Music learning and education: contributions from neuroscience / Aprendizaje musical y educación: aportaciones desde la neurociencia     

Jordi-Angel Jauset-Berrocal  Irene Martínez  Elena Añaños 《Cultura y Educación》2017,29(4):833-847

Traditionally, the teaching of music has tended to be a professional subject within the training of virtuosos in conservatories or a playful subject taught in schools, without due consideration given to the potential it offers to developing cognitive capacities. Advances in neuroscience highlight the importance of learning music in relation to the cognitive benefits derived from its practice. Brain exploration techniques show that practising music places a significant demand on the most developed cognitive functions of the human being, confirming the intervention of different cerebral areas involving a large portion of the brain and an increase in attention and concentration levels. After carrying out a literature review of the current state of the question, some of the most common findings in all fields of musical education are cited, considering aspects that are of particular relevance today, such as interdisciplinarity, emotion, cooperative learning, self-regulation and creativity.  相似文献   

The literature of educational psychology and the literature used by writers in educational psychology     

F. W. Lancaster  K. Konopasek  Tina Owens 《Contemporary educational psychology》1985,10(4):314-328

Using Psychological Abstracts as the source of the original sample (“first-level”), various characteristics of the literature of educational psychology are compared with the characteristics of a “second-level” literature (defined as the literature that the first level cites). In particular, the scatter (dispersion) of periodical articles over periodical titles is looked at for both levels. The journals most cited within the literature of educational psychology are identified.  相似文献   

The role and the training of teacher-counsellors     

Irene Pütter  Elaine Morrison 《International journal for the advancement of counseling》1986,9(2):189-196

The example of teachers not seeking counselling was used. Some reasons for this situation were given as well as one possible way to change it by providing early information and training during the students' regular studies. My hope is that if teachers have the necessary information, abilities and positive experiences, when they have problems, it should be easier for them to use counsellors than it is for other today.Teachers were used as an example of how one group could be encounraged to make use of counsellors. However, similar strategies could be used with other groups whose jobs involve high personal stress (for example social workers, medical doctors etc.). The example of teachers was also used to show how change can be introduced within a system. Here it might be useful to develop the ability to work with a counsellor during the regular education, so that it becomes part of their understanding of their professional role.  相似文献   

Re-conceptualising authority relations in education: a micro-situational approach     

Anne Pirrie  Irene Rafanell 《Critical Studies in Education》2020,61(1):101-114

ABSTRACT

This article explores the conception of authority relations in the classroom that are implicit in some examples of related policy documentation in Scotland and England. We argue that the importance of the constitutive role of the micro-dynamics of face-to-face interaction in classroom settings is neglected in documentation of this type. We explore this claim with reference to examples of policy in two jurisdictions of the United Kingdom, namely The Donaldson Review and The Standards for Registration in Scotland, and policy-related guidance from England on improving discipline in schools and pupils’ behaviour. We also consider how authority relations are conceptualised in a recent article that has made a significant contribution to the literature in the field. Finally, we present a theoretical account that counterbalances prevailing approaches to authority relations in the classroom. We suggest that authority is continuously negotiated, challenged, accepted, defined and ultimately constituted in and through the dynamics of interaction amongst pupils (and between pupils and teachers).  相似文献   

Factors Associated with Behavioral Competence at School Among Young Boys from Multi-Problem Low-Income Families     

Elizabeth B. Owens  Daniel S. Shaw  Joyce Giovannelli  Monica M. Garcia  Kirsten Yaggi 《Early education and development》1999,10(2):135-162

Factors associated with school behavioral competence at 72 months were investigated in a sample of at-risk boys followed longitudinally from 18 months. Boys were at risk for developing behavior problems due to early exposure to sociodemographic and family-environmental stressors associated with low-income urban living. Research findings: Of child protective factors investigated, main effects were found for intelligence, mother-reported emotionality and sociability, and observed likability in relation to teacher-reported behavior problems, and results were generally consistent across type of risk. In only one instance did the effect of a protective factor depend on the level of risk. Furthermore, a cumulative measure of protective factors was strongly predictive of child behavior problems and was a better predictor than cumulative risk measures. Observed infant emotionality, child physical attractiveness, and children's self-perceptions of being pro-social or aggressive and fearless were essentially unrelated to behavioral outcome. Mother-reported child emotionality mediated both the relation between mother-reported infant emotionality and teacher-reported internalizing problems, and the relation between observed likability and teacher-reported externalizing problems. Practice/Policy: Clinical implications concern improved identification accuracy of at-risk children who should be targeted for intervention, and forms that intervention should take.  相似文献   

Early Relationship Quality From Home to School: A Longitudinal Study     

Joan I. Vondra  Daniel S. Shaw  Laure Swearingen  Meredith Cohen  Elizabeth B. Owens 《Early education and development》1999,10(2):163-190

The aim of this investigation was to examine the role of social relationships in the home as predictors of social functioning in the first years of school. Longitudinal data gathered on 156 children from urban, low-income families were used to examine the unique contributions of mother-child attachment classification at ages 1 and 2 years, the child's relationship with another adult caregiver, the child's closeness to a sibling, and the child's status in the family relative to siblings between ages 3 and 4 years, to teacher reports of their own relationship to the child and the child's social skills in the classroom and peer relations. The role of family-based relationships as possible protective factors for children at social or demographic risk for problems in school was also tested. Results indicate that quality of different family relationships provides relatively independent and complementary information about early social functioning in school, with more limited evidence for compensatory or protective processes at work.  相似文献   

The Emergence of Cognitive Maps for Spatial Navigation in 7- to 10-Year-Old Children     

Ford Burles  Irene Liu  Chelsie Hart  Kara Murias  Susan A. Graham  Giuseppe Iaria 《Child development》2020,91(3):e733-e744

Although much is known about adults’ ability to orient by means of cognitive maps (mental representations of the environment), it is less clear when this important ability emerges in development. In the present study, 97 seven- to 10-year-olds and 26 adults played a video game designed to investigate the ability to orient using cognitive maps. The game required participants to reach target locations as quickly as possible, necessitating the identification and use of novel shortcuts. Seven- and 8-year-olds were less effective than older children and adults in using shortcuts. These findings provide clear evidence of a distinct developmental change around 9 years of age when children begin to proficiently orient and navigate using cognitive maps.  相似文献   

Correlates of psychosocial adjustment in deaf adolescents with and without cochlear implants: a preliminary investigation     

Leigh IW  Maxwell-McCaw D  Bat-Chava Y  Christiansen JB 《Journal of deaf studies and deaf education》2009,14(2):244-259

The number of children who have received cochlear implants (CIs) has increased dramatically in the past two decades. In view of potential concerns about their psychosocial adjustment, our aim was to assess the effect of implants on the adolescents' psychosocial functioning among a group of 57 deaf adolescents with and without CIs, using published and validated measures completed by the adolescents themselves, their parents, and teachers. Adolescents with CI tended to be more hearing acculturated, whereas those without CI tended to be more Deaf acculturated. Despite some differences in background characteristics between the two groups, there were no differences between them on the psychosocial variables assessed in this study, regardless of the reporting sources. Rather than having a direct effect on the psychosocial outcomes assessed in this study, it is through the mediating effect of acculturation and school setting that CI status exerts an influence over many of this study's outcomes. Recommendations for future research are made in light of our findings.  相似文献   

Crisis counseling: An overview     

Jonathan Sandoval  Amy Nicole Scott  Irene Padilla 《Psychology in the schools》2009,46(3):246-256

Psychologists working in schools are often the first contacts for children experiencing a potentially traumatizing event or change in status. This article reviews basic concepts in crisis counseling and describes the components of psychological first aid. This form of counseling must be developmentally and culturally appropriate as well as individualized. Effective intervention can prevent post‐traumatic stress syndrome and facilitate normal mourning processes associated with any losses experienced. These prevention activities are also discussed. Some children may need resources beyond those that the school can provide, and appropriate referrals can link children and adults to a variety of treatments such as psychotherapy and medication, also briefly outlined. © 2009 Wiley Periodicals, Inc.  相似文献   

论变化     

艾琳·邓莱普 《Reading and Writing(初中版)》2010,(5)

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