The purpose of this study was to develop a valid and reliable assessment tool to measure music educators’ participation in and perceptions of their high-quality professional development (PD) experiences. A sample of 450 in-service music educators across the United States completed a 78-item rating scale embedded within 10 domains reflecting high-quality PD criteria: (a) content, (b) evidence/research, (c) coherence, (d) relevance, (e) active learning, (f) application, (g) collaboration, (h) reflection, (i) feedback, and (j) duration. Participants also answered the open-ended question, “What are some adjectives you would use to describe your overall professional development experiences?” Data were analyzed using Rasch measurement analyses and sentiment analyses. Results indicated an overall acceptable data-to-model fit, with the content domain reflecting most participation and the duration domain reflecting least participation. Bias analyses suggested that music educators received systematically different quality PD experiences based upon their teaching area and/or grade-level emphases. Participants had an overall positive sentiment of their PD experiences, which positively correlates with the level of quality PD they experienced ( r = 0.42, p < .05). The most frequent emotions of the participants were trust and joy. Implications for the development and programming of PD in the field of music education are discussed.
The breath is considered one of the most important factors of playing a wind instrument because it affects nearly every aspect of playing. The purpose of this study was to examine the breathing instruction of successful high school marching band directors. The researcher sought to learn about how often proper breathing is taught, what methods are most commonly used, perceived benefits for the marching members, and potential negative aspects or consequences of breathing instruction. Two-hundred-and-thirteen successful marching band directors were invited to complete a survey consisting of multiple choice, Likert scale, and open-ended questions. Seventy-six directors completed the survey. It was found that at least a quarter of the qualifying directors teach about proper breathing in every marching band rehearsal, usually in small increments of time (5-10 minutes). The Breathing Gym is by far the most popular resource for instructional techniques. Directors that utilize breathing instruction do so because they see a large variety of potential benefits for their students, and there seem to be few challenges/drawbacks commonly recognized among the surveyed directors.
The aims of this article are to trace the history of further education in the UK, and to consider both its present position in relation to other branches of the educational system and some of the recent initiatives which have produced its present shape and content. transparencies on an overhead projector (OHP). History and development of further educationThe origins of further education in its present form are to be found in the Mechanics Institutes of the early 19th century. The first of these was founded by Dr George Birkbeck in Glasgow and this initiative was quickly followed by the development of other centres in Edinburgh, London, Manchester, Huddersfield and Leeds (Jarman 1963).Towards the end of the 19th century it had become clear that our system of education was allowing us to fall behind our continental neighbours in terms of industrial efficiency. The standards of achievement demonstrated by the French and German industrial entries to the Great Exhibition of 1851 and the Paris Exhibition of 1867 indicated an urgent need to reappraise the national system of provision, and questions were raised in the House of Commons concerning these problems.The 1870 Education Act introduced the concept of general elementary education for all. This was seen by the supporters of the Act as having a direct relationship with the industrial training needs of the country as a whole.In 1880 The City and Guilds of London Institute was founded as an organisation for conducting examinations in technical subjects. Then, in 1889, the
scite is a Brooklyn-based organization that helps researchers better discover and understand research articles through Smart Citations–citations that display the context of the citation and describe whether the article provides supporting or contrasting evidence. scite is used by students and researchers from around the world and is funded in part by the National Science Foundation and the National Institute on Drug Abuse of the National Institutes of Health.
hi@scite.ai
10624 S. Eastern Ave., Ste. A-614
Henderson, NV 89052, USA
Copyright © 2024 scite LLC. All rights reserved.
Made with 💙 for researchers
Part of the Research Solutions Family.