagnostics are to be carried out. The author’s interpretation of terms used to define Musical Arts teachers’ general professional and specialized professional competencies and diagnostic tools providing for determining future specialists’ quality of education is offered.

Download Full-text

Building Awareness of Language Structures with Visual-Syntactic Text Formatting

Exploring Technology for Writing and Writing Instruction - Advances in Educational Technologies and Instructional Design ◽

10.4018/978-1-4666-4341-3.ch002 ◽

2013 ◽

pp. 21-36 ◽

Cited By ~ 1

Author(s):

Youngmin Park ◽

Mark Warschauer ◽

Penelope Collins ◽

Jin Kyoung Hwang ◽

Charles Vogel

Keyword(s):

Empirical Study ◽

Language Arts ◽

State Standards ◽

Action Research Project ◽

Language Arts Teachers ◽

Arts Teachers ◽

Authentic Writing ◽

Writing Technology ◽

Linguistic Structures ◽

Grammatical Structures

The recently adopted Common Core State Standards emphasize the importance of language forms and structure in learning to write. Yet most language arts teachers have either downplayed the linguistic structure of writing in favor of process approaches or emphasized the teaching of grammatical structures outside of the context of authentic writing. Technology-supported writing activities tend to mimic these two approaches, with teachers using technology for either process-based writing or for grammar drills. Most teachers are not well prepared to teach linguistic structures in context or to deploy technology for that purpose. This chapter introduces a new tool called Visual-Syntactic Text Formatting (VSTF) that has powerful affordances for teaching linguistic and textual structures in the context of authentic written genres. Drawing on an empirical study and an action research project conducted by the authors, they share evidence for the value of using VSTF and point to ways that it can be used in the classroom to help students master language structures and employ them in their composition.

Download Full-text

The Role of Writing in RTI at the Secondary Level

Advances in Early Childhood and K-12 Education - Examining Response to Intervention (RTI) Models in Secondary Education ◽

10.4018/978-1-4666-8516-1.ch005 ◽

2015 ◽

pp. 102-128

Author(s):

Dawn S. Herring

Keyword(s):

Academic Success ◽

English Language ◽

Written Communication ◽

Struggling Writers ◽

Language Arts Teachers ◽

Content Area Teachers ◽

Effective Interventions ◽

Arts Teachers ◽

Good Writing

A focus on teaching effective written communication skills is a necessity in our nation's schools. Students need to develop good writing skills not only to ensure academic success but also to later thrive in the workplace and in society as a whole. For struggling writers, difficulties with written communication that emerged during elementary school will persist into middle school, high school, and beyond if effective interventions are not employed. Implementing a Response to Intervention (RTI) literacy model that promotes the integration of writing across the curriculum can help schools make huge strides in improving the motivations, skills, and outcomes of struggling writers. This chapter presents specific elements of effective writing instruction as well as instructional strategies that can be employed within an RTI framework to assist struggling writers school wide. The focus is on informing not only English/language arts teachers but also content area teachers on research-based classroom writing supports.

Download Full-text