A Comparison of Instrumental Music Methods Course Content at NASM-Accredited Institutions

2013 ◽  
pp. 45 ◽  
Author(s):  
Hewitt ◽  
Koner
Keyword(s):  
Instrumental Music ◽  
Methods Course ◽  
Course Content ◽  
Music Methods ◽  
Accredited Institutions

American preservice elementary teachers’ self-reported learning outcomes from participating in Korean percussion lessons in a music-methods course

2019 ◽  
Vol 41 (3) ◽  
pp. 327-342
Author(s):  
Sangmi Kang ◽  
Hyesoo Yoo
Keyword(s):  
Learning Outcomes ◽  
Cultural Awareness ◽  
Methods Course ◽  
Classroom Teachers ◽  
Percussion Ensemble ◽  
Structured Interviews ◽  
Course Content ◽  
Traditional Course ◽  
Music Methods ◽  
Music Fundamentals

The purpose of this study was to examine American preservice classroom teachers’ self-reported learning outcomes after partaking in a weekly Korean percussion ensemble in an elementary music-methods course. The preservice classroom teachers rehearsed a Korean percussion ensemble piece ( Samulnori) as their course routine for half of the semester. Participants’ open-ended essays and semi-structured interviews were analyzed to determine their learning outcomes. Based on Abril’s (2006) three world music learning outcome categories (musical, cultural, and other) as initial codes, the emergent coding process was adopted. Through the data analysis, four themes emerged that illustrated preservice classroom teachers’ learning outcomes: (a) Cultural Awareness: Difference, (b) Music Fundamentals: Overlap with Traditional Course Content, (c) Bonding Experience: Community, and (d) Teacher Education: A Well-Rounded Teacher. Based on the results, possible implications for teaching culturally diverse musics to preservice classroom teachers in music-methods courses were discussed.

Preservice Music Teacher Identity Construction Through Metaphor

2020 ◽  
pp. 105708372098227
Author(s):  
Cynthia L. Wagoner
Keyword(s):  
Preservice Teachers ◽  
Identity Construction ◽  
Teacher Identity ◽  
Instrumental Music ◽  
Methods Course ◽  
Learning Context ◽  
Context Learning ◽  
Instrumental Methods ◽  
The Impact ◽  
Authentic Context

I investigated how preservice instrumental music teachers understand and describe their teacher identity through the use of metaphor in a one-semester instrumental methods course emphasizing authentic context learning. Twenty-five third-year instrumental methods course music education students created a personal metaphor to explore their professional identity construction. Preservice teacher metaphors were revisited throughout the semester, while students participated in an authentic context learning experience in an urban instrumental music classroom. Data sources included student artifacts, informal interviews, and observation/field notes. The impact of teaching within an authentic learning context appears to enrich the ways in which preservice teachers are able to articulate details of their metaphor descriptions. Through their reflections across the semester, preservice teachers demonstrated how personal metaphors were used to restructure their understandings of teacher identity and capture some of the complexities of becoming teachers.

scholarly journals WHAT SENIORS HAVE TO SAY ABOUT THEIR ENGAGEMENT

2017 ◽  
Author(s):  
Sylvie Doré
Keyword(s):  
Additive Manufacturing ◽  
Quantitative Analysis ◽  
Student Engagement ◽  
Qualitative Analysis ◽  
Teaching Methods ◽  
Electronic Devices ◽  
Methods Course ◽  
Course Content ◽  
Elective Course

The goal of this pre-study was to prescribe a solution to a perceived decrease in student engagement in an elective course on additive manufacturing. The objectives were to:identify in what activities the students are engaging; identify causes for lack of engagement in their studies, if any;identify possible changes to the additive manufacturing course.A mixed (quantitative and qualitative) triangulation interpretivist approach was used to address the first two objectives. Approximately half (1/2) the students stated that their studies was not their priority, two thirds (2/3) reported that they attended university primarily to earn a diploma rather than to learn and again two thirds (2/3) said that they had difficulty concentrating, signs that most students are not fully engaged in learning. The qualitative analysis provided insight and nuance to the quantitative analysis. It made it possible to identify sources for lack of engagement. Apart from the presence of electronic devices which distract attention, teaching methods, course content and evaluation modalities were often cited. Based on the findings, three changes are suggested to the course

Effect of Teaching Setting and Self-Evaluation on Teacher Intensity Behaviors

1995 ◽  
Vol 43 (1) ◽  
pp. 6-21 ◽  
Author(s):  
Cynthia M. Colwell
Keyword(s):  
Elementary Education ◽  
Methods Course ◽  
Education Majors ◽  
Digital Interface ◽  
Elementary Education Majors ◽  
Treatment Groups ◽  
Self Evaluation ◽  
Continuous Response ◽  
Music Methods ◽  
Teaching Setting

The purpose of this study was to examine the effect of teaching setting [peer versus practicum] and self-evaluation tools [Continuous Response Digital Interface (general) versus behavioral checklist (specific)] on the development of teacher intensity behaviors among preservice elementary education majors enrolled in a music methods course. Subjects were divided into four treatment groups and completed a pretest and posttest and four treatment lessons. Analyses indicated that teaching setting and self-evaluation did not have a differential effect on teacher intensity. All subjects made significant gains from pretest to posttest, with differences among lessons. Comparative analyses indicated subjects rated themselves higher than did experts. An attitude survey indicated that subjects who taught children rated the course higher than subjects who taught their peers, whereas subjects who completed general self-evaluations rated the course higher than did subjects who completed specific self-evaluations.

E-Learning Effectiveness in a Quantitative Course

2011 ◽  
Vol 7 (2) ◽  
pp. 57-68 ◽  
Author(s):  
Kenneth David Strang
Keyword(s):  
Quantitative Methods ◽  
Methods Course ◽  
Learning Context ◽  
Course Content ◽  
Content Assessment ◽  
Question Types ◽  
Measure Problem ◽  
E Learning ◽  
Exam Scores ◽  
Discussion Question

A quasi experiment compared the effectiveness of discussion question types on exam scores in an online quantitative methods course at an accredited university. Correlation, ANOVA and MANCOVA were utilized to test the hypothesis that questions exploiting industry examples would increase discussion interaction volume and exam scores more than using theoretical problems. Demographic factors (age, gender), semester timing, and prior ability were tested for moderation/mediation impact. Instructional method, professor, course content, assessment rubrics, and learning context were controlled. The treatment consisted of enhancing all discussion and examination questions from the materials and assessments to approximate authentic industry scenarios. A statistically significant model was validated, using exam question types as a factor, and a count of online discussion interactions (as a covariate), to measure problem-based learning effect on exam score.

Faces or Fingers

2019 ◽  
pp. 1-22 ◽  
Author(s):  
Cynthia D. Kilpatrick
Keyword(s):  
Best Practices ◽  
Online Teaching ◽  
Online Courses ◽  
Instant Messaging ◽  
Community Building ◽  
Methods Course ◽  
Content Mastery ◽  
Course Content ◽  
Synchronous Chat ◽  
Audio Video

The use of synchronous sessions in online teaching is rising. In many online courses, students attend webinars, live lectures, and other audio/video sessions built to enhance course content. As more classes move online, there is a need for research that shows the effectiveness of synchronous sessions in both content mastery and community building. This chapter compares student participation in synchronous sessions in an online TESOL methods course in an effort to build community among class members. The synchronous methods compared include video webinars through Blackboard Collaborate (face chats), events in a private Facebook group (finger chats), and synchronous instant messaging (finger chats). Discussion focuses on interaction and community building in the different modes of synchronous chat. The chapter concludes with some suggestions for best practices that can benefit teachers who are looking for ways to enhance participation and build community in synchronous sessions in online courses.

A Framework for the Redesign Principles That Improved Engagement in an Online Graduate Class

2019 ◽  
pp. 49-75 ◽  
Author(s):  
Laura Lemanski ◽  
Megan McDonald Van Deventer
Keyword(s):  
Online Learning ◽  
Teaching And Learning ◽  
Positive Impact ◽  
Learning Experience ◽  
Methods Course ◽  
Pedagogical Content ◽  
Course Content ◽  
Reading Methods ◽  
Engagement Theory ◽  
Course Changes

At a large, Midwest university, the authors taught an online course to graduate students in an educational reading methods course. While the course covered compelling content, the user experience frustrated students as they struggled to navigate an outmoded online learning management system (LMS), which inhibited their ability to engage with course content. Recognizing that the course could be a powerful and relevant learning experience for students, the chapter authors drew on engagement theory, technological pedagogical content knowledge (TPACK), and the triple E framework to redesign the course. While maintaining the valuable course content, the chapter authors developed a framework to create an engaging and positive online learning experience. This chapter describes the framework and details how the course was redesigned, articulates the rationale for the course changes, and explores the positive impact it had on teaching and learning.

scholarly journals Designing a Pre-Service ELT Methods Course and Use of Case Method Analysis

2020 ◽  
Vol 6 (1) ◽  
pp. 60
Author(s):  
Fumi Takegami
Keyword(s):  
English Language ◽  
English Language Teaching ◽  
Methods Course ◽  
Learning Theories ◽  
Case Method ◽  
Education Majors ◽  
Course Content ◽  
Course Materials ◽  
Teacher Education Majors ◽  
Method Analysis

This paper aims to show the design and implementation of an English Language Teaching (ELT) methods course based on five conditions. Four were related to research on ELT methods: There is no single best method; there are numerous methods that exist in the literature; the claim that ELT is in a post-method era, and teachers need to be better informed of learning theories to further understand teaching methods. The fifth condition was based on a pedagogic rational that implementation of course materials must be socially mediated, through discussion and critical analysis. The paper outlines a theory to method to practice syllabus design of a 15-week, 90-minute course to 14 pre-service English teacher education majors at a university in Japan. Collaborative case method analysis was used to give students opportunities to analyze real classroom events that go beyond lectures and contents in the textbook. Students discussed the case in collaboration, and tried to apply what they learned in the course in their analysis. Results of a two-part questionnaire to learn students’ views on course content and use of case method analysis were given. Outcomes showed students felt they could make connections to learning theories and methods, and that case method analysis was beneficial in their teacher learning. The research contributes to designing an ELT methods syllabus and using case study method analysis. Although the outcomes from the course of 14 students were positive, further research in using the design of the course is encouraged to strengthen the findings.

scholarly journals Instructors’ Experience of Designing MOOCs in Higher Education: Considerations and Challenges

2018 ◽  
Vol 22 (4) ◽  
Author(s):  
Meina Zhu ◽  
Curtis J Bonk ◽  
Annisa R Sari
Keyword(s):  
Large Scale ◽  
Online Courses ◽  
Assessment Methods ◽  
Massive Open Online Courses ◽  
Methods Course ◽  
Host Institution ◽  
Course Content ◽  
Course Length ◽  
Support Resource ◽  
Time Limitations

As massive open online courses (MOOCs) increase, the large scale and heterogeneity of MOOC participants bring myriad significant design challenges. This mixed methods study explores 143 MOOC instructors’ considerations and challenges in designing MOOCs; 12 of whom were interviewed and had their courses analyzed. The survey, interview, and course review data revealed a variety of considerations and challenges in MOOC design in terms of pedagogy, resources, and logistics. Pedagogical considerations included learning objectives, assessment methods, course length, course content, flexibility, and collaborative learning support. Resource considerations included the affordance of MOOC platforms, support from the host institution and the platform, and the available intellectual and hardware resources. Logistical considerations included the amount of time instructors spent designing the MOOC. The obstacles included pedagogical challenges (engaging students, increasing student interaction, and limited assessment methods), resource challenge (i.e., limitations associated with the affordances of the platform), and logistical challenge (time limitations for designing and developing MOOCs). To address these challenges, the instructors often relied on reviewing other MOOCs. They also sought help from colleagues, their universities, and supporters of the platforms.

scholarly journals Fusing the Jigsaw Method and Microsoft Teams: A Promising Online Pedagogy

2021 ◽  
Vol 20 (11) ◽  
pp. 272-287
Author(s):  
Malissa Maria Mahmud ◽  
Shiau Foong Wong
Keyword(s):  
Teaching And Learning ◽  
Course Design ◽  
Positive Impact ◽  
Methods Course ◽  
Course Content ◽  
Global Pandemic ◽  
Post Test ◽  
Jigsaw Method ◽  
Technological Tool ◽  
Student Centred Learning

The Covid-19 pandemic has triggered a universal disruption over the past year, and has caused unforeseen and formidable changes, but simultaneously has also enthused a digital transformation for educational institutions of all levels. With the upsurge in the usage of digital technologies, some potential caveats should be addressed, in particular, the speculative effective methods, course design and structure. A prodigious deal of reappraising and reimagining the philosophy of what is deemed to be the most familiar is imperative, not only to promote student-centred learning, but also encourage online engagement. Considering the suspension of all face-to-face classes due to the rapid spread of the global pandemic, the purpose of this study was to assess the usability and adoption of the jigsaw method on the web-based platform, Microsoft (MS) Teams for both synchronous and asynchronous teaching and learning. A pre-experimental research design was utilised with one post-test dataset obtained from the post-experiment learning analytics. Subsequently, the usability and adoption of the jigsaw method in MS Teams were evaluated based on the reciprocity of students’ responses towards the design. It is postulated that MS Teams stand out as a promising technological tool to facilitate the integration of the jigsaw method into an online learning environment. It advocates better students engagement and collaboration, and thus leads to the positive impact on students’ performance and enhanced comprehension of course content, specifically the availability of customized MS Teams features; channel and synchronous chat, which are recommended to support an engaged learning ecology.

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