Broad Landscape of School Jazz Education

Previous research has shown what school jazz educators spend their time teaching, but not how they teach those things or why. Certain instructional strategies are correlated with high student achievement in jazz, but it is not known whether school jazz teachers are utilizing them or what those strategies look like when they do. Teaching School Jazz: Perspectives, Principles, and Strategies introduces the reader to two expert, yet very different, school jazz educators, whose case studies are inserted in chapters throughout the book. Bruce considers himself an experienced music teacher who happens to also teach jazz, rather than a professional jazz musician. Emily, on the other hand, considers herself both an experienced music teacher and a professional jazz musician. This chapter describes differing thoughts about and approaches to teaching school jazz to help paint a picture of what school jazz looks like.

Assessment for Learning in Management Education: A Practical Perspective

Good assessment and feedback are essential for high student achievement, retention, and satisfaction in contemporary higher education, and adopting a fit-for-purpose approach that emphasizes assessment for learning can have a significant impact, but it is a complex and highly nuanced process so needs careful and research-informed design principles. Here the crucial importance of assessment in contemporary higher education pedagogy is considered, the key principles of good assessment are reviewed, and some suggestions are made for a framework to effectively interrogate individual practice with a view to continuous improvement. Additionally, different means of offering feedback can help students to get the measure of their learning and point them toward future enhancement strategies but must be achieved in ways that are manageable for all stakeholders. Taxing questions are provided here for use by curriculum designers and all those who deliver and assess it enabling them to draw together key issues into a workable framework for assessment enhancement.

HUBUNGAN KREATIVITAS MENGAJAR GURU DENGAN PRESTASI BELAJAR SISWA

Teaching creativity is related to teaching abilities that can create a conducive atmosphere that makes students feel comfortable and challenged in learning, by making new combinations and connecting new ideas based on information data or elements that already exist. Teaching and learning activities in schools are oriented towards high academic learning achievement by all students, teachers who have high teaching creativity will be able to provide learning achievements to their students. Student learning achievement is the results achieved by students from their learning activities taken to obtain knowledge and skills that can be realized by changes in attitudes and behavior. Student learning achievement is strongly influenced by the creativity of a teacher as in choosing teaching methods, teaching media, quality and careful in seeing the potential of children in the school environment. A teacher's creativity greatly influences a student's learning achievement. In this case the teacher who has the potential to creativity in class is very positive influence on the progress of student learning achievement. To produce high student achievement it is necessary for teachers to hone their creative abilities to the maximum extent possible.

Criteria That Contribute to High Quality Teaching

Top-quality teaching fosters high student achievement and high achievers can harness their talents and energies to become successful, contributing citizens. There is confusing and conflicting research on teacher quality and no consensus on objective ways to describe teacher quality. This article describes an approach to the issue as a subjective multivocal synthesis of writings, opinions and comments of many different individuals and groups. The chapter is based on the principal component analysis of a Likert-scale survey instrument which consists of 30 statements adapted from research literature and U.S. states’ Teacher of the Year criteria. The results deliver responses to the question: What are the frequently-cited criteria describing high quality teachers and teaching that can be combined to form named, describable components for high quality teachers and teaching upon which there is a general consensus among students, teachers, parents, and school administrators?