Development of motive as an incentive to success at the initial stage of learning music

We present material on the problem of intensification of teaching music to preschool students from the standpoint of the analysis of pedagogical interaction aimed at the development of positive motivation. Due to the many diverse interests, it is difficult for a child at this age to focus on music only and form positive motivation. The motive is understood as the rationale for a sustainable desire for a certain activity. Motives, like other personality traits of a preschool student, are unstable and varied. The child is susceptible to many constructive and destructive factors of development, which often distract him and extinguish the motive for achieving musical success. Strengthening of motivation and appropriate methodological support of the personality-oriented technology of teaching music at the initial stage is required. The development of motive is cross-cutting and accompanies the cognitive and effective stages. For each stage, a selection of creative tasks is presented – methodic support, since reproductive activity quickly reduces interest and the motive is replaced by another. For the majority, a combination of various directions of creative activity is effective. The ideal conditions for keeping motive in the course of learning is a highly qualified teacher who knows personality-oriented technologies, and an interested preschool student, a bearer of musical abilities at a sufficient level. And the main thing is their benevolent interaction. The expected results are presented. That is, the development of the motive for achievements in music at the initial stage will allow the teacher to retain interest and, on the basis of the motivation of the future musician, carry out from small performances to success.

The Changing Distribution of Teacher Qualifications Across Schools: A Statewide Perspective Post-NCLB

A number of recent policy initiatives, including NCLB's highly qualified teacher provisions, have sought to improve the qualifications of teachers and their distribution across schools. Little is known, however, about the impact of these policies. In this study, we use population data on teachers and schools in Illinois to examine changes in the level and distribution of teacher qualifications from 2001 to 2006. We find that schools in Chicago, especially those serving the highest percentages of low-income and minority students, experienced the greatest improvements in teacher qualifications during the period. In addition, high-poverty schools in most other locales in the state registered small to moderate improvements, which narrowed the gap in teacher qualifications between high- and low-poverty schools across Illinois. Improvements in the certification status of experienced teachers and the recruitment of new teachers with stronger academic qualifications both contributed to these gains. The results reveal a tradeoff for disadvantaged schools seeking to improve both teacher qualifications and teacher experience levels, thereby calling into question the near-term feasibility of NCLB provisions that aim to simultaneously eliminate inequities across schools in both.

High School Students' Perspectives on the 2001 No Child Left Behind Act's Definition of a Highly Qualified Teacher

In this article, four urban high school students and their student leadership and social justice class advisor address the question, "What are high school students' perspectives on the 2001 No Child Left Behind Act's (NCLB) definition of a highly qualified teacher?" As the advisor to the course, Garcia challenged her students to examine their high school experiences with teachers. The students offer personal stories that describe what they consider the critical qualities of teachers — qualities not based solely on the credentials and education status defined by NCLB. The authors suggest that highly qualified teachers should cultivate safe, respectful, culturally sensitive, and responsive learning communities, establish relationships with students' families and communities, express their high expectations for their students through instructional planning and implementation, and know how students learn. This article urges educators and policymakers to consider the students' voices and school experiences when making decisions about their educational needs, including the critical issue of teacher quality.