scholarly journals Delivering Music Education Training for Non-Specialist Teachers through Effective Partnership: A Kodály-Inspired Intervention to Improve Young Children’s Development Outcomes

2021 ◽  
Vol 11 (8) ◽  
pp. 433
Author(s):  
Lindsay Ibbotson ◽  
Beng Huat See
Keyword(s):  
Music Education ◽  
Department Of Education ◽  
Randomised Control Trial ◽  
Focus Group Interviews ◽  
Self Confidence ◽  
The North ◽  
Pedagogical Skills ◽  
Group Interviews ◽  
Development Outcomes ◽  
Specialist Teachers

A priority area identified by the Department of Education (England) and the Economic Social and Research Council is the development of teachers, especially in primary music education where the limited opportunities for training offered by teacher training providers have raised concerns. This paper reports on an evaluation of a collaborative partnership training non-specialist teachers, using a Kodály-inspired pedagogy to teach music in a classroom setting. Participants included 54 teachers (and 1492 pupils, aged 5–6), selected from 55 schools, as part of a large randomised control trial (RCT) in the north of England. This paper presents findings from a qualitative study that was conducted alongside the RCT, but which was not part of the RCT itself or the RCT’s implementation and process evaluation. Results from the study, which include a pre-post survey of teachers, focus group interviews and reflective journals suggest promising effects on teachers’ pedagogical skills, their self-efficacy and competence, and children’s self-confidence and disposition for learning.

scholarly journals Digital storytelling as a tool for teaching: Perceptions of pre-service teachers

2015 ◽  
Vol 11 (3) ◽  
Author(s):  
Chantyclaire A. Tiba Publishing ◽  
Janet Condy ◽  
Agnes Chigona ◽  
Nyarai Tunjera
Keyword(s):  
South African ◽  
Teaching And Learning ◽  
Digital Storytelling ◽  
Education Institution ◽  
Appropriate Technology ◽  
Focus Group Interviews ◽  
Extrinsic Factors ◽  
Self Confidence ◽  
Potential Benefits ◽  
Group Interviews

It has been shown that teachers are reluctant to use technology despite the South African (SA) government’s huge expenditure on technological equipment. This might  be the result of teachers being unable to select appropriate technology that will yield positive learning outcomes  as well as being ill-equipped to integrate  technology  into their pedagogy. To this end, pre-service teachers at a University were trained on how to integrate digital storytelling (DST) effectively into their teaching. The aim of this study is to  gain insight  into the  potential benefits of DST  for teaching and learning  and to determine factors that may prevent pre-service teachers’ uptake of DST during in-service practice. This is a qualitative study in which fifty pre-service teachers were divided into five groups for focus group interviews. Data were analysed, and the results show that pre-service teachers perceived DST to be beneficial in the classroom as it has the potential to (i) motivate and engage learners, (ii) promote  voice/self-expression, and  (iii) promote collaborative learning and  acquisition of multiple skills. Pre-service teachers are of the opinion that a lack of resources, self-confidence and time owing to restrictive curricula may prevent uptake of DST during in-service teaching. It was recommended that school stakeholders create a balance between intrinsic and extrinsic factors that will promote the adoption and integration of DST into teaching. Also,  the education institution concerned strives to balance all three strands of knowledge: technology, pedagogy and content.

scholarly journals Using Simulation Training to Promote Nurses’ Effective Handling of Workplace Violence: A Quasi-Experimental Study

2019 ◽  
Vol 16 (19) ◽  
pp. 3648 ◽  
Author(s):  
Jin-Lain Ming ◽  
Hui-Mei Huang ◽  
Shiao-Pei Hung ◽  
Ching-I Chang ◽  
Yueh-Shuang Hsu ◽  
...  
Keyword(s):  
Workplace Violence ◽  
Simulation Training ◽  
Risk Group ◽  
High Risk Group ◽  
Focus Group Interviews ◽  
Self Confidence ◽  
Simulation Education ◽  
Quasi Experimental ◽  
Baseline Characteristics ◽  
Group Interviews

Background: Workplace violence in the health care sector has become a growing global problem. Research has shown that although caregivers comprise a high-risk group exposed to workplace violence, most of them lacked the skills and countermeasures against workplace violence. Therefore, through a quasi-experimental design, this study aimed to investigate the effectiveness of situational simulation training on the nursing staffs’ concept and self-confidence in coping with workplace violence. Methods: Workplace violence simulation trainings were applied based on the systematic literature review and the conclusions from focus group interviews with nursing staff. Data were obtained from structured questionnaires including: (1) baseline characteristics; (2) perception of aggression scale (POAS); and (3) confidence in coping with patient aggression. Results: The results revealed that training course intervention significantly improved the nursing staffs’ self-perception and confidence against workplace violence (p < 0.001). Conclusions: The “simulation education on workplace violence training” as the intervention significantly improved the workplace violence perception and confidence among nursing staffs in coping with aggression events.

scholarly journals Information literacy is not a one-man show

2015 ◽  
Vol 7 (1) ◽  
pp. 2-15 ◽  
Author(s):  
Mette Bønløkke ◽  
Else Kobow ◽  
Anne-Kirstine Østergaard Kristensen
Keyword(s):  
Conceptual Understanding ◽  
Information Literacy ◽  
Project Managers ◽  
Research Approach ◽  
Focus Group Interviews ◽  
Action Research Approach ◽  
Course Work ◽  
Curriculum Intervention ◽  
Pedagogical Skills ◽  
Group Interviews

This article will discuss the issues at stake when cooperation between library and faculty on information literacy (IL) is initiated and explored by using an action research approach. Research on and experiences from cooperation between faculty libraries and faculties indicate that several teaching programmes have not integrated IL into the curriculum nor have they established a formalised cooperation between library and faculty on IL. Participants in the project were three librarians, six lecturers, one library manager, two directors of programme and two project managers from VIA University College, Denmark. The data for this study originates from focus group interviews, process protocols, records of reflective sessions and support meetings as well as from mail correspondences. Results indicate that formal cooperation between librarians and educators is necessary and provides the needed access to the other’s understanding of IL, the curriculum, pedagogical professionalism and mutual roles. A joint conceptual understanding of IL is important for making this teamwork work. Librarians need access to programme documents and knowledge on students’ level of learning and on course work. Co-teaching supports the librarian in developing pedagogical skills. Educators have diverging experiences with IL which can be a problem when challenging students on IL for their assignments. IL is everyone’s business and local dissemination of an agreed curriculum intervention throughout a programme is important. Leadership and re-sources are also significant if the integration of IL is to be possible.

scholarly journals Health education training needs of educators at Makapanstad schools in the North West province

Curationis ◽  
2010 ◽  
Vol 33 (1) ◽  
Author(s):  
M.D. Peu ◽  
L. Napoles ◽  
F. Wenhold ◽  
K. Mostert-Wentzel ◽  
N. Seane
Keyword(s):  
Health Education ◽  
Basic Knowledge ◽  
Focus Group Interviews ◽  
North West ◽  
The North ◽  
Analysis Process ◽  
North West Province ◽  
Health Promoting ◽  
Group Interviews ◽  
The University

Purpose: The purpose of this study was to explore and describe the health education needs of educators at health promoting schools in Makapanstad in North West Province. Methodology: Qualitative, exploratory and descriptive paradigm was conducted. The population consisted of educators, at Makapanstad schools, who were directly involved with learners. The participants were purposively selected. Focus group interviews were conducted to collect relevant data from the participants. Tesch data analysis process was used to reach the findings of the research.Findings: The following categories were identified and theoretically confirmed: The need for the support by the University for the training of educators; The need for the University’s acknowledgement of educators’ responsibilities; The need for basic knowledge of health promotion; Common health needs of learners; and indirect health problems.Recommendation: It was recommended that a health education package be developed to assist in empowering learners in Makapanstad schools.

Voice Change and Singing Experiences of Adolescent Females

2018 ◽  
Vol 66 (2) ◽  
pp. 133-149 ◽  
Author(s):  
Bridget Sweet
Keyword(s):  
Identity Development ◽  
Adolescent Females ◽  
Vocal Development ◽  
Focus Group Interviews ◽  
Voice Change ◽  
Choral Ensemble ◽  
Self Confidence ◽  
Midwestern University ◽  
Group Interviews ◽  
Women's Choirs

The purpose of this qualitative study was to understand how undergraduate- and graduate-level choristers perceived the influence of adolescent female voice change on their singing experiences since the age of 11 years old. Data included individual and focus group interviews with 17 female collegiate choral singers enrolled in one of two women’s choirs at a large midwestern university. Three overarching themes emerged: perceptions of vocal development, teacher influence, and emotion. Findings revealed that participants’ perceptions of singing experiences since age 11 largely revolved around vocal challenges, fear, and insecurity and have remained mostly negative even after the passing of time. Experiences in choir were not necessarily positive, and participants perceived their individual vocal needs as secondary to the needs of the larger choral ensemble. Out of fear of hurting the larger choir, participants remained passive and did not self-advocate, resulting in additional challenges with self-confidence and struggles pertaining to singer identity development during adolescence and into adulthood.

scholarly journals Digital storytelling as a tool for teaching: Perceptions of pre-service teachers

2015 ◽  
Vol 11 (3) ◽  
Author(s):  
Chantyclaire A. Tiba ◽  
Janet Condy ◽  
Agnes Chigona ◽  
Nyarai Tunjera
Keyword(s):  
South African ◽  
Teaching And Learning ◽  
Digital Storytelling ◽  
Education Institution ◽  
Appropriate Technology ◽  
Focus Group Interviews ◽  
Extrinsic Factors ◽  
Self Confidence ◽  
Potential Benefits ◽  
Group Interviews

It has been shown that teachers are reluctant to use technology despite the South African (SA) government’s huge expenditure on technological equipment. This might be the result of teachers being unable to select appropriate technology that will yield positive learning outcomes as well as being ill-equipped to integrate technology into their pedagogy. To this end, pre-service teachers at a University were trained on how to integrate digital storytelling (DST) effectively into their teaching. The aim of this study is to gain insight into the potential benefits of DST for teaching and learning and to determine factors that may prevent pre-service teachers’ uptake of DST during in-service practice. This is a qualitative study in which fifty pre-service teachers were divided into five groups for focus group interviews. Data were analysed, and the results show that pre- service teachers perceived DST to be beneficial in the classroom as it has the potential to (i) motivate and engage learners, (ii) promote voice/self-expression, and (iii) promote collaborative learning and acquisition of multiple skills. Pre-service teachers are of the opinion that a lack of resources, self-confidence and time owing to restrictive curricula may prevent uptake of DST during in-service teaching. It was recommended that school stakeholders create a balance between intrinsic and extrinsic factors that will promote the adoption and integration of DST into teaching. Also, the education institution concerned strives to balance all three strands of knowledge: technology, pedagogy and content.

scholarly journals Exploring resilience in nurses caring for older persons

2017 ◽  
Vol 22 ◽  
Author(s):  
Petronella Benadé ◽  
Emmerentia Du Plessis ◽  
Magdalena P. Koen
Keyword(s):  
Working Conditions ◽  
Older Persons ◽  
Urban Setting ◽  
Demographic Information ◽  
Focus Group Interviews ◽  
North West ◽  
Qualitative Research Design ◽  
The North ◽  
Group Interviews ◽  
And Coping

Background: A shortage of nurses caring for older persons is experienced due to adverse working conditions. Resilience might empower nurses to persevere while caring for older persons. Research regarding the resilience of nurses caring for older persons is scarce.Objectives: The objectives were to explore and describe the strengths and coping abilities of nurses caring for older persons and to formulate recommendations to strengthen their resilience.Methodology: An explorative, descriptive qualitative research design was used. An allinclusive sample of nurses caring for older persons in an urban setting in the North West Province, South Africa, participated in the study. During phase one, demographic information was obtained, and narratives were written (n = 43). Four focus group interviews were conducted in phase two (n = 17) and recommendations were formulated in phase three. Content analysis was used.Principal results: Participants experienced adverse working circumstances while caring for older persons and they needed resilience to balance the emotional nature of the work, work ethics, staff shortages, physical demands of the work and the dependency of the older persons. These nurses used personal, professional, contextual and spiritual strengths to handle adverse working conditions.Conclusions: By applying their personal, professional, contextual and spiritual strengths, nurses could further enhance these strengths and possibly their resilience. The participants' identified strengths were used to formulate recommendations to strengthen resilience of nurses caring for older persons.

Learning From Parents of Children With Disabilities

2016 ◽  
Vol 26 (2) ◽  
pp. 64-76 ◽  
Author(s):  
Donald M. Taylor
Keyword(s):  
Graduate Students ◽  
Music Education ◽  
Children With Disabilities ◽  
Final Examination ◽  
Focus Group Interviews ◽  
Individual Interviews ◽  
Empathic Understanding ◽  
Group Interviews ◽  
The Impact

The purpose of this intrinsic case study was to examine the impact that interactions with parents of children with disabilities might have on 10 graduate students (6 men and 4 women) between the ages of 22 and 32 years ( M = 26.7 years, SD = 3.5) enrolled in a 3-week intensive music education course. Participants attended the course, 5 days a week, 3 hours a day for a total of 13 class sessions, followed by a final examination. In addition to class discussions based on assigned readings, each day included a presentation from a parent of a child with a disability. Data were generated from daily focus group interviews, daily journal submissions, and individual interviews. Throughout the course, students demonstrated a learning process that progressed from sympathetic concern to empathic understanding.

scholarly journals Becoming a (male) foundation phase teacher: A need in South African schools?

2014 ◽  
Vol 4 (3) ◽  
pp. 13 ◽  
Author(s):  
Nontokoza Mashiya
Keyword(s):  
Teacher Education ◽  
South African ◽  
Male Students ◽  
Focus Group Interviews ◽  
Young Learners ◽  
Self Confidence ◽  
Group Interviews ◽  
Preparedness To Teach ◽  
Over Time

This paper reports on a case study of male foundation phase pre-service students who were among the first cohort to specialise in the foundation phase since the inception of the programme at one South African university. The students reported on their experiences of teaching in a female-dominated field and their views about their preparedness to teach in the field. This qualitative study is interpretive in nature. Using purposive sampling, eighteen students were sampled from a population of twenty. Data was generated through focus group interviews and then analysed and categorised. The patterns across categories showed that the pre-service teachers had faced an unwelcoming environment in the schools at the outset, but that this changed over time. Some parents were negative about male teachers in the foundation phase. However, the pre-service teachers were able to work hard and show that they can work with foundation phase learners. The study concluded that male students who enter foundation phase teacher education programmes need a lot of encouragement to boost their self-confidence and to realise the important role they can play in working with young children in a country where many young learners grow up in fatherless homes.

scholarly journals Digital storytelling as a tool for teaching: Perceptions of pre-service teachers

2015 ◽  
Vol 11 (1) ◽  
Author(s):  
A. Tiba ◽  
Janet Condy ◽  
Agnes Chigona ◽  
Nyarai Tunjera
Keyword(s):  
South African ◽  
Teaching And Learning ◽  
Digital Storytelling ◽  
Education Institution ◽  
Appropriate Technology ◽  
Focus Group Interviews ◽  
Extrinsic Factors ◽  
Self Confidence ◽  
Potential Benefits ◽  
Group Interviews

It has been shown that teachers are reluctant to use technology despite the South African (SA) government’s huge expenditure on technological equipment. This might be the result of teachers being unable to select appropriate technology that will yield positive learning outcomes as well as being ill-equipped to integrate technology into their pedagogy. To this end, pre-service teachers at a University were trained on how to integrate digital storytelling (DST) effectively into their teaching. The aim of this study is to gain insight into the potential benefits of DST for teaching and learning and to determine factors that may prevent pre-service teachers’ uptake of DST during in-service practice. This is a qualitative study in which fifty pre-service teachers were divided into five groups for focus group interviews. Data were analysed, and the results show that pre- service teachers perceived DST to be beneficial in the classroom as it has the potential to (i) motivate and engage learners, (ii) promote voice/self-expression, and (iii) promote collaborative learning and acquisition of multiple skills. Pre-service teachers are of the opinion that a lack of resources, self-confidence and time owing to restrictive curricula may prevent uptake of DST during in-service teaching. It was recommended that school stakeholders create a balance between intrinsic and extrinsic factors that will promote the adoption and integration of DST into teaching. Also, the education institution concerned strives to balance all three strands of knowledge: technology, pedagogy and content.

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