Analyzing the Impact of Sequential Context Learning on the Transformer Based Korean Text Summarization Model

2021 ◽  
Vol 48 (10) ◽  
pp. 1097-1104
Author(s):  
Subin Kim ◽  
Yongjun Kim ◽  
Junseong Bang
Keyword(s):  
Korean Text ◽  
Text Summarization ◽  
Context Learning ◽  
The Impact

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.

Topic Centric Korean Text Summarization using Attribute Model

2021 ◽  
Vol 48 (6) ◽  
pp. 688-695
Author(s):  
Su-Hwan Yoon ◽  
A-Yeong Kim ◽  
Seong-Bae Park
Keyword(s):  
Korean Text ◽  
Text Summarization ◽  
Attribute Model

Korean Text Summarization using MASS with Relative Position Representation

2020 ◽  
Vol 47 (9) ◽  
pp. 873-878
Author(s):  
Youngjun Jung ◽  
Hyunsun Hwang ◽  
Changki Lee
Keyword(s):  
Relative Position ◽  
Korean Text ◽  
Text Summarization ◽  
Position Representation

Turning Into Teachers

2011 ◽  
Vol 59 (4) ◽  
pp. 369-392 ◽  
Author(s):  
Warren Haston ◽  
Joshua A. Russell
Keyword(s):  
Identity Development ◽  
Music Education ◽  
Occupational Identity ◽  
Education Majors ◽  
Context Learning ◽  
Multiple Case ◽  
Music Education Majors ◽  
Student Reflections ◽  
Instrumental Methods ◽  
The Impact

The purpose of this study was to examine the occupational identity development of undergraduate music education majors as they participated in a yearlong authentic context learning (ACL) experience situated within a professional development school (PDS). Five undergraduate music education majors enrolled in either a string pedagogy class or an instrumental methods class were required to teach in the band or string projects at the PDS. The authors utilized a multiple case study method and collected data from interviews, observations, and participant written reflections. The transformation of data included transcribing interviews and indexing student reflections. The authors identified four emergent themes: the development of general pedagogical knowledge, knowledge of self, performer/teacher symbiotic outcomes, and professional perspectives. The impact of the perceived positive or negative ACL experiences as well as interactions with peers was mediated by either adaptive or maladaptive participant responses to ACL experiences. Participants’ descriptions fit the framework of an extended apprenticeship of what the authors labeled a critical apprenticeship of observation. Based on these findings, they developed a conceptual diagram in order to describe the impact of the ACL experiences on teacher occupational identity development.

Becoming Music Teachers in a Supportive String Project Community

2018 ◽  
Vol 28 (3) ◽  
pp. 11-27
Author(s):  
Kristen Pellegrino
Keyword(s):  
Music Education ◽  
Teacher Identity ◽  
Music Teacher ◽  
Descriptive Case Study ◽  
Teacher Identities ◽  
Context Learning ◽  
String Project ◽  
Music Teacher Identity ◽  
Supportive Community ◽  
The Impact

The purpose of this descriptive case study was to examine two music education students’ experiences as String Project teachers (SPTs). Research questions were as follows: What connections were made between coursework and the authentic-context learning (ACL) experience? and What was the impact of ACL experiences on music teacher identity? Data were an open-ended questionnaire, journal entries, observations, videotaped teaching segments, and two semistructured interviews. These SPTs used terms and concepts explored in coursework in their goal-setting for themselves and their students, and also referenced concepts while reflecting on their teaching. The SPTs developed their music teacher identities as they learned in a supportive community, and they made connections between personal, musician, and teacher identities. Through ACL experience situated within a supportive String Project community, ideas initially explored during coursework became internalized as part of the SPTs’ thinking, practices, philosophies, and identities.

scholarly journals EU Integration in the (Post)-Migrant-Crisis Context: Learning New Integration Modes?

2020 ◽  
Vol 28 (2) ◽  
pp. 306-324
Author(s):  
Iryna Kushnir ◽  
Majella Kilkey ◽  
Francesca Strumia
Keyword(s):  
European Union ◽  
Policy Analysis ◽  
Qualitative Data ◽  
The European Union ◽  
Member States ◽  
Context Learning ◽  
Eu Integration ◽  
Elite Interviews ◽  
The Impact ◽  
The Eu

This article explores the integration of the European Union (EU) as an institution after the 2015–2016 migrant crisis. Qualitative data from elite interviews in Brussels and policy analysis, in the framework of a bigger project about the impact of the migrant crisis on European integration, highlight EU learning about new integration modes as a key theme following the crisis. The article focuses on this theme and argues that EU integration has been happening through intensive learning after the migrant crisis, whereby the EU has been exploring a combination of certain integration modes: shaping the relationships with candidate countries by restraining from enlargement; shaping the relationships with (prospectively) exiting Member States by considering fuzziness at the borders; and exploring differentiation among the existing Member States, possibly through promoting a two-tier EU, instead of universal deepening. A key contribution lies in applying the notion ‘learning’ to understanding EU integration modes specifically after the migrant crisis.

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