Greater than the sum of its parts: promoting systemness in music and arts teacher professional development

West, Justin J.; Bautista, Alfredo

doi:10.1080/10632913.2020.1746716

Cited by 5 publications

(6 citation statements)

References 34 publications

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“…Future inquiry, perhaps on scaling up technology-mediated PD opportunities (Bautista et al, 2018) or enacting better system-level PD policy (J. J. West & Bautista, 2020), would be very helpful in this regard. Sustained Duration.…”

Section: Music Teacher Pd Practicesmentioning

confidence: 99%

Is Music Teacher Professional Development Becoming More Effective? Evaluating Practice and Policy in the United States, 1993–2012

West

2020

Journal of Research in Music Education

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The purpose of this study was to evaluate music teacher professional development (PD) practice and policy in the United States between 1993 and 2012. Using data from the nationally representative Schools and Staffing Survey (SASS) spanning these 20 years, I examined music teacher PD participation by topic, intensity, relevance, and format; music teachers’ top PD priorities; and the reach of certain PD-supportive policies. I assessed these descriptive results against a set of broadly agreed-on criteria for “effective” PD: content specificity, relevance, voluntariness/autonomy, social interaction, and sustained duration. Findings revealed a mixed record. Commendable improvements in content-specific PD access were undercut by deficiencies in social interaction, voluntariness/autonomy, sustained duration, and relevance. School policy, as reported by teachers, was grossly inadequate, with only one of the nine PD-supportive measures appearing on SASS reaching a majority of teachers in any given survey year. Implications for policy, practice, and scholarship are presented.

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Section: Music Teacher Pd Practicesmentioning

confidence: 99%

Is Music Teacher Professional Development Becoming More Effective? Evaluating Practice and Policy in the United States, 1993–2012

West

2020

Journal of Research in Music Education

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“…The social dimension of TPD calls for a restructuring of school norms and traditions such as from privacy and individualism to collaboration, collegiality, and empowerment (Tran, et al, 2020). West & Bautista (2020) revealed that Singapore initiated "Thinking Schools, Learning Nation" and a new model called "Teacher Growth Model" to serve as a replacement of the traditional notion that teachers as technicians by conceptualizing them as reflective professionals. This new approach to PD encouraged teachers to take control of their own PD.…”

Section: Round-table Discussionmentioning

confidence: 99%

“…The first step in implementing a sustainable TPD is to develop appropriate policies for it (Misra, 2018). Favorable policies for TPD facilitates the engagement of teachers in PD programs (West & Bautista, 2020). The authors mentioned that the way teachers interact with and materially profits from PD programs is influenced by policies that provide them with access.…”

Section: Leadership Supportmentioning

confidence: 99%

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Teacher Professional Development as a Catalyst for Faculty Development: The Case of a University in China

Adarkwah

Mekonen

Kalim

2021

JETS

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Teacher professional development (TPD) is integral for faculty development through quality teacher performances and student outcomes. Prior research on TPD indicates that school leaders at the helm of educational affairs are responsible for implementing and sustaining TPD activities for better school improvement. In the higher education (HE) context, fewer research studies have been conducted on TPD. Most HE institutions still struggle to implement, sustain, and improve TPD in China and significant parts of the world. The qualitative research utilized a case study approach to solicit information from two deans of a selected university faculty in China reputable for its TPD programs. The three key leadership practices explored in this study were; how leadership support TPD, the role of TPD in faculty development, and the challenges of TPD in the HE context. Findings from the study indicate that China's hierarchical structure has positively affected TPD programs in this university due to the Chinese culture and tradition. Clear and concrete policies emerged as an essential step towards TPD implementation. Motivational strategies such as incentives and academic conferences have been identified as integral factors for TPD sustainability. Also, mentorship and collaboration among teachers and other stakeholders were integral to enhancing teachers' research capacity. Educators should ensure the evaluation and supervision of TPD for it to achieve its intended goals.

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“…Li (2021) [30], from both teacher and student perspectives, conducted a multidimensional analysis to identify factors influencing the effectiveness of classroom teaching in professional art education. West & Bautista (2021) [31] applied a systematic concept to the professional development of music and art teachers, viewing policy as a systemic issue to address longstanding accessibility and scalability problems. Through an art education program, Vazquez-Marin et al (2022) [32] demonstrated that the relationships between key abilities act as catalysts for developing students' character strengths.…”

Section: Literature Reviewmentioning

confidence: 99%

The Analysis of Artificial Intelligence Digital Technology in Art Education Under the Internet of Things

Fang,

Jiang

2024

IEEE Access

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This study aims to explore the integration of Internet of Things (IoT) technology and artificial intelligence (AI) in art education, assessing its impact on learners' experiences and learning outcomes. The study first proposes a digital teaching system that enables the IoT and Generative Adversarial Networks (GANs) to play a role in art education by monitoring students' creative state in real-time, providing immediate feedback, and facilitating the generation of creative works. The system framework includes sensor nodes, an IoT platform, a GAN model, and a user interface to build a real-time interactive environment. Sensor nodes constantly collect physiological, movement, and environmental data from students, and the GAN model receives student data from the IoT platform, combining creative input from students to generate artwork in real-time. The generated works are transmitted to the discriminator through the IoT platform, which evaluates their quality and provides real-time feedback. Students interact with the system through the user interface, observe the generated artwork, adjust generator parameters, and propose new ideas. These interactions influence further artistic creation. The WikiArt public art creation dataset is selected to establish the experimental foundation, and the experimental evaluation focuses on image generation quality, system performance, and student learning outcomes. It is compared with Deep Convolutional Generative Adversarial Network (DCGAN) and Variational Autoencoder (VAE) models. The research results indicate that the designed IoT and GANs integrated system remarkably outperforms DCGAN and VAE in image generation quality, with an Inception Score of 4.5, which is more diverse and recognizable than other models. Regarding system performance, the IoT and GANs integrated system is significantly ahead in image generation speed and user interaction, with a transmission speed of up to 200 Mbps. Regarding student learning outcomes, the system performs excellently in emotional feedback, learning outcomes, and creative work quality, achieving 80% satisfaction and 90% positive feedback. Overall, the research conclusion clearly points out that the integration of IoT and GANs has a significant and comprehensive effect on improving the quality of art education. This study expands the field of art education by integrating IoT and GANs, enhancing students' creative experiences, and providing innovative methods for art teaching in the digital age.

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Greater than the sum of its parts: promoting systemness in music and arts teacher professional development

Cited by 5 publications

References 34 publications

Is Music Teacher Professional Development Becoming More Effective? Evaluating Practice and Policy in the United States, 1993–2012

Is Music Teacher Professional Development Becoming More Effective? Evaluating Practice and Policy in the United States, 1993–2012

Teacher Professional Development as a Catalyst for Faculty Development: The Case of a University in China

The Analysis of Artificial Intelligence Digital Technology in Art Education Under the Internet of Things

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