Evolving,Not Extinct: Music Reference in the 21st Century     

Donna M. Arnold 《The Reference Librarian》2013,54(2):146-150

As reference work changes dramatically due to computer technology, tangible reference collections are disappearing from academic libraries in many fields. Such is not the case in music research libraries, however. While many important online music reference resources exist, many print resources remain vitally important, and because of limited funding, they are unlikely to be digitized soon. Music libraries and music reference collections are currently a combination of traditional and online resources, enhanced by human expertise. This beneficial combination should be maintained.  相似文献   

Teaching and Learning Science Through Song: Exploring the experiences of students and teachers     

Donna Governor  Jori Hall  David Jackson 《International Journal of Science Education》2013,35(18):3117-3140

This qualitative, multi-case study explored the use of science-content music for teaching and learning in six middle school science classrooms. The researcher sought to understand how teachers made use of content-rich songs for teaching science, how they impacted student engagement and learning, and what the experiences of these teachers and students suggested about using songs for middle school classroom science instruction. Data gathered included three teacher interviews, one classroom observation and a student focus-group discussion from each of six cases. The data from each unit of analysis were examined independently and then synthesized in a multi-case analysis, resulting in a number of merged findings, or assertions, about the experience. The results of this study indicated that teachers used content-rich music to enhance student understanding of concepts in science by developing content-based vocabulary, providing students with alternative examples and explanations of concepts, and as a sense-making experience to help build conceptual understanding. The use of science-content songs engaged students by providing both situational and personal interest, and provided a mnemonic device for remembering key concepts in science. The use of songs has relevance from a constructivist approach as they were used to help students build meaning; from a socio-cultural perspective in terms of student engagement; and from a cognitive viewpoint in that in these cases they helped students make connections in learning. The results of this research have implications for science teachers and the science education community in developing new instructional strategies for the middle school science classroom.  相似文献   

Academic Success in Context-Based Chemistry: Demonstrating fluid transitions between concepts and context     

Donna Therese King  Stephen M. Ritchie 《International Journal of Science Education》2013,35(7):1159-1182

Curriculum developers and researchers have promoted context-based programmes to arrest waning student interest and participation in the enabling sciences at high school and university. Context-based programmes aim for student connections between scientific discourse and real-world contexts to elevate curricular relevance without diminishing conceptual understanding. This interpretive study explored the learning transactions in one 11th grade context-based chemistry classroom where the context was the local creek. The dialectic of agency/structure was used as a lens to examine how the practices in classroom interactions afforded students the agency for learning. The results suggest that first, fluid transitions were evident in the student–student interactions involving successful students; and second, fluid transitions linking concepts to context were evident in the students' successful reports. The study reveals that the structures of writing and collaborating in groups enabled students' agential and fluent movement between the field of the real-world creek and the field of the formal chemistry classroom. Furthermore, characteristics of academically successful students in context-based chemistry are highlighted. Research, teaching, and future directions for context-based science teaching are discussed.  相似文献   

Introduction: Through our eyes and in our own words     

Frances V. Rains  Jo Ann Archibald  Donna Deyhle 《International journal of qualitative studies in education》2013,26(4):337-342

The realities of Indian belief and existence have become so misunderstood and distorted at this point that when a real Indian stands up and speaks the truth at any given moment, he or she is not only unlikely to be believed, but will probably be contradicted and "corrected" by the citation of some non-Indian and totally inaccurate "expert." More, young Indians in universities are now being trained to see themselves and their cultures in terms prescribed by such experts rather than in the traditional terms of the tribal elders ?. In this way, the experts are perfecting a system of self-validation in which all semblance of honesty and accuracy is lost. This is not only a travesty of scholarship, but it is absolutely devastating to Indian societies. (Deloria, as cited in Rose, 1992, p. 404)  相似文献   

Who Am I and Where Do I “Stand?”     

Donna R. Pawlowski 《Communication Teacher》2013,27(3):69-73

Objective: Students can reflect upon and articulate how they have been shaped by their “standpoints” in life. This assignment allows students to truly see themselves reaching out (understanding others) and reaching in (examining selves) to reflect upon their standpoint in society. Secondary goals are to dispel stereotypes of various standpoints and create more openness in class discussions.

Potential courses: Gender Communication, Communication Theory, Cultural Communication, and Introduction to Public Speaking  相似文献   

Diversity in Sport? Utilizing the Business Literature to Devise a Comprehensive Framework of Diversity Initiatives     

Janet S. Fink  Donna L. Pastore 《Quest (Human Kinetics)》2013,65(4):310-327

Diversity in sport, especially in relation to those who hold positions of power in interscholastic, intercollegiate, and professional sport, seems to be some what of an oxymoron. There is ample evidence that those who are not similar to the status quo that has long dominated such sport settings (i.e., white, heterosexual, male) are far less represented within positions of power in sport than they are in the population at large (Acosta & Carpenter, 1996; Washington. 1998). Furthermore, some suggest that the maintenance of the status quo goes beyond demographics and that homologous reproduction exists in attitudes. values, and leadership priorities among those in leadership positions in sport (Boutlier & San Giovanni, 1994). Because diversity and valuing diversity have received a greal deal of attention in the corporate world, this paper utilizes the business literature in an attempt to obtain a fresh perspective regarding the lack of diversity in one of the most criticized areas of sport, Division IA intercollegiate athletic organizations. A review of the literature resulted in a framework comprised of three dimensions: 1) noncompliance/compliance. 2) reactive diversity management; and 3) proactive diversity management. The framework is presented and described and its application to kinesiology, physical education. and sport is provided.  相似文献   

Career Academies: Effective Structures to Promote College and Career Readiness     

Donald G. Hackmann  Joel R. Malin  Donna Gilley 《Clearing house (Menasha, Wis.)》2013,86(4-5):180-185

Career academies promote smaller learning communities within high schools, creating personalized learning environments while promoting students’ readiness for college and careers. After describing the career academy structure, we present four research-based aspects that can assist school leaders and teachers in developing and implementing academies. We include practical examples from the Metro Nashville Public Schools, noting how educators have collaborated with civic agencies, businesses, and postsecondary partners to increase the graduation rate and improve student learning outcomes. Career academies can be effective in preparing students for college and careers, while also providing economic benefits to the community.  相似文献   

Van Gogh,Gauguin, and Impressions from Arles: Inquiry's Potential within Collegiality     

Donna Adair Breault 《The Educational forum》2013,77(3):240-253

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Multicutural literature and gifted black students: Promoting self‐understanding,awareness, and pride     

Donna Y. Ford  Cynthia A. Tyson  Tyrone C. Howard  J. John Harris III 《Roeper Review》2013,35(4):235-240

Social dominance orientation (SDO), right-wing authoritarianism (RWA), and socially desirable responding were examined among a sample of self-identified supporters of gifted education (N = 341), 70% of whom had an official role in gifted education as researchers, teachers, or gifted-talented (G/T) trainers. The sample was primarily female, White, well-educated, and upper middle class. The relationship of SDO, RWA, socially desirable responding, and support for various gifted education practices such as testing for identification, curricular differentiation in a heterogeneous classroom, and cooperative learning was explored through latent class analysis and logistic regression. Two distinct groups, communitarians and individualists, were found on the basis of their support for different gifted programming. Higher deference to authority among communitarians predicted support for an inclusive social norm, compared to a preference for maximizing potential without regard for inclusion among the individualists, who were less likely to defer to authority.  相似文献   

Determinants of underachievement as perceived by gifted,above‐average,and average black students 1     

Donna Y. Ford 《Roeper Review》2013,35(3):130-136

This study examined determinants of underachievement as perceived by 148 Black fifth‐and sixth‐grade students in an urban school district. Explored were the respective influences of social, psychological, and cultural determinants of underachievement as perceived by Black students in three different academic programs (gifted, above‐average, and average). Students were placed into groups based on profiles of achievement behavior (Types I through V) and compared relative to their perceptions and attitudes. Findings from the statistical analyses (frequency analyses, t‐tests, analyses of variance, and multiple regression) suggest that psychological factors played the greatest role in underachievement or poor achievement motivation, and that underachievement behaviors were noted among all students, irrespective of their academic program. Implications and recommendations are suggested for educators working with gifted, above‐average, and average Black students in urban areas.  相似文献