scholarly journals Analysis on the Integration of Music Education in Primary and Middle Schools and College Students' Quality Education

2018 ◽  
Keyword(s):  
College Students ◽  
Middle Schools ◽  
Music Education ◽  
Quality Education

scholarly journals On the Reform Strategy of Music Education in Primary and Middle Schools under the Background of Quality Education

2020 ◽  
Vol 4 (9) ◽  
Author(s):  
Weidong Xie
Keyword(s):  
Middle Schools ◽  
Secondary Schools ◽  
Music Education ◽  
Education Reform ◽  
High Efficiency ◽  
Quality Education ◽  
Music Teaching ◽  
Teaching Activities ◽  
Reform Strategy

The continuous and in-depth implementation of the education reform system in primary and secondary schools has made teachers pay more attention to the importance of quality education. Therefore, how to ensure the effective advancement of education reform has become a key issue that needs to be resolved. From different perspectives, this article explores the main ways of reforming music education in primary and secondary schools, hoping to provide other teachers with more valuable reference while ensuring the high-efficiency of music teaching activities.

Web-Based Course Management Systems (WCMS) Acceptance with College Students in Estonia

2009 ◽  
pp. 839-846
Author(s):  
Princely Ifinedo
Keyword(s):  
College Students ◽  
Emerging Economy ◽  
Quality Education ◽  
Management Systems ◽  
Course Management Systems ◽  
Baltic Region ◽  
Web Based ◽  
E Learning ◽  
The Baltic ◽  
Remarkable Progress

The objective of this article is to present the results of a study that investigates the acceptance of WCMS among college students in Estonia. The country is an emerging economy in the Baltic region of Europe. Estonia has made remarkable progress with respect to the use of ICT products in enhancing education at all levels (The Tiger Leap Foundation, 1997). Recently, Estonia joined forces with a pan-European e-learning project called the UNIVe (Estonian eUniversity, 2004; Ifinedo, 2005). Among other goals, the project aims at “increasing the availability of quality education for students and other people willing to learn …and, educating lecturers of universities to compile and practice quality and efficient e-courses” (Ifinedo, 2006).

Expertise in applied studio teaching: Teachers working with multiple levels of learners

2020 ◽  
Vol 38 (2) ◽  
pp. 283-298
Author(s):  
Jennifer Blackwell
Keyword(s):  
College Students ◽  
Music Education ◽  
Positive Feedback ◽  
Music Teachers ◽  
Applied Music ◽  
Teacher Modeling ◽  
Video Recordings ◽  
Multiple Levels ◽  
Different Levels ◽  
Formal Recognition

One-to-one lessons are ubiquitous in music education, and thus understanding the components of effective teaching in this environment is essential for student learning. This study explored whether the teaching elements identified in previous studies were evident with applied music teachers working with both college and pre-college students, and if those elements differed as a function of the level of the students. In addition, these teachers were asked to provide commentary on what they deemed important to effective studio teaching. I examined video recordings of 18 lessons given by two applied teachers who had received formal recognition for outstanding teaching. Many of the observations in this study were consistent with previous findings; however, higher rates of low magnitude positive feedback and student errors that did not elicit stops were present. One element regarding physical proximity was added. The findings indicate important differences in the way these teachers approach students at different levels, particularly regarding side coaching during performance, teacher modeling, feedback, and correction of errors. Participants also emphasized the importance of rapport and positive relationships.

The Perspectives of Two First-Generation College Students Pursuing Doctoral Degrees in Music Education

2017 ◽  
Vol 27 (2) ◽  
pp. 67-81
Author(s):  
Martina Vasil ◽  
Joyce M. McCall
Keyword(s):  
College Students ◽  
Music Education ◽  
Teacher Educators ◽  
First Generation ◽  
First Generation College Students ◽  
Doctoral Degrees ◽  
Advanced Degree ◽  
Cultural Wealth ◽  
Familial Support ◽  
First Generation College

The purpose of this autoethnographic multiple case study was to compare experiences of two first-generation college students pursuing doctoral degrees in music education. Motivations for pursuing an advanced degree were to enact change in the field of music education and fulfill personal ambitions. Participants encountered two challenges, insufficient cognitive maps and inadequate familial support, which contributed to financial difficulties and health issues. Support networks inside and outside of their music education doctoral programs facilitated degree attainment. Participants lacked the cultural capital needed to navigate higher education because of their first-generation status. Instead, participants employed several forms of community cultural wealth: social, navigational, resistant, and familial capital. Through examining each other’s experiences, we offer suggestions for preparing and supporting a more diverse group of future music teacher educators.

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