<i>Code-switching is considered a language contact phenomenon that has long been a subject of scholarly investigation. This paper provides a review of common and nascent qualitative techniques often used to examine code-switching. Such a collection of salient qualitative methodologies could provide researchers with both prevailing and new frameworks and avenues for examining myriad types and aspects of code-switching. Numerous studies are highlighted with summaries of their data collection procedures, analysis techniques, and results. Also included are rationales for applying qualitative approaches to code-switching studies – especially poignant, as a trend to utilizing more experimental research designs have been recently observed regarding language contact phenomena. This paper will also discuss which types of research designs effectively combine techniques of acquiring code-switching data with rigorous approaches to data analysis to render new understandings of code-switching</i>
The COVID-19 pandemic has provided a period for reexamination of how the world schools its children. Policy makers are considering how to address myriad challenges during this tenuous post-COVID era in primary and secondary education. This paper discusses potential school calendar change in the aftermath of the COVID-19 pandemic. Modifying the traditional school calendar to a balanced approach has been attempted and scrutinized for decades providing varying results on academic achievement. The question is whether a year-round or extended school calendar could counteract COVID-19 learning loss, in addition to addressing achievement gaps, reducing viral transmission, and supporting vulnerable student populations.
This study investigated whether the use of spectrogram improved tone quality among middle school trumpet students. The study was quasi-experimental using non-equivalent control and experimental groups with a pre-test and post-test design over the course of four weeks. Trumpet students
involved ranged in age from 11 to 14 in Grades 6–8. The sixth graders were beginners, the seventh graders second-year players and eighth graders third-year players. The study was completed at an urban middle school in the upper Midwest of the United States. At weekly group lessons, each
student played a pre-test, was taught a lesson in tone quality and then performed a post-test. The musical excerpt was the same for each test as was the instruction. The experimental groups were allowed to look at their spectrograms in real time while playing, while the control groups were
not able to look at their spectrograms. A comparison of the pre-test and post-test means of the eighth grade groups indicated an increase in the scores of the experimental group over the control group from Week 1 to Week 4. The seventh grade experimental group improved only slightly over the
control group. No change in the means of the scores was evident among the sixth graders. Using the software ‘Spectrogram’ (which produced the spectrograms in real time) appeared to have an effect in improving the tone quality among the seventh and eighth grade experimental groups.
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