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SUMMARYWe compare saddlepoint approximations to the exact distributions of a studentized mean and to its bootstrap approximation. We show that, on bounded sets, these empirical saddlepoint approximations achieve second order relative errors uniformly. We also consider the relative errors for larger deviations. It follows that the studentized-t bootstrap p-value and the coverage of the bootstrap confidence interval have second order relative errors.Some key words: Bootstrap-t p-value and coverage; Empirical saddlepoint approximations.
Veteran teachers are defined as having over 15 years’ teaching experience. This research introduces a new career stage of ‘super veteran’ for music teachers that have worked for 30 plus years and seeks to identify the influences on, and contributions of, Australian secondary school music teachers of this career stage. This article reports on survey data gathered in a larger qualitative study that contained a national survey and interviews. The analysis of the interview data in the larger study is yet to be completed. Likert-type scale questions were used for demographic data collection and open-ended questions explored influences on music teacher work practice. Of the responses, 32 were from super veteran secondary school music teachers. These teachers were motivated by working with students and felt valued by them and their parents. Super veterans continued to be engaged in professional development, found work–life balance a constant challenge and many were planning to continue teaching. This research has implications for school leaders in encouraging, valuing and utilising the expertise of super veteran secondary school music teachers. It suggests tailoring professional development for this career stage, gives feedback on the implementation of new curriculum and indicates strategies for stress management and work–life balance.
Early-career music teachers are described in the literature as being in the first few years of the profession. This research explores the motivation, sense of value, and areas of stress affecting early-career music teachers in Australian secondary high schools. The research is a part of a larger qualitative study which contains a national survey ( n = 263) and interviews ( n = 41) of secondary school music teachers across a number of career stages. This article reports on the survey responses ( n = 59) and interviews ( n = 11) of teachers in the early-career stage (0–5 years). The findings revealed that, while the majority of early-career teachers were motivated to teach, being valued by the school led to a stronger commitment to the workplace. Motivating aspects of work included seeing students grow musically, lesson planning, and providing performance opportunities. While stressors were identified, the early-career music teachers had developed a number of effective strategies to cope with the demands of the profession. This article provides a national snapshot of the influences on the working lives of Australian early-career secondary school music teachers and provides suggestions to school communities and education authorities in ways to support them.
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