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"Music Instruction and study Evaluation United States."
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Putting Two and Two Together: Middle School Students' Morphological Problem-Solving Strategies For Unknown Words
Adolescents often use root word and affix knowledge to figure out unknown words. Anglin (1993) found that younger readers favor the Part-to-Whole strategy, and Tyler and Nagy (1989) confirmed the importance of root-word knowledge for middle school students. This study seeks to understand the different strategies middle school readers use so that teachers can leverage these approaches in future morphological instruction. The authors interviewed 20 seventh- and eighth-grade students from two middle schools in the Southeastern United States. Males and females were represented evenly across sites. They chose these two schools because each served populations of either proficient or struggling readers and could showcase the problem-solving strategies used by these different groups of readers. Study data were collected through 20-minute interviews led by the authors of this article. Students were asked to problem solve 12 morphologically complex words, with follow-up questions about their problem-solving processes. Because they focused on how students might use morphology beyond orthography and phonology, when students mispronounced a word, the interviewer gave them the correct pronunciation. Based on their findings, the authors discuss strategies and make instructional recommendations to support students in determining word meanings. The article concludes that although only part of comprehensive vocabulary instruction, morphological problem-solving strategies can be powerful tools in a student's literacy tool belt. Their analysis suggests students use sophisticated strategies when trying to figure out the meanings of morphologically complex words. (Contains 6 figures and 3 tables.)
Journal Article
Examining Preservice Music Teacher Concerns in Peer- and Field-Teaching Settings
The purpose of this study was to examine the concerns of preservice music teachers using the Fuller and Bown teacher concerns model. Participants were 12 senior-level instrumental music education majors enrolled at a medium-size American public university. A video-assisted, stimulated recall method was used to interview participants after two peer-teaching and two field-teaching episodes. Data consisted of 1,019 coded statements drawn from more than 900 min of interviews. Task concerns were the most reported in all interviews, followed by self concerns and student impact concerns. Task concerns decreased across the four teaching episodes, while student impact concerns increased from the first field-teaching episode to the second. Rehearsal strategy use, evaluation of teaching, and individual student impact were the most frequently coded task, self, and student impact concerns, respectively. Overall, participants reported that peer teaching was more difficult and stressful than field teaching. Implications of the Fuller and Bown framework as well as additional future research directions are proposed.
Journal Article
The Perception of Pacing in a Music Appreciation Class and Its Relationship to Teacher Effectiveness and Teacher Intensity
The purpose of this study was to determine relationships among pacing, teacher effectiveness, and teacher intensity in the context of a realistic teaching situation. A scripted stimulus video was created in which the teacher demonstrated predefined pacing lapses to measure their effects on observers' ratings of teacher effectiveness, teacher intensity, teacher pacing, and general perceptions. Participants (N = 164 college students) were randomly assigned to one of four groups (n = 41) to evaluate ongoing teacher effectiveness, teacher intensity, teacher pacing, or general perceptions (control group). Participants evaluated the teacher on their assigned construct using both continuous (Continuous Response Digital Interface) and summative measures (Likert-type scale). Results showed that the constructs had strong positive linear correlations with each other. The pacing group evidenced a greater response magnitude than the other three groups (effectiveness, intensity, control), suggesting that participants in the pacing group may have been reacting differently to some aspect of the teaching demonstration compared to the other groups.
Journal Article
The Effect of Selected Nonmusical Factors on Adjudicators Ratings of High School Solo Vocal Performances
The purpose of this study was to examine the effect of differentiated performance attire and stage deportment on adjudicators' ratings of high school solo vocal performances. High school choral students (n = 153) and undergraduate (n = 97) and graduate music majors (n = 32) served as adjudicators (N = 282). Adjudicators rated recorded solo vocal performances displayed in audio-only and four audiovisual presentation conditions with differentiated combinations of performance attire and stage deportment. Performance quality ratings were affected significantly by soloists' performance attire and stage deportment and adjudicators' academic level.Significant two-way interactions were identified: adjudicator gender by academic level for comparisons of performance ratings assigned in four of the five presentation conditions and adjudicator gender by academic level when differentiated attire was isolated from presentation conditions. Adjudicators assigned significantly higher ratings to performances presented in the audio-only condition.
Journal Article
The Effects of Single Laban Effort Action Instruction on Undergraduate Conducting Students' Gestural Clarity
The purpose of this study was to examine the effects of Laban Effort Action (slash) instruction in an undergraduate conducting class on college wind ensemble member's ratings of conductors' gestural clarity. Participants – undergraduate and graduate wind ensemble members (N = 28) – rated 32 videos of eight undergraduate conducting students who had received instruction in the Laban Effort Action slash (twice pre-treatment, twice post-treatment) using the researcher-designed Gestural Clarity Rating Instrument (GCRI) for gestural accuracy and gestural appropriateness. Raters reported statistically significant increases in conducting students' gestural accuracy and appropriateness before and after treatment. However, it is unlikely the treatment caused the increase in scores. Raters reported relatively steady gains in both gestural accuracy and appropriateness between the first three chronological observations. Conducting educators may not wish to let Laban Effort Action instruction comprise the bulk of their curricula, though clarity may be a valid and reliable domain for assessing undergraduate student conductors.
Journal Article
A Web-Based Environment for Facilitating Reflective Self Assessment of Choral Conducting Students
This case study explores ten undergraduate music education students' experiences with reflective self-assessment using web-hosted materials in a choral conducting course. To provide participants with opportunities to engage in reflective self-assessment in a web-based environment, these participants were given web-hosted materials in order for them to: (a) view and edit videos of their conducting to describe their performance, (b) complete self-assessments after reviewing the videos to evaluate their conducting performance, and (c) write and share peer feedback to experience different perspectives. Each of the three steps was documented in a web environment. Data were collected through semi-structured interviews with each participant and the instructor, open-ended questionnaires, and notes from the author's research journal. Through several processes, the study found potential benefits in using web-hosted materials to promote students' self-reflection and assessment in a choral conducting course. These processes included having participants describe their experiences (criteria comprehension, determining conducting strengths and weaknesses), evaluate their experiences (determining the benefits of a single-location platform/website, reviewing conducting in the future), and learn from multiple perspectives (sharing ideas in a safe environment, improving vocabulary and critical skills).
Journal Article
Understanding the Music Curriculum in the International Baccalaureate Program: The International Baccalaureate Music Course Gives Equal Weight to Students' Scholarship and Performance
The International Baccalaureate Diploma Programme is a rigorous preuniversity course of study leading to examinations for highly motivated secondary school students between the ages of 16 and 19. The International Baccalaureate Organization (IBO) offers the diploma program for students throughout the world. Recognition of the diploma is slowly taking hold in the United States, where approximately 460 high schools are IB World schools. The program has successfully existed in other countries since 1968, and as American public schools look for quantitative methods to evaluate their programs, they are applying in greater numbers for membership in the IBO. In this article, the author gives a concise summary of the IB program, discusses the IB music history curriculum and requirements, and shares some thoughts on how implementation of the course and the program might affect the current music program. (Contains 4 resources and 5 notes.)
Journal Article
English, history and song in Year 9: mixing enquiries for a cross-curricular approach to teaching the most able
Several articles in previous editions of Teaching History have touched on the themes of crosscurricularity, Assessment for Learning and the most able. Tony McConnell and Mandy Monaghan bring these themes together in describing how the English and history departments in their school have taken advantage of a natural area of overlap to deliver jointly planned lessons for a very able Year 9 group which they share. They have brought in elements of their wider roles within the school. McConnell, the Gifted & Talented Co-ordinator, has been considering models of cross-curhcular planning, while Monaghan, who has been part of the group implementing the Assessment for Learning Strategy, has been considering how best to use objectives and outcomes to motivate students. They conclude that cross-curricular planning works best when taking care to remain true to the original subjects, and that the Assessment for Learning Strategy is best served by Michael Riley's enquiry model. The goal of the enquiry question, they suggest, is to encourage and motivate students, but also to relate chunks of content to the fundamental principles of the subject The most able pupils might be able to do this on their own.
Journal Article
It All Comes down to the Teachers
Delbanco comments on Diane Ravitch's discussion on the importance of, and loss of, history and literature in the education system. Ravitch does not believe that mediocrity has to be accepted as the fate of education in the US.
Journal Article