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Learning Through Working
... In another study, the researchers (Burton, Horowitz, & Abeles, 2000) investigated whether learning in the arts influences non-art subjects. More specifically, this study explored the connection between arts learning and creative thinking, and academic selfthought and school climate. ...
... Art education is connected to teachers' improved capacity to use differentiated instruction, the practice of modifying and adapting instruction, materials, content, projects, and assessments to meet the educational needs of varied learners and to reach marginalized students (Barry, 2010;Burton et al., 2000;Oreck, 2004). ...
... Furthermore, the teachers attributed the trainings to shifting classroom environment towards increased student engagement while addressing a variety of learning styles (Cornett, 2007;Chen, 2005). In numerous studies (Barry, 2010;Burton, 2000;Oreck, 2004), teachers grew cognizant of student diversity and established the arts as a tool to increase student motivation. Burton, Horowtiz, and Abeles (1999) disclosed that teachers are more inclined to use art integration in their teaching to meet the needs of students' diverse learning styles. ...
Arts integration is a research-based strategy that has revealed positive outcomes in student achievement (Catteral,1999). In this study student achievement is described as students acquiring knowledge, skills, attitudes, and learning behaviors that will prepare them to lead successful lives. Studies have discovered that arts integration, an interdisciplinary method of connecting two disciplines supports to transform the learning environment. Students’ attitudes towards learning particularly for students of disadvantaged backgrounds has fostered self-efficacy, student engagement, attendance, motivation to learn, and improving school culture and climate (Stevenson & Deasy, 2005; Walker, Tabone, & Weltsek, 2011). The purpose of the qualitative study was to examine the impact of arts integration as an instructional strategy on fourth-grade students at two elementary schools awarded a federal grant funded through the Arts Educational Model Development and Dissemination (AEMDD) project. The grant was supported by ArtsNow a nationally recognized leader of arts integration. ArtsNow designed and delivered the arts integration professional learning. The study also sought to investigate teachers’ perception of arts integration and the transfer of teacher professional learning to student achievement. The qualitative data surveyed teachers’ perception on the benefits of the professional learning impacting teacher practice resulting in student achievement, interviews to document experiences with arts integration and classroom observation to record the transfer of art integrated strategies to classroom practice. Results suggest that arts integration enhances the learning experience for students and teachers. Teachers credit the use of arts integration for increased student self-efficacy, motivation and critical thinking skills. Teachers also recognize arts integration as building their repertoire of instructional strategies. The finding suggests arts integration may lead to improved student learning.
... One of the primary problems is that teachers do not typically talk and engage young children in conversations that expand and develop their language (Dickinson, 2002). Specifically, teachers tend to spend a good deal of time giving directions and, when discussing content, often ask children questions that require only one or two words in response, while also providing just one or two words in response to children's questions and ideas (Zucker, Justice, Piasta & Kaderavek, 2010). ...
... The human brain is the most complex system on earth, yet too often it is used in schools primarily as a simple device for storage and retrieval of information (Dickinson, 2002). ...
... It is the quality and skill of the teacher who is implementing the curriculum that will have the most significant impact on children (Darling-Hammond & Bransford, 2005). One of the primary problems is that teachers do not typically talk and engage young children in conversations that expand and develop their language (Dickinson, 2002). Specifically, teachers tend to spend a good deal of time giving directions and, when discussing content, often ask children questions that require only one or two words in response, while also providing just one or two words in response to children's questions and ideas (Zucker, Justice, Piasta, & Kaderavek, 2010). ...
... Fowler (2001) has supported this premise, contending that when students were allowed to participate in a learning process using the arts, they were more likely to become engaged in the task and learn material "from the inside out rather than from the outside in" (as cited in Song, 2012, p. 800). Dickinson (2002) has argued that the arts assist in multiskilling enhancing the grasp of difficult concepts, aiding memory retention, extending attention spans, and increasing concentration and enjoyment of learning by providing "rich multisensory experiences that engage the whole mind-body-emotional system" (p. 6). ...
... This supports the concept of a holistic art experience-specifically a multidimensional, multimodal, ecological art experience-in acquiring cognitive information as well as V, new perspectives, and intended SBs. This finding is consistent with research by Broudy (1905-1998), Fowler (2001), Dickinson (2002), and Eisner (1933 who identified that art (in this case specifically ecological art) can play an important role in learning. It is also consistent with Kagan's (2011) argument that an integrated response is needed for a complex crisis encompassing ecological, social, cultural, and economic dimensions. ...
Environmental degradation is considered one of the biggest issues facing humankind. The problem is deep and global with fast fashion playing a significant, yet underrealized role. Scholars have established that developing the sustainable behaviors necessary to mitigate the effects of environmental degradation is a complex process, that knowledge of environmental degradation alone is insufficient to develop sustainable behaviors, and that both attitudinal and behavioral transformations are necessary for global environmental action and stewardship. As a result, researchers have called for new approaches to environmental education to promote transformative learning. Art experiences can function as a powerful tool in learning and transformation, but art exhibition experiences are underutilized in environmental education. This quasi-experimental study was designed to determine whether an ecological art exhibition, Canary Concepts and the Hidden Danger of Ubiquitous Things, could be associated with internal factors related to sustainable behaviors in fast fashion consumption—specifically an environmental attitude consisting of knowledge, values, and intended sustainable behaviors. This repeated measures study compared pre-exhibition and post-exhibition knowledge, values, and intended sustainable behaviors test scores of 163 University of Nebraska-Lincoln student participants. They consisted of 148 females and 15 males ranging between 18 and 34 years-of-age. Two-tailed t-tests were used to determine whether there was a statistically significant increase in knowledge, values, and intended sustainable behaviors associated with the exhibition-intervention. Results indicated a statistically significant increase in knowledge, values, and intended sustainable behaviors supporting the primary hypothesis that an ecological art exhibition experience can be an effective educational intervention and transformative experience. Results also demonstrated the importance of the holistic nature of the exhibition experience, as the majority of participants attributed changes in knowledge, values, and intended sustainable behaviors to the exhibition-as-a whole rather than individual labels or installations. Relationships between participants’ characteristics and changes in knowledge, values, and intended sustainable behaviors were also explored. Advisor: Mary Alice Casto
... It seems that the quantity of arts courses offered to future teachers remains at the same percentage as in the past, namely just one tenth of all courses. However, given that recent arts education literature has highlighted many new and pedagogically important benefits of the arts in preschool and primary school education (indicatively, Albers & Harste, 2007;Bamford, 2006;Catterall, 2002;Deasy, 2002;Dickinson, 2006;Dorn, 1999;Efland, 2002;Eisner, 2002;Kress, 2003;Rooney, 2004;Stevenson, 2006;Winner & Hetland, 2007), a significant rise in arts courses in the departments of education of the Greek universities would have been expected. Moreover, with regard to the number of compulsory arts courses offered there are even greater issues. ...
... According to the findings of this study, the arts education offered in the Greek departments of education has not shown the same levels of progress as the rest of future teachers' tertiary education over the last thirty years (Bouzakis et al., 1998;Evagelopoulos, 1987;Haralampous, 1990;Stamelos, 1999). It has also not been impacted by the current view of the arts as a central axis of school curricula (Albers & Harste, 2007;Amadio et al., 2006;Bamford, 2006;Catterall, 2002;Deasy, 2002;Dickinson, 2006;Dorn, 1999;Efland, 2002;Eisner, 2002;Kress, 2003;Rooney, 2004;Stevenson, 2006;Winner & Hetland, 2007). The findings of this paper show that the arts education examinedhas developed in a peculiar manner and has problematic aspects. ...
Περίληψη
The arts education of generalist teachers in pre-school and primary schools seems to be a matter of great importance, because it is they who mainly practice arts education in school with children up to the age of 12. The purpose of this study is to describe and evaluate the arts education offered to pre-service pre-school and primary school teachers in the departments of education of all universities in Greece. The data were collected from two sources. First, data on the characteristics of the arts courses examined were collected from university documents on the syllabus of every department in the study. Second, a questionnaire was used to collect data on what the students at the examined departments believed about the arts education they were getting. The study showed that the arts education offered in Greek departments of education has developed in a peculiar manner and has problematic aspects. Even today, it is lacking in quantity, of a lower standard than other courses, and with an orientation that either is more mechanical or more theoretical than it should be. Both the analysis of the documents and of the students’ views highlight changes that seem to be necessary to qualitatively and quantitatively improve the arts education and training provided in the departments examined.
... Positive results for both students and teachers have been discovered. In terms of students, results have indicated that art integration can improve students' grades and standardised test scores (Fiske, 1999, Jensen, 2001Kosky & Curtis, 2008;Laney, Moseley, & Pak, 1996;Oddelifson, 1995; Presidents Committee on the Arts and the Humanities, 2011), critical thinking skills (Christensen, 2008;Costa, 2005;Gardner, 1994;Sandell, 2011), reading comprehension (Dickinson, 2002;Jensen, 2001;Kosky & Curtis;McCarty, 2007; President's Committee on the Arts and Humanities, 2011), and student motivation and engagement (Deasy, 2002;Dickinson, 2002;Kosky & Curtis, 2008;Romero, 1996;Sandell, 2011;Stomfay-Stitz & Hinitz, 1998). These encouraging results were found across all grade levels, all socio-economic levels and all content areas. ...
... Positive results for both students and teachers have been discovered. In terms of students, results have indicated that art integration can improve students' grades and standardised test scores (Fiske, 1999, Jensen, 2001Kosky & Curtis, 2008;Laney, Moseley, & Pak, 1996;Oddelifson, 1995; Presidents Committee on the Arts and the Humanities, 2011), critical thinking skills (Christensen, 2008;Costa, 2005;Gardner, 1994;Sandell, 2011), reading comprehension (Dickinson, 2002;Jensen, 2001;Kosky & Curtis;McCarty, 2007; President's Committee on the Arts and Humanities, 2011), and student motivation and engagement (Deasy, 2002;Dickinson, 2002;Kosky & Curtis, 2008;Romero, 1996;Sandell, 2011;Stomfay-Stitz & Hinitz, 1998). These encouraging results were found across all grade levels, all socio-economic levels and all content areas. ...
Teachers and faculty from elementary, secondary and higher education institutions in a south eastern United States metropolitan area are in their ninth year of a collaborative investigation into the integration of the Arts into content areas via a professional development grant program known as the Arts in Education (AiE). In this paper, the authors examine AiE’s goal of training teachers to more effectively integrate the Arts in the classroom by using dance, music, theater and visual arts to teach English-language arts, mathematics, science and social studies. Through extensive and intensive professional development and individual mentoring classroom teachers have the opportunity to collaborate with educators across key learning areas. The analysis of outcomes and description of this program may assist those seeking to pursue university-community collaborations through professional development and grants and thereby provide insight into the characteristics of a long-term, successful, and collaborative endeavor.
... In another study, Walker (1995) found that students who participated in the arts had a greater commitment to schooling and achieved better grades, regardless of their minority status or other risk factors associated with their circumstances. According to Dickinson (2002), studies have demonstrated interesting relationships between different art forms and thinking and reasoning. For example, music has a strong correlation to spatial reasoning, which is used in mathematics, while drama helps stimulate problem solving, concentration and analytical reasoning. ...
... One of the main purposes of higher education is to provide university students with the knowledge and skills they need in the twenty-first century. Such an objective requires new approaches and qualified, talented and committed research and teaching staff to instill in students critical and independent thinking (Wechsler et al. 2018), along with the capacity to learn throughout life (Schuller and Watson 2009). In this article, we focus on reflective learning, given its important role in the development of critical thinking and learning transformation (Baker 1996;Choy and Oo 2012); more specifically, we concentrate on the use of rubrics to assess the reflective narratives of university students (Jonsson and Svingby 2007;Kember et al. 2008;Moniz et al. 2015). ...
This article focuses on the validity of the new Narrative Reflection
Assessment Rubric (NARRA) used to assess students’ reflective narratives in higher education. We evaluate its formulation and usefulness from an instructional point of view. To those ends, we engage in both a quantitative and a qualitative analysis, using data from 100þ preservice teachers before and after they attend a Reflective Practice Seminar. We find that there are statistically significant differences in student scores between the pre-seminar test and the post-seminar test, suggesting both that students learned to reflect in the framework of the seminar and that the rubric is a valid and reliable instrument to measure this learning. We also establish
five categories about the usefulness of the rubric: description, intrapersonal inquiry, interpersonal inquiry, argumentation and improvement. We conclude that the NARRA is a useful tool for identifying students’ current level of reflection in higher education.
... Current research into children's play (Postman, 1982;Elkind, 1982;Frost, 2010) reveals that developed forms of imaginative play are disappearing and many children become involved in all kinds of highly structured, mechanical computer games from a very early age. Bruce (2005) writes that the adult role is crucial in helping children to develop their play activities. In her early schooling but high-level play that is behind the maturation of children's brains no matter what education administrators and bureaucrats think and believe. ...
Narrative Play method as a way to encourage children's play is already known. The guidlines is a practical guide how to implement Narrative play in the environments for children - kindergartens, care centers and schools. There is also information about Narrative play pedagogy, it's theoretical and practical roots. These guidelines were written in cooperation of scientists and pedagogs from three countries - Lithuania, Finland, England and Poland in 2015-2017 (Easmus+ project).
You can find the guidelines in four languages on the internet page:
http://zaidimolaboratorija.leu.lt/index.php?id=780&set_eshop_lang=en
... The significance of reflection is widely acknowledged in the work-based literature (e.g. Gray et al., 2004;Boud et al., 2006;Helyer and Price, 2016) but the potential of applying higher education expertise in reflective practice to contribute to the organisation through making tacit knowledge explicit appears very under-developed. Stewart (1997Stewart ( , 2004 argues that in the new knowledge economy it is intellectual capital which is the true measure of the wealth of an organisation. ...
Purpose
The purpose of this paper is to show how work-based and work-applied learning (WAL) can enhance the intellectual capital of organisations.
Design/methodology/approach
The paper draws organisational learning- and work-based learning literature and case study illustrations.
Findings
To achieve major strategic change in organisations requires working at senior level within the organisation to develop the capability of the organisation to learn and apply that learning strategically. WAL is explicitly geared to bring about change and enhance the learning capability within the organisation.
Research limitations/implications
There is a need for further longitudinal studies of organisations that have used the work-based and WAL approaches.
Practical implications
The conclusions reached have implications for higher education and non-award bearing executive education.
Social implications
The alignment of individual learning with organisational objectives positions learning as a co-operative part of working life rather than just individual preparation for employment.
Originality/value
The paper positions work-based learning and WAL as appropriate responses to the learning needs of organisations as well as individuals.
... Every repeated episode was richer, more advanced and was adding new features to the child's behavior. I would define Episode 13 as the most free and creative and would apply a very nice term used by Bruce (1991Bruce ( , 1996Bruce ( , 2005 -free flow play. ...
Classic (non-classic) cultural-historical theory has relatively few theoretical studies on children’s play and several basic assumptions are not applied to child play. One of these assumptions is cultural mediation and especially the mechanism of mediation: the relation between ideal and real forms of action. In this article a case of adult-child joint play carried out in the frame of a long-term intervention study is reported. The case study of joint tower building play demonstrates what are the specific requirements of a successful mediator role of an adult in play situation. The main steps of successful adult mediation of play activity are defined.
... Present study explored PSTs written argumentation skills by using TAP. Writing in science has been perceived as a beneficial way of understanding scientific contexts, bridging prior knowledge with new learning, and constructing explanations from class discussions, textbooks, or laboratories (Santa & Havens, 1991; Prain & Hand, 1996). Writing tasks became popular in science education, because of its immediate relation with thinking (Applebee & Langer, 1983). ...
... Thus, when learners are taught through the arts, they are given opportunities to undergo transmediational experiences-in other words, to translate what they learn into a variety of sign systems and connect one representation system (mode) to another (Leigh and Heid 2008;Reilly, Gangi, and Cohen 2010;Siegel 1995;Siegel 2006). A survey of contemporary literature (Bamford 2006;Catterall 2002b;Deasy 2002;Dickinson 2002;Kelner and Flynn 2006;Rooney 2004;Walker, Tabone, and Weltsek 2011;Winner and Hetland 2007) indicates that within the context of "teaching through the arts," scholars are seeking to find either broader benefits (e.g., physical, social, emotional, intellectual) or positive influences on other school subjects. Specifically, theatrical activity has been found to improve verbal skills (Catterall 2002a;Podlozny 2000;Winner and Hetland 2000), and music has been found to contribute to a fuller understanding of certain mathematical concepts and improved spatial-temporal perception (Bilhartz, Bruhn, and Olson 2000;Jausovec, Jausovec, and Gerlic 2006;Rauscher et al. 1997;Scripp 2002). ...
This article aims to examine the kinds of teaching practices that correspond to the various educational roles ascribed to the arts within school curricula. Three teaching approaches are analyzed: (1) teaching the arts, in which the arts are treated as distinct cognitive teaching subjects; (2) teaching through the arts, in which the arts are used as teaching tools in the curriculum; and (3) aesthetic teaching, in which the arts are treated as alternative ways of approaching and processing other academic subjects. The first two approaches are used regularly in elementary education settings, while the third, which could be considered a combination of the other two, is a potential future development that could constitute the basis of a revitalized arts education policy. This article illustrates the theoretical underpinnings of these approaches with examples of activities used in a pilot program in public elementary schools in Greece.
... Currently, ICT has been incorporated into the school curriculum, beginning with the pre-tertiary institutions. ICT is now a subject on the schools' timetable from primary to senior high school (Asamoah, 2008). ...
This study was conducted to assess the computer and Internet usage as supplementary educational material to enhance quality education; help improve educational management and planning; how students use the computers and internet to facilitate their learning; how teachers in the Tema Senior High Schools use the computers and Internet to teach and guide students. Stratified sampling method was used to select students and teachers. The results showed that a significantly high percentage of respondent teachers (92%) were computer literate and 78% of respondent students also had basic knowledge in computer. However, less than 15% of these teachers used the internet as an innovative way of improving teaching and learning. Over 30% of the teachers used the computer mainly for research work. Less than 40% of student respondents used the computer and the Internet facility for entertainment, whereas less than 25% used it for research and learning. Less than 40% of respondent students used the Internet for e-mail and browsing. It was revealed that Internet and computers have helped students to achieve new things such as finishing assignments, solving problems, learning history of other countries, improving typing skills, and chatting with friends. There is no clear interaction between teachers and students through the use of Internet facilities. The Internet was not used for guidance. Despite the limited use of computers by teachers in their teaching, many agree that the computer has changed the way students learn. One fourth of teachers have received some form of training in the use of computers, with quite minimal training in the pedagogical integration of ICT. It appears that integration of ICT in Ghanaian school systems is a major step in promoting innovation.
... Ao fomentar a imaginação e a criatividade as artes permitem aceitar desafios que podem melhorar as nossas vidas. A frase de Ricoeur em Dickinson (2005) é abrangente e sintética: "The arts offer us models for the redescription of the world. They attach us to others, to our history, and to ourselves by providing a tapestry rich with threads of time, place character and even advice on what we might do with our lives. ...
The teaching of visual arts (and other arts ...) has been referred to secondariness in our schools. Two professors of this university, with different academic backgrounds but collaborators in the Master of Education in Visual Arts, wrote a reflection on "two voices" over the potential of visual arts in another possible integration into the curriculum. The basic argument is that if the verbal texts are more explicit, works of visual art can also be a key reference for our representation of reality. From a more general point of view, the history of creative expression is linked to the history of freedom, because there is a connection between the state of artistic expression and the state of democracy. Furthermore, dictators always hated the arts, not only because the arts have multiple interpretations or solutions to the same theme or problem, since they project a unique and individual vision of the world, but also because they present not only what already exists, but what it might or could be. In relation to the sciences, the arts are creative areas of excellence which is not to say that there is no creativity in the sciences or in any other area, because creativity is part of the human condition. The authors then make a reflection on the integration of arts with other knowledge, because if the ultimate goal of education is the activation of the cognitive potential of students, there must be ways to reach integration of the existing compartmentalized perspective. At the end of the article, the authors refer the challenges of critical pedagogy as a guideline for other subjects and also for the arts.
... Play has long served as a central organizing framework for early cognitive, social, and language development (Piaget, 1962; Vygotsky, 1962). Evidence supports the notion that children's play stimulates and supports their development in all of the learning domains (Fewell & Vadasy, 1983; Garvey, 1977; Smilansky & Shefatya, 1990; Vygotsky, 1967). ...
Early intervention for infants and toddlers with disabilities is not a new concept (Noonan & McCormick, 1993; Peterson, 1987). Professionals and paraprofessionals from a variety of disciplines and service agencies have been concerned with the developmental and ed-ucational issues of infants and toddlers and their families for some time. There are, how-ever, several significant differences between the traditional infant intervention programs established in the early 1960s and 1970s and those that are being implemented in the 1990s. These differences reflect the expanded knowledge base available concerning typical child development, the impact of the environment on development, the role of the family, effective curricula and intervention strategies, and the systems for delivering services. During the 1970s, visualizing recommended practices in early intervention would have yielded an image of an instructor working one-to-one with a child to stimulate the ac-quisition of sensory behaviors such as visual tracking or developmental milestones like stacking blocks. Instructors, often called home visitors, would be following a skills-oriented curriculum using a step-by-step prescriptive approach. The home visitor would use specially designed toys and materials to work with the child and would collect data on the child's responses while the parent observed. Programs, and the individuals participating in the delivery of services to infants and toddlers, are now envisioned very differently. What is seen in the 1990s is a team of professionals from various disciplines (guided by family members) working together, shar-ing roles and responsibilities. Team members plan and integrate intervention on the child's individualized family service plan (IFSP) outcomes throughout the day in naturally oc-curring play, routines, and activities using the child's favorite toys and materials. Family members and other identified caregivers, such as child care providers, are found teaching while changing the child's diapers, reading a story, folding laundry, and driving to the store. Services are provided in a variety of settings, including the home, community groups, child care programs, family child care settings, and neighborhood playgroups.
... erature. National and international Reading Associations produce monographs on such topics from time to time (e.g., Santa & Alvermann, 1991). In these there are excellent examples based in science classrooms of how to teach reading for comprehension (e.g., Aulls, 1991) or conceptual change (Roth, 1991), and using writing for learning science (e.g., Santa & Havens, 1991). Programs are now readily available for integrating the teaching of science with the teaching of literacy (see Thier and Daviss's (2004) text for " using language skills to help students learn science " in the USA and AAS's (2007) " Primary Connections: Linking Science with Literacy " in Australia), with activities and/or lesson plans ...
Whereas science teachers in the last century were trained to place empirical activities at the heart of school science (Yore, Bisanz & Hand, 2003) and give relatively less attention to language issues, fundamental literacy (as defined by Norris & Phillips, 2003) is now recognised as having a crucial role in learning science. However, there have been few research reports detailing just how experienced secondary science teachers go about teaching the language and literacies necessary for school science, especially for students who have low literacy skills. This paper explores the literacy-teaching practices of a teacher of "learning support" students during a double-period Earth science class. While the focus was on the science content, many reading and writing skills were taught either as part of the lesson plan or incidentally, thus ensuring that all students could participate more fully. Implications for science teaching and teacher professional development are discussed.
... Many of these writing activities lack a degree of mental engagement that promotes meaningful learning (Keystone, 1993). Santa and Havens (1991) suggested that meaningful writing should bridge new information and old knowledge structure, provide authentic authoring tasks for an uninformed audience, encourage minds-on learning, facilitate conceptual organization and restructuring, and promote metacognition. They stated that "writing provides a status of [our] thoughts and forces [us] to grapple with what [we] know and what [we] don't know" (p. ...
This article establishes a broad framework from which to interpret and evaluate the reading–science learning–writing connection. The presentation of breakthroughs, barriers, and promises is intended to outline the established links between, to identify current bottlenecks in thinking about, and to highlight productive inquiries into, print-based languages and scientific understanding. The ideas presented come from various disciplines connected to science education. The ideas are meant to be informative, provocative, integrative, supportive, and without hidden agenda.
... Singing practice can lead to mastery, self-expression, and a feeling of competence, leading to competence in other areas of life. Singing may lead to the general educational and health benefits of engagement in music and the arts (Burton, Horowitz & Abeles, 2000). ...
The domain of research in singing encompasses numerous disciplines, countless styles, and many lifespan stages of skill development. A comprehensive understanding of this domain would benefit from a vast digital repository for storing, accessing, and annotating recordings of singing in all its manifestations. A cross-cultural strategy for acquiring and storing the essential audio, audiovisual, and symbolic data parallels the Child Language Data Exchange System (CHILDES) developed and maintained by Brian MacWhinney (http:childes.psy.cmu.edu) and used by hundreds of psycholinguistics researchers worldwide. A prototype of a digital repository for singing (http:vre.upei.cachimes) is under development using infrastructure at UPEI associated with a Canada Foundation for Innovation project on the enhancement of education through media. The database will support and be supported by an international team aiming to Advance Interdisciplinary Research in Singing (AIRS) on the following themes: (1) acquisition of singing (2) comparison of singing and speech acquisition (3) singing pedagogy (4) singing and intercultural understanding (5) singing and intergenerational understanding (6) singing and well-being. The breadth of the work of Johan Sundberg, an honoured member of this team, encompasses these themes and exemplifies the international, interdisciplinary scope of the initiative. (Supported by Canada Foundation for Innovation CFI).
The context of this chapter has its roots in an educational movement that recognizes the importance of preparing youth for living and working in a global community. Central to this is a belief in 1) engaging students in collaborative learning, 2) developing cultural sensitivity, 3) using digital media for communication and creativity, and 4) transforming pedagogical practice to foster reflection, divergent thinking, and creativity. The question addressed in this chapter is how teachers can use digital media and visual images to spawn divergent thinking and dialogue in a global learning context. This chapter presents a case analysis to examine evidence of inquiry-based collaborative learning and three-dimensional thinking among students when using digital images and collaborative software in a global partnership project.
While women constitute the majority of members in literally all religions, the top positions tend to be monopolised by men. New religious movements have often promised women liberation and emancipation. One cannot discuss these new movements without paying particular attention to Pentecostalism, which, without doubt, represents the fastest growing brand of Christianity in Sub-Saharan Africa. One of the key reasons why this Pentecostalism is flourishing is because the church strives to meet the spiritual and material needs of its members. Pentecostalism therefore represents a highly significant religious phenomenon during the contemporary period. It is therefore strategic to understand the status of women within Zimbabwean Pentecostalism. This chapter examines women’s notable rise to influential leadership positions through the Pentecostal movement in Zimbabwe.
In 1900, London infant school head teacher and Froebelian, Lucy R. Latter, travelled to southern India to introduce kindergarten pedagogy to schools in Mysore. A hundred years later Froebelians continue to implement projects in very different environments from kindergarten’s European roots, including Soweto, South Africa and Kolkata, India. This article raises question about the introduction of kindergarten into these different cultural contexts. Why was it thought that kindergarten pedagogy would benefit the children of Mysore and Soweto? What practices did they seek to introduce and what adaptations were needed to meet local conditions? Did they encounter resistance as they sought to introduce methods which differed from conventional practice? The draws on Gramsci’s conception of cultural hegemony, with the possibilities for the assertion of Western values to the denigration of local traditions and customs through educational systems. In previously colonised states, such initiatives may be seen as attempts to reassert the values of former power holders. The article adopts a transnational perspective and also builds on research which interrogated Froebelian motivations for introducing a middle-class pedagogy into working class communities in Britain.
This is a case study of a one-year arts educational project 'I - from dreams to reality' in which artists worked at school with teachers and learning at the school was planned through arts-based, co-operative teamwork during one extra school year of 10th grade students in Finnish basic education. The theme of the year was 'I', and so the project was designed to highlight everyone's own way of thinking and expressing art. The research task was to determine whether long-term holistic arts pedagogy and artist co-operation at school have any significant connection to students' self-efficacy and social skills. Data has been collected through students' self-evaluations before and after the school year. Altogether 40 students from 10th grade participated in this case study. Half of the pupils participated in an arts educational project called 'I - from dreams to reality' and half formed the control group. Artists worked with the test group weekly during a period of one school year (altogether nine months). Students' self-evaluations concerning their self-efficacy and social behaviour were collected by e-questionnaire. The measures used were Likert-based evaluation scores of pupils' self-assessment of their self-efficacy and social behaviour in everyday situations at school. According to the results, artist-teacher co-operation and learning through the arts can be worthwhile experiences to develop students' self-efficacy and social skills.
The purpose of this article is to analyze adult education programs set up by the Ministry of Education in order to afford the relationship between adult education and citizenship education of students. The relationship is observed through the participation of beneficiaries in different kind of social organizations. This research is based on a quantitative analysis, empirical analytical approach, and non-experimental design. The sample, representative of educational institutions of Santiago city, allowed to survey 523 students. Results show up that these students are characterized by an informal participation, with low social and private-centered interaction instead of public. In conclusion, it was determined that the intensity and the type of participation of this population, shows significant differences between the different adult education programs, confirmation that provides inputs to adjust the curriculum in citizenship education, decrease risk factors for academic failure and improve the impact on the social inclusion of the most excluded sectors in Chile.
This study presents a model for blended problem-based learning (BPBL) for engineering colleges in Mongolia in order to efficiently train talented Mongolian specialists "With problem-solving skills for the current information technology era. BPBL is learner-centered teaching method that promotes learning. Moreover, current teaching methods in the engineering colleges of Mongolia should change to novel and flexible teaching environments and methods that meet learners` needs. Thus, using BPBL for engineering education development in Mongolia will provide more teaching possibilities, which will assist the professors. Over the past few years, universities in Mongolia have established the Center for Teacher Development, which provides training and gives advice to staff about teaching methods, although the majority of lectures are still fragmentary and anecdotal. Therefore, many professors teach the way they learned, and most teaching methods used up till now have been teacher-centered. However, modern college instructors and modem society demand different engineering teaching methods from teachers who are more familiar with old-fashioned methods. Furthermore, the methods should meet the needs of individuals and groups who prefer to apply technology in the engineering learning process. Using an effective engineering strategy in the development of a new engineering teaching method will lead to its success.
This article analyzes the crystallized learning disposition formed in secondary schools and its persistent influence on the transition between educational sectors and the workplace. Using interview data from eight adults who graduated from a prestigious university in Korea, this study reveals that exam-inclined self-direction, a manner of self-direction without self, is strongly associated with types of knowledge and the method of constructing the self under extreme ranking competition. Exam-inclined self-direction, firmly ingrained in the students, has momentum beyond secondary schools, in which it was cultivated, and has constrained some of their life choices. This article problematizes some ideas of self-direction and discusses exam-inclined self-direction as socially and institutionally conditioned, as well as the reason it has survived in the Korean social context. Finally, this article calls for the in-depth investigation of a new category of learner, exam-friendly adult learners.
Futurologi so gospodarsko, finančno in socialno krizo napovedali. Ekonomska rast pride enkrat do svoje meje. Prestrukturi- ranje vrednot omogoča nov način delovanja ljudi za preživetje in je edina pot iz krize. Za to pa potrebujejo veliko več znanja in izobraževanje odraslih postaja eden od glavnih dejavnikov za premagovanje svetovne krize. Vitalnost družbe se meri po stopnji razvitosti človeškega kapitala (povprečno število let šolanja na prebivalca, stopnja umrljivosti dojenčkov, pričakova- na življenjska doba). Sloj funkcionalno nepismenega prebivalstva ni sposoben sam preživeti v novih razmerah dela in življe- nja informacijske družbe, družbe sprememb ali družbe tveganja. Slovenija ima visoko stopnjo funkcionalno nepismenega ali trajno brezposelnega prebivalstva. Ozko preusposabljanje ne zadošča več za zagotavljanje zaposljivosti posameznika. Samo zvišanje stopnje izobrazbe in sodelovanje v odprtih možnostih okolja razvijeta ljudi do te mere, da postanejo samozadostni. Če je množica neizobraženih (ti se kopičijo kot brezposelni) prevelika, se odpira vprašanje, kdo jih bo preživljal. Temeljne spretnosti in sposobnosti ljudi današnjega časa se razvijejo v novi kakovosti izobraževanja, dialogu in kritičnem mišljenju. Konstruktivizem zagovarja razvoj osebnosti v nasprotju s šolstvom, preobremenjenim z mehaničnim memoriranjem.
In contemporary society, global population movements, global conflict and ensuing migration have resulted in the presence of bicultural children in many nations, with multiple possibilities for musical engagement emerging within their home and host cultures. For these children, issues of social integration, identity construction, and cultural maintenance and change must be negotiated on a continual basis. This paper explores some of the ways in which music participation, and more specifically, participation in musical play, contributes to the well-being of bicultural children. In particular, the paper addresses the contribution of musical activities to the well-being of newly arrived refugee and voluntary migrant children and the ways in which these musical activities provide new musical and social beginnings for these children and young people. Drawing on research from the fields of music education, ethnomusicology, evolutionary musicology, anthropology, psychology and refugee studies, this paper focuses on my current research involving newly arrived forced and voluntary migrant children in Australia, but also on my previous cross-cultural study of musical play in a number of countries. Specific reference is made to Iraqi, South Sudanese and Sierra Leonean refugee children and young people in Australia, Punjabi children in the UK and newly arrived Central and South American immigrants in the USA.
This chapter addresses the case of postgraduate university work-based learning (WBL) for nontraditional adult learners by considering the following: What does postgraduate university WBL mean? How has nontraditional WBL developed within the UK context? What does the term nontraditional adult learner mean? What conceptual or theoretical lenses should be adopted in order to make sense of the whole field?
The context of this chapter has its roots in an educational movement that recognizes the importance of preparing youth for living and working in a global community. Central to this is a belief in 1) engaging students in collaborative learning, 2) developing cultural sensitivity, 3) using digital media for communication and creativity, and 4) transforming pedagogical practice to foster reflection, divergent thinking, and creativity. The question addressed in this chapter is how teachers can use digital media and visual images to spawn divergent thinking and dialogue in a global learning context. This chapter presents a case analysis to examine evidence of inquiry-based collaborative learning and three-dimensional thinking among students when using digital images and collaborative software in a global partnership project.
Die Transferforschung fragt nach außerkünstlerischen Wirkungen künstlerischer Tätigkeiten. Der Artikel stellt heraus, dass diese Forschung nur sinnvoll betrieben werden kann im Rahmen einer umfassenden Theorie ästhetischer Bildung, die Strukturanalysen der künstlerischen Tätigkeiten, biographische Berichte über künstlerische Erfahrungen, eine Klärung zugrunde liegender Theorien bzw. Begriffe des Ästhetischen, Erlebnisanalysen und Erfahrungen aus evaluierten Praxisprojekten ästhetischer Bildung einbezieht.
Abstract
Transfer research examines how artistic activities can have an impact outside of the realm of art itself. The article concludes that this research can be carried out in a meaningful way, only within the framework of a comprehensive theory of aesthetic education. This theory would encompass the structural analysis of artistic activity, as well as biographical reports about artistic experiences. The elucidation of the concepts or themes relevant to the theory would include the notion of aesthetic experience, the understanding of immediate, aesthetic experiences, the analysis of artistic processes, and the outcomes of scientifically evaluated applications of aesthetic education.
At the level of policy the relative ‘value’ of subjects is determined by their official curriculum designation, creating a hierarchy of learning within which particular subjects are categorised as optional to the educational experience of young people. This situation is well-illustrated by the marginalised position of drama in the National Curriculum for England and Wales in which drama appears as an adjunct to the ‘core’ subject English. Yet at school level drama has survived as a discrete and reasonably embedded subject. Drawing on questionnaire and interview data, I investigate the effects of this mismatch on the emergence of pedagogical content knowledge, linked to notions of professional self, in drama student-teachers at one university in the UK. Findings indicate that the student-teachers, whilst not entirely eschewing a less-regulated relationship between the two subjects, view the curriculum for English and its accompanying assessment regime as an inadequate host for drama. In addition, they regard teacher autonomy over curriculum content and pedagogy as indicative of a high degree of professional expertise. This suggests that a case can be made for re-evaluating the nature of the relationship between drama and English and its representation in policy-constructed curricula.
The purpose of this study was to investigate the effects of the Science Writing Heuristic (SWH) teaching strategy on cognitive levels, science concept understanding, argumentation and writing skills. 131 students attending to co-ed middle school were selected for the study and assigned to the experimental and comparative group. The teaching strategy using SWH was applied to the experimental group, while the traditional one led by teacher's lecturing was applied to the comparative group. The cognitive level test (SRT II) and baseline test were administered before the instruction period. The summary writing test and SRT II test were administered after instruction. The results showed that there was a significant difference between two groups in cognitive levels and science concept understanding, whole argumentation and writing skills. However, there was no significant difference in some argumentation components, including warrant, backing, qualifier, rebuttal, metacongnitive question. The results of this study showed the possibility of implementation of SWH in science classroom teaching.
The digital turn has so profoundly increased the possibilities of teaching writing that traditional writing assignments, on their own, feel too static, too structured, and too limited. In an age of connectivity, young people are clearly connected outside of school, and comfortably use a variety of tools associated with new technologies to transform, create, and distribute knowledge.
Wiebe, S. (2013). How do I teach writing in a digital and global world? In K. James, T. Dobson, and C. Leggo, English in Middle and Secondary Classrooms, (pp. 223-227). Toronto, ON: Pearson.
Initial teacher training in England and Wales has undergone a number of reforms which have imposed greater central control
on institutions and individual programs. The culmination of this process has been the introduction of a competence based model.
In this paper the authors explore the factors which have led to the adoption of a competence based approach in many sectors
of education and training. They describe how a Post Graduate Certificate in Education program has been developed to enable
students to achieve competence through the establishment of links between education and business. They go onto consider the
wider implications of this approach for teaching and learning.
Although conceptual change researchers have begun to consider the social dimension of cognitive development, few researchers have considered the implications of Erikson's psychosocial developmental theory. We propose that instruction targeted at conceptual change should be designed to consider cognitive development and capitalize on what we know about social development. This paper examines instructional strategies that promote middle school students understandings of counterintuitive science concepts and, at the same time, address their social, cognitive, and physical needs. The strategies include Concept-Oriented Reading Instruction (CORI), Discussion Webs, collaborative writing, learning logs, and divided page journals.
The purpose of this study was to investigate how collaborative peer discussion provided cognitive support for writing laboratory reports in ninth grade general science. The discourse of three pairs of students during collaborative writing sessions was analyzed to identify the types of social interactions in which the students engaged. These interactions were examined in relation to various intellectual demands of the laboratory reports and similarities and differences between the three pairs. Five types of interactions were identified and labeled as sounding board, peer teaching, supplies answer, debate, and incorporation. In general, student pairs used the constructive interactions of sounding board, peer teaching, and incorporation when writing difficult explanation and application sections of the reports. These interactions involved the processes of elaboration, explanation, and interpretation. Debate was used less frequently than the other interaction types, overall, and was hardly ever used by female pairs in the study. The results point to a high degree of interconnection between social interaction and cognitive processing.
Incl. abstract, bib. This paper focuses on the development of work-based learning programmes within higher education in the UK. It explores how 'partnership' with employers came to be seen as a central aspect of this new form of provision. However, we suggest that this emphasis on partnership has been problematic. We focus, in particular, on three areas of concern. Firstly, the limited evidence that employers wish to engage in these sorts of relationships with universities. Secondly, the problems arising from the different cultures of the potential partners and, in particular, different understandings of 'learning' and 'knowledge'. Thirdly, the emergence of the quality assurance agenda within higher education, which is reducing the influence of employers in these programmes. We conclude that the emphasis placed on partnership in the policy and practice literature may well be hindering the more widespread development of work-based learning in higher education.
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