Language in Education: Theory and Practice

This study aims to provide new insights on the nature of the embodied and collaborative processes related to the emergence of new musical ideas that occur when children are composing in groups.Data was obtained by participant observation of the teacher/researcher and by ten videotaped one-hour musical sessions dedicated to the development of a music composition by two groups of children, all of whom were eight years old.It was found that when composing in groups a) children use embodied processes to transform what they experience on diverse realms of their existence into musical ideas, and that b) while creating music, children engage in several improvisatory moments where new ideas emerge through the diverse ways they enact the surroundings where the activity is occurring. Findings suggest a conception of music composing as a multidimensional phenomenon that entails cognitive processes that are distributed across and beyond the physical body. Findings also suggest that composing music in collaboration with others nurtures a set of creative possibilities that would otherwise, not occur. Considerations for music education theory and practice are addressed in the last section of the article.

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Inclusive education theory and practice: What does this mean for paediatricians?

Paediatrics and Child Health ◽

10.1016/j.paed.2018.06.002 ◽

2018 ◽

Vol 28 (8) ◽

pp. 368-373 ◽

Cited By ~ 4

Author(s):

Geoff Lindsay

Keyword(s):

Inclusive Education ◽

Theory And Practice ◽

Education Theory

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COMPETENCY-BASED EDUCATION: THEORY AND PRACTICE

Psycho-Educational Research Reviews ◽

10.52963/perr_biruni_v10.n3.06 ◽

2021 ◽

Author(s):

Tacettin Açıkgöz ◽

Mustafa Cem Babadoğan

Keyword(s):

Mixed Methods Research ◽

Traditional Education ◽

Theory And Practice ◽

Formative Assessments ◽

Competency Based Education ◽

Education Theory ◽

History Of ◽

Competency Based ◽

Convergent Design ◽

Structured Questionnaire

This study aimed to reach a pro on Competency-Based Education (CBE) through the opinions of Educational Sciences experts and to review the literature on CBE. In this study, convergent design, one of the mixed methods research, was used, and a semi-structured questionnaire was used to collect data. The sample was selected through convenience sampling and consisted of 28 participants. In the study, the documents related to National and International Qualifications Frameworks, history of CBE, its comparison with traditional education, its implementation, and the challenges of CBE practices are reviewed. The findings revealed that there is a conceptual consensus among the experts on the concepts of skill and learning outcome, but no agreement on the use of “competence,” “proficiency,” and “qualification.” The study showed that the experts adopt the most up-to-date definitions of CBE, but it is often confused with Proficiency-Based Education. The study revealed that CBE focuses on the demonstration of competence when considering students’ progress and measures it by formative assessments and that, in CBE, students’ learning gaps are eliminated by supporting them at each stage.

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