Music Skills. For the Classroom Teacher

1958 ◽  
Vol 44 (6) ◽  
pp. 52
Author(s):  
Robert W. Winslow ◽  
Leon Dallin
Keyword(s):  
Classroom Teacher ◽  
Music Skills

Classroom Teacher and Speech Clinician Severity Ratings of Different Speech Disorders

1975 ◽  
Vol 6 (3) ◽  
pp. 119-124 ◽  
Author(s):  
Robert T. Wertz ◽  
Michael D. Mead
Keyword(s):  
Public School ◽  
Cleft Palate ◽  
Classroom Teacher ◽  
First Grade ◽  
Speech Disorders ◽  
Third Grade ◽  
Second Grade ◽  
Classroom Teachers

Typical examples of four different speech disorders—voice, cleft palate, articulation, and stuttering—were ranked for severity by kindergarten, first-grade, second-grade, and third-grade teachers and by public school speech clinicians. Results indicated that classroom teachers, as a group, moderately agreed with speech clinicians regarding the severity of different speech disorders, and classroom teachers displayed significantly more agreement among themselves than did the speech clinicians.

Research for the Classroom Teacher

1979 ◽  
Vol 55 (3) ◽  
pp. 127-129
Author(s):  
Phillip V. Lewis
Keyword(s):  
Classroom Teacher

scholarly journals Working Perspectives within Feminism and Early Childhood Education

2000 ◽  
Vol 1 (2) ◽  
pp. 153-170 ◽  
Author(s):  
Heather Anne De Lair ◽  
Eric Erwin
Keyword(s):  
Early Childhood ◽  
Early Childhood Education ◽  
Classroom Teacher ◽  
Teacher Educator ◽  
Childhood Education

The authors describe a model for feminist-based early childhood practice from two perspectives: the classroom teacher and the teacher educator. Using examples from their own work, the authors outline the assumptions and the principles which guide their work with children and adults. Implications for the field are discussed.

The Language Handicapped Child and Education

1965 ◽  
Vol 32 (4) ◽  
pp. 221-228
Author(s):  
Betty Jane McWilliams
Keyword(s):  
Differential Diagnosis ◽  
Teaching Methods ◽  
Emotional Functioning ◽  
Classroom Teacher ◽  
Handicapped Child ◽  
Diagnostic Labels ◽  
The Face ◽  
Clinical Bias

This article presents the problems involved in definitive differential diagnosis of children with delayed language. It suggests the need to describe language, auditory, mental, and emotional functioning as opposed to depending upon specific diagnostic labels which may rely upon clinical bias. The classroom teacher is viewed as an individual competent to devise teaching methods applicable to the peculiar requirements of widely differing children and is encouraged to trust herself in the face of “experts.”

involvED: Applying a Scientific Approach to Education Technology Innovation for Promoting Family Engagement in the Schools

2021 ◽  
pp. 004723952110551
Author(s):  
Lindsay B. Eck ◽  
Samuel F. Whitley
Keyword(s):  
Family Involvement ◽  
Classroom Teacher ◽  
School Psychologist ◽  
Family Systems Theory ◽  
Social Emotional ◽  
Social And Emotional ◽  
Scientific Approach ◽  
Consistent Manner ◽  
School Events ◽  
Technology Tool

Parent involvement is a reverently studied, crucial concept that impacts overall student achievement. An educational technology tool, involvED, was developed by a School Psychologist and Licensed Clinical Social Worker using principles of behavioral change research and grounded in family systems theory. Incorporating a scientific approach for targeted, meaningful intervention in regards to family involvement allows for addressment of equity gaps by educating underprivileged families on vital skills, including academic readiness, social emotional learning and trauma informed practices and responses, all while providing incentives for various levels of engagement. The researchers hypothesized that by educating families in an efficient, convenient and consistent manner, as well as providing user- selected incentives for engagement, it would not only increase parent attendance at school events, but also increase the academic, social and emotional skills of the child. Positive statistically significant effects were found amongst users of the tool on both dependent variables, event attendance and the academic, social and emotional ratings of the targeted students by the classroom teacher via the SAEBRS. By addressing potential parental skill deficits and incentivizing prosocial behaviors, student outcomes are positively affected, influencing a breadth of stakeholders.

THE EFFECT OF CREATIVE DRAMA METHOD ON STUDENTS’ ACHIEVEMENTS TOWARDS THE MUSIC LESSON

2021 ◽  
Vol 6 (14) ◽  
pp. 15-31
Author(s):  
Bahar GÜDEK ◽  
Hande YILMAZ
Keyword(s):  
Teaching Method ◽  
Classroom Teacher ◽  
Control Group ◽  
Creative Drama ◽  
Music Lesson ◽  
Course Success ◽  
Musical Perception ◽  
Significant Difference ◽  
Post Test ◽  
Experimental Group

The aim of this research is to examine the effects of creative drama method on students' achievements towards the music lesson . In addition to this, in the research, it was aimed to develop appropriate educational activities prepared with creative drama method for the theoretical subjects of music, to eliminate the unwillingness of students towards these subjects, to facilitate the learning of information about music theory, to make learning fun and permanent, and to provide the student to learn voluntarily. In this study; For the determined purpose, creative drama method was applied in the teaching of theoretical knowledge of the 4th grade musical perception and information learning field in the 2018-2019 Academic Year Music Course Education Program of the Ministry of Education. The study was carried out by experimental method. The study group consists of 80 students, including 40 students in the Samsun Mimarsinan Primary School, an experimental group and 40 students in the control group. While the subjects pertaining to the musical perception and information learning area were taught by the classroom teacher with the traditional (classical) teaching method in the control group, the experimental group was taught by the researcher using the creative drama method. The pre-test and post-test post-test music course success scale was applied to both groups. With the results obtained from the scale, the effect of creative drama method on students' achievements towards the music lesson was investigated. As a result, it was found that creative drama method had a positive effect on students ' achievements, there was no significant difference according to gender, and the effect on students' achievement levels was 'enormous'.

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