Journal articles on the topic 'K-12 arts curriculum'

The Department of Education (DepEd) implemented K to 12 curriculum in the country- adding of two more years to the existing curriculum. This shift brought out changes on the educational setting (Sergio, 2011). School, teacher and learner preparedness are some of major issues that surfaced, not to mention issues which manifested after full swing implementation. Hence, there is a need for assessing what instructional materials (IMs) are most available and deemed important to teachers, yet not accessible. This study sought to investigate the concerns of junior high school Music, Arts, Physical Education and Health (MAPEH) teacher in the selected study site. The study employed Baxter’s (2008) single case study design to investigate the present IMs and usage with through purposive sampling and semistructured interviews. Using Braun and Clarke (2006) thematic analysis, themes were generated and showed that there is a dire need to provide the teachers ample materials needed for instruction. It was also reported that due to lack of materials the teachers resort to providing alternative tools to patch up the lessons and topics discussed. Thus administrative support to teachers is deemed very dire. Further studies are then advised to add more study sites and include for more participants to come up with more diverse data.

This analysis is aimed at evaluating the current English learning material used in Ibn Siena Integrated School Foundation. Since textbook evaluation has become an important tool in searching for an effective learning material, this paper sets the goal of providing answers to the presented research objectives such that it highlights the use of the learning objectives indicated in K-12 Curriculum Guide. The researchers identify the consistency of the content of the textbook analyzed in terms of the learning objectives provided in the k-12 Curriculum Guide. Lastly, results suggest that there should be an equal distribution of activities of the given skills. Among the skills, writing has the most number of inconsistencies as far as the K-12 Curriculum Guide is a concern. Moreover, the authors of this textbook (English Communication Arts and Skills 7) should be able to continue working on more editions of the book so as to produce more effective and practical learning materials.

The study aims to determine the Adjustments and Challenges of Technology and Livelihood Education (TLE) teachers in K to 12 Curriculum in Schools Division Office of Laguna.. Adjustment of teachers in teaching TLE in K to 12 Curriculum showed that they had huge adjustments in Teaching Strategies which was closed to assessment, followed by instructional materials while the least was school environment. The challenges of TLE teachers encountered came out that they had equal distributions on having difficulties in terms of Information Communication Technology (ICT) Integration, Industrial Arts and Agri-Fishery Arts unlike in Home Economics. The respondents enhance their teaching strategies, assessment task and instructional materials. Likewise, TLE teachers were challenged in ICT, Industrial Arts and Agri-Fishery Arts due to insufficient equipment and resources, minimal collaboration with partner agencies that could provide needed required expertise. It is recommended that enhancement and strengthening of skills could be attained if teachers will be given equal chances to attend relevant trainings and seminars, Upliftment of teacher’s qualification and performances will be attained if coordination with other partner agencies could be develop. Higher student’s achievement will be gained if teachers could adopt on the changing needs of time.

Access to K-12 STEAM (science, technology, engineering, arts and mathematics) is must needed by all students, yet it is still remains out of reach at many schools. STEAM education encourages discussion and problem solving in students. It develops both practical skills and encourage collaborations. STEAM integrates all five disciplines into a cohesive learning paradigm based on real-world applications. In these changes and complex world, out school going students must be trained to make sense of information, gathering and evaluating evidences for decision making, and to bring knowledge and skills to solve problems. To achieve this, it is important that issues like equity, accessibility, and inclusivity should be at the top of mind for educators in STEAM fields. The inequities, if exist in STEAM education, can impact diversity in STEAM careers. A lack of comprehensive STEAM curriculum can limit future career options for students. This article highlights the status and importance of Equity in K-12 STEM Education.

This chapter discusses arts integration in K-12 education as a form of critical pedagogy, a way to create a “curriculum within the curriculum” that meets the demands of standardized testing while encouraging students to make meaningful connections to the material they are taught. Arts integration allows teachers to use a wide range of art forms to teach core subjects, including those emphasized by statewide standardized tests. Focusing on an arts integration project for fourth graders at a Title I elementary school in Richmond, Virginia, the chapter describes how the study of African American history in the former capital of the Confederacy was positioned within the required yearlong Virginia History curriculum. Through field trips and with the guidance of their teachers, an architectural historian, a photographer, and a poet, the children created their personal responses to the story of black Richmond and explored their own and their families’ relationship to this story.

<strong>Abstract</strong>&ndash;Creative and aesthetic expression has been one of the important attributes of dance education in the curricular framework of NCERT. More recently, NEP 2020 has laid emphasis on experiential learning and has given importance to competency-based learning as one of the standard pedagogies within each subject. The learning outcomes-based frameworks have become an important proponent that leads towards achieving the competency standards both in learning and in assessment. Since arts have been made part of the multidisciplinary choice-based courses available for secondary school students, never before has there been a greater need for standards in art education, a pedagogical concept that has been a permanent feature in all other streams and subject areas. The paper has analysed various frameworks of learning outcomes and standards in dance and art education and has developed a model outcome standards with skill standards that can be applied to dance/art education. This is a primary move towards developing sequential process oriented skill standards in arts for all age groups of K-12. This research has utilized qualitative research with content analysis of empirical data and documents. It has relied mostly on primary data that have been available in the form of reports or policy documents of national bodies like NCERT or CBSE, talks and discussions by policymakers during the formal launch of NEP 2020 and other significant arts standard frameworks that have been adopted by countries like the USA. The outcome-based learning emphasised by various recent educational policies and the stress on competency standards by the NEP 2020 has put a lot of emphasis on recognising and implementing standards in learning especially in the case of arts education in India where it has been felt lacking. The paper has addressed this gap by developing a outcome-based skills standards model after comparisons and analysis of the available frameworks in arts education. This is the first step towards standardising process oriented outcome-based learning in the context of Arts education in India. <strong>Key Words</strong>: Arts education, K-12 arts curriculum, Dance education, learning outcomes, NEP 2020, standards in arts learning, content standards, outcome-based learning, competency-based learning.

The scope of the K–12 program's implementation of the Language Arts and Multiliteracies Curriculum was investigated by means of the curriculum's design, content, techniques, and approaches, as well as its resources and facilities for learning and evaluation. Quantitative and qualitative research designs were used in the study. Twenty (20) teachers and administrators, along with 226 elementary school pupils, participated in the data collection. The results showed that the English program for grades 6 through 12 was widely implemented. Learning facilities and resources were noted as a major issue. The issues with teachers' and students' readiness and preparation were of a relatively significant nature. As a result, the issues in the remaining areas, such as those with teaching strategies and techniques and curriculum enhancement, were a little more significant. The degree of implementation and achievement level have been proven to be significantly correlated. Therefore, even though the overall mean score indicated a passing rate, the lack of resources and facilities contributed in some measure to the achievement test result showing a sizable portion of students did not fulfill the norm. The Department of Education should therefore give immediate attention to resources and facilities since they are the most pressing issue affecting how the curriculum is implemented.

Purpose – The purpose of this paper is to record Visual Arts education in Western Australia (WA) as it underwent significant change between 1967 and 1987, in administration, policy, curriculum and professional development. Design/methodology/approach – A narrative inquiry approach was utilized to produce a collective recount of primary Visual Arts teacher education, based on 17 interviews with significant advocates and contributors to WA Visual Arts education during the aforementioned period. Findings – This paper underscores the history of the role of Western Australian Superintendents of Art and Crafts and the emergence of Visual Arts specialist teachers in primary schools, from the successful establishment of a specialist secondary Visual Arts program at Applecross Senior High School, to the mentoring of generalist primary teachers into a specialist role, as well as the development and implementation of a new Kindergarten through to Year 7 Art and Crafts Syllabus. It also discusses the disestablishment of the WA Education Department’s Art and Crafts Branch (1987). Originality/value – The history of primary Visual Arts specialists and advocacy for Visual Arts in WA has not been previously recorded. This history demonstrates the high quality of past Visual Arts education in WA, and questions current trends in pre-service teacher education and Visual Arts education in primary schools.

ln this final decade of the millennium Canadian educators at all levels are being asked to justify their programs and instruction in terms of the requirements of business and industry. Curriculum development does not escape such scrutiny. In this paper I describe the struggle that occurred over conflicting ideologies when a new English language arts K to 12 curriculum was being developed. I describe what occurred when a personal growth model of English language arts was directly challenged with an academic rationalist model justified on the basis of appeal to public opinion and the needs and requirements of technologically-sensitive commercial and industrial sectors. The struggle that took place in one Canadian province over what many educators consider to be the central subject area curriculum suggests that this ideological clash is likely to characterize the most serious challenge for professional educators in the decade of the 1990s.

Within this journal article, I seek to promote K-12 educators to think consciously and cognitively of their subject areas on how STEM can be initiator of content-delivery. STEM is still fresh within the confines of the traditional K-12 education field, and many are seeking to understand its relation to the real world as well as other subject areas. Within this article, I seek to prove how STEM steeps itself throughout three other content areas often separated: Language Arts, Social Studies, and the Arts. If we as educators as to enhance and entice our students to think intrinsically and deeply about their learning, it is important that we search to understand how STEM can derive to and from these inherent content focal points.

The quality of education depends on the teacher as well as to the curriculum. As the prime movers to attain the addressed goals in the curriculum, teachers must have the desire to grow and improve through professional development and constant learning towards students ‘academic achievement. The descriptive method of research was utilized in this study to assess the competency level of the MAPEH teachers in teaching performing arts based on the K to 12 Curriculum. Results of the study revealed that majority of the respondents were females, married and 40 years old and below. They earned units/finished their master’s degree, held a teacher position, and had 10 years and below teaching experience. With regard to artistic inclinations particularly in terms of dancing, majority of them have potential in folk dance and modern dance. In terms of music, some teachers could play musical instruments skillfully such as guitar and piano/organ. They were highly competent in using assessment data, monitoring students’ data and achievement, using ICT resources for the teaching-learning process, giving feedbacks, making good use of allotted time and employing design. Individual or group experiential learning, cooperative learning, project method and collaborative activities were most commonly used strategies in teaching performing arts. Meanwhile, lack of facilities and equipment and limited seminars, workshops, and trainings attended were the common problems encountered.

Background/Context New technologies have been largely absent in arts education curriculum even though they offer opportunities to address arts integration, equity, and the technological prerequisites of an increasingly digital age. This paper draws upon the emerging professional field of “media arts” and the ways in which youth use new technologies for communication to design a 21st-century K-12 arts education curriculum. Description of prior research on the subject and/or its intellectual context and/or policy context Building on sociocultural theories of constructionism as well as Dewey's theories of the arts and aesthetics as a democratic pedagogy, this study draws upon over three years of extensive field study at a digital design studio where underprivileged youth accessed programming environments emphasizing graphics, music, and video. Purpose/Objective/Research Question/Focus of the Study This study documents what youth learn through media art making in informal settings, the strengths and limitations of capitalizing on youth culture in media art production, and the distinct contributions that media arts education can make to the classroom environment. Research Design A mixed-methods approach was utilized that analyzed data from participants and professional interviews, an archive of youths’ media art, and videotape documentation of youth at work on their projects. Conclusions/Recommendations Findings point to the ways in which youth engage with technology that encourages active learning and how new types of software can be used to illustrate and encourage this process.

In this paper, three dance scholars explore the tensions and bliss inherent in curriculum delivery through dance integration. It meets the call for a curriculum attuned to provoking encounters (Pinar &amp; Grumet, 2015) through philosophical narration that interweaves experiences as dancers, dance educators, dance scholars and dance integrators. Personal vignettes unveil the sense-making of creative artists tasked with the duty to “deliver” curriculum, and as arts integration specialists tasked with the duty to share knowledge, with teachers, for designing learning through dance. The authors liken the inherent tensions to those of a tight rope walker balancing between forces pulled in opposite directions. They share their own encounters of pedagogical balance and counterbalance, of choreography and emergence, and of leading and following, as each relates to learning design. They also explore the duality of meeting curricular ends and unfolding endless possibilities (Aoki, 2005; Roth, 2014). Together, the authors find that their collective experience leads to three charges for curricular reform: 1) embed dance integration in teacher preparation; 2) infuse dance integration in K-12 curriculum; and 3) provide time for pedagogical experimentation through dance-based inquiry.

Abstract This slim text (184 pages, including endnotes, references, and an index) makes a useful addition to the literature on K–12 curricular matters, specifically on the place of the arts and aesthetics in the curriculum. The book is, as the author proclaims, a manifesto that advocates for the teaching of the arts to “all school-aged students” (p. 1), more specifically, “aesthetic education . . . ought to be a compulsory part of education for all students” (p. 2). That is, for Dr. D'Olimpio, aesthetic education is the central concern, but she argues that the arts are the best avenue through which to introduce those concerns, both in practice (making/performing) and in reception (perception/interpretation). She does acknowledge that the arts are not the only avenue to aesthetic engagement, but they are the most reliable. D'Olimpio takes the position that the aim/purpose of education is ultimately to nurture individual “flourishing,” her interpretation of the Aristotelian notion of eudaimonia. Inclusion of aesthetic education may well contribute to a reorientation in curricular practice that has a wider focus and is more receptive to alternative perspectives (other than utilitarian, consumerist orientations) that might point to multiple avenues to the good life.

In 2011, the directors of the Phoenix Symphony came up with a bold plan to improve and expand their community outreach programs. Inspired by the growing movement to integrate the arts with the other subjects in the K-12 curriculum, they created a thriving program called Mind Over Music, which pairs professional musicians with local elementary school teachers, helping them design and deliver lessons that blend music education with instruction in science, technology, engineering, and math.

With more students and less time, teachers from different subject areas are encouraged to work collaboratively with each other. Implementing the hierarchical design model at the early stages of students’ learning will increase their chances of learning to think analytically in all of their classes. Specifically targeting social studies and language arts for K-12 students, the authors of this paper suggest that teachers’ time and efforts spent in designing interdisciplinary lessons on the front end of instruction will culminate in a stronger exhibition of synthesis from students. Individual modifications can tailor the following ideas to suit topics in social studies curriculum throughout the school year while strengthening reading, writing, and communication skills in language arts.

Multiple American educational organizations such as the National Education Association, Association for Supervision and Curriculum Development, and the Council of Chief State School Officers have advocated for globalizing the K-12 curriculum. The National Science Teaching Association (NSTA) in a position statement on international education and the Next Generation Science Standards have produced goals and standards for internationalizing the science curriculum by addressing topics such as climate change, environment, and disease that cross borders. In contrast to those pronouncements on the curriculum, this article views global science education through an instructional lens that focuses on a students’ global interdependence in science continuum allowing researchers and casual observers to classify science classroom activities into one of five stages based on the interdependence during instruction of students in two or more countries. At the continuum’s lowest stage labeled isolated, instruction is contained within a classroom with students having no interaction with students in another country. At the highest end called collaborate, students in two or more countries are working jointly to co-create a solution to the task before them. This science education continuum can also be used to categorize technology and engineering activities and could be adapted for use in other curricular areas including mathematics, language arts, and social studies, used as a tool to complement scholarship about a range of education topics from social justice to curriculum to student motivation, or inform pre- and in-service teacher education.

This study identifies the challenges that the K-12 system of public education faces in Macedonia and explore several successful models that are active in US. These challenges are of different natures starting from the infrastructural issues, curriculum development and standards and unfortunately the strong political involvement of un-professional political elites in all stages of education. The study aims to focus on curriculum development by providing to Macedonia successful models that will create clear standards in teaching and assessment in the K-12 system in Macedonia. It is also expected that this set of criteria will indirectly minimize the political influence in the decision making since the standards are purely academic and performance-based. Common Core State Standards are a model that is considered successful in the US. It aims to unify the learning outcome in the whole country by setting clear educational objectives and mainly focuses in language arts and math. According to CCSS official website, this is a state-led effort launched in 2009 by state leaders, including governors and state commissioners of education from 48 states, two territories and the District of Columbia, through their membership in the National Governors Association Center for Best Practices (NGA Center) and the Council of Chief State School Officers (CCSSO). On the other hand the K-12 curriculum in Macedonia is organized in yearly programs. Each of these programs seems quite impressive on paper since three levels of plans are included: the yearly/global plan, the thematic plan and thematic-procedural plan. For each academic year the program states the specific skills and vocabulary/mathematical element that should be conveyed in a particular year. However there are issues such: the Majority of the academic standards in Macedonia have not been revised nor updated in the last 12 years. Also, the content is often not relevant and it does not serve its educational purpose. Unfortunately the English language classes have no cohesion between the curriculum and the teaching materials. In regards to organization the curriculum/program does not have a consistent assessment plan and there is a lack of mentorship support. It is clear that Common Core State Standards are more complex to be fully replicated locally particularly when we consider the cultural context and the legal and infrastructural challenges but the aim for a progressive objectives. This paper aims to compare and contrast these US standards with the current K-12 educational system in Macedonia with the goal of recommending new norms and principles.

A sixth-grade English Language Arts teacher at a K–12 developmental research school conducted action research examining the experiences of students in her class related to her application of Standards Based Grading (SBG) and Universal Design for Learning (UDL). She conducted anonymous surveys and analyzed how course grades compared with results on the Florida Standards Assessment (FSA). The students offered insights into their experiences and suggestions for future curriculum design regarding SBG and UDL strategies. For 80% of the 110 students, class grades aligned with FSA scores. The teacher will continue to employ SBG and UDL in the future.

The primary objective of this study is to review and characterize research-based music assessments that might be used to guide and assist teachers and students in transforming their attitudes and perceptions, ability to express their ideas and concepts during the assessment process openly. This study employed descriptive and autoethnographic methods to elicit information about current conditions and practices through the library approach and literature review. The identified music assessment techniques were used to determine how well students comprehend important points in a session. It includes the Music Concept Memory Exercise and Instrumental and Vocal Schematic Processing for music lesson instructions and the Five-Letter Name Pitch Memory Test and Three-Chord Familiarization Assessment for basic instrumental music instructions. They are used as a core component deliberately designed to expose classroom teachers and prospective teachers to the essentials for effective instructional practices. Effective evaluation ensures that learners’ knowledge, understanding, and skills are transferred effectively in future contexts.

This paper considers how educators can raise the issue of plastic bag usage to spark creative thinking about environmental issues, while educating students on the science and history of plastic bag usage and how to reduce, use, and re-use properly. Using the arts in this curriculum can compel engagement by students and encourage creativity and spontaneity, which may lead to unforeseen conclusions and potential solutions. This paper illustrates four environmental artists’ works created using recycled plastic bags, as possible examples for teachers to incorporate into the K-12 curricula. It also discusses a middle school project called “Why Not Plastic Bag Art”, where students explored the environmental issues of plastic bag use by creating environmental artworks. The students became motivated about promoting environmental awareness and becoming environmental stewards.

Abstract This study explored democratic citizenship (DC) for students by developing a DC framework (DCF) with eight components. We employed the DCF to examine what and how much DC was included in Korean science textbooks and lab books focused on the topic of energy for Grades K–12. We found different DC components were included at different grade levels and some components were not present at all. To help address the uneven distribution of these components, we developed four DC inclusive science, technology, engineering, arts, and mathematics (STEAM) books related to the topic of energy. These books were designed with the DCF to foster rich DC learning experiences in school science. We engaged 13 teachers as consultants in a validation process when developing the DC inclusive STEAM books. This study describes the development and implementation of the DCF for preparing supplemental science curriculum materials that can improve students’ appreciation for DC.

Abstract <strong>Purpose:</strong>&nbsp;The research aims to create visual aids from recycled materials in the context of marine resources in science pedagogy in the K 12 Basic Education Program in the Philippines.&nbsp;<strong>Methods:</strong>&nbsp;The researchers identified various local resources in the area and created visual aids. The purposively selected science experts in Northern Iloilo evaluated the finished product using a checklist. They were interviewed and their feedback was analyzed. Determination of the lessons to which the visual aids can be integrated was done. The percentage&nbsp;in the checklist was determined, and visual aids were ranked based on the output.&nbsp;<strong>Findings/application:</strong>&nbsp;The most abundant marine resources in the area are mangrove, fishes, corals, and seagrasses because it is located within the vicinity of the Visayan Sea. The finished output was called `Mangrovy Kind of Love', `Fish Bowl', `Corals: Bleaching No More', and `Grasses on the Sea'. The four outputs were original but experts in marine resources were consulted to determine the exact parts and basic features of every organism. Also, the local, English, and scientific names were included in the outputs. Based on the evaluations, the outputs have great potential as instructional materials in teaching science but need some improvement. The four identified local marine resources are part of the basic science curriculum. But, these creative outputs can be used specifically in grades 4, 5, 6, and 8. The experts also requested that the researchers will create instructional materials to see how these innovations will be incorporated into the science pedagogy. The comments and suggestions were incorporated to make the final outputs more interesting to the learners. 3.1 Thus, integrating arts in the STEM curriculum can help the current situation of the Philippine education system. Teachers must be imaginative to invent attention-grabbing materials to lift students' interest in science. <strong>Keywords:</strong> Visual Aids; Basic Education; Science Curriculum; Visayan Sea; Marine Resources

Multicultural individuals are underrepresented in the fields of science, technology, engineering, and mathematics (STEM). Therefore, the current study is focused on exploring STEAMtrix, a STEM out-of-school time (OST) education program that incorporates the arts for kindergarten through 12th grade (K-12) students. The study explores whether STEAMtrix could lead to the formation of positive STEM-specific self-efficacy and self-concept. Specifically, the study examined whether STEAMtrix could improve multicultural students’ interest and awareness of careers within the STEM pipeline. Thirty-eight students from multicultural backgrounds at a medium-sized community center participated in STEAMtrix. Explicit measures of STEM self-efficacy and both explicit and implicit measures of self-concept were collected before and after programming. Results demonstrated that the STEAMtrix curriculum increased STEM self-efficacy in some domains and improved implicit self-concept. This study offers insight into how community organizations and school systems can promote early access, positive self-efficacy, and positive self-concept in relation to STEM educational experiences during OST.

The U.S. K-12 education system has long prioritized academic achievement and standardized test performance as the primary measures of student success. While these metrics are vital for ensuring foundational knowledge in core subjects such as math, science, and language arts, they fail to address the development of essential soft skills, including communication, teamwork, adaptability, and emotional intelligence. These competencies are increasingly recognized as critical for personal and professional success, particularly in a rapidly evolving workforce shaped by automation, globalization, and technological advancements. This imbalance between academic rigor and soft skills development leaves students unprepared to meet the demands of modern workplaces, which increasingly value creativity, collaboration, and problem-solving. Moreover, this gap limits students’ ability to navigate interpersonal relationships, function effectively in team-based environments, and adapt to the complexities of dynamic social and professional settings. The neglect of soft skills in U.S. schools has far-reaching implications for workforce readiness, societal cohesion, and even mental health outcomes, as students graduate without the tools needed to thrive in a competitive and interconnected world. This paper examines the systemic barriers to incorporating soft skills into the U.S. K-12 curriculum, including the overemphasis on standardized testing, lack of teacher training, and socioeconomic disparities. By analyzing the implications of this gap and drawing comparisons with successful global initiatives, such as Japan’s tokkatsu program and the LIgHT initiative by the HBond Foundation, this article highlights actionable strategies for embedding soft skills development into the education system. It concludes by presenting evidence-based recommendations to create a more balanced, holistic approach to K-12 education, ensuring that students are equipped not only for academic success but also for meaningful contributions to society and the workforce.

Integrating computational thinking into the K-12 curriculum presents challenges due to the lack of a standardized approach. This study examines the use of "unplugged" computational thinking—activities that do not require digital devices—in teaching mathematics and language arts to tenth-grade students. The instructional method followed phases such as abstraction, decomposition, algorithms, evaluation, and generalization. Data were collected through focus groups with teachers and a sample of students from both subjects and analyzed qualitatively to capture their perspectives. The findings suggest that unplugged computational thinking increased student engagement and helped achieve learning objectives. Both teachers and students reported that this approach fostered deeper conceptual understanding and enhanced the educational experience by developing skills in problem-solving, collaboration, and perseverance (grit). Teachers observed that students could explore and articulate their thoughts more expansively compared to traditional methods, leading to a richer understanding of the material. Students emphasized that integrating computational thinking, fostering grit, and encouraging collaboration are crucial for enriching their educational experiences and creating a supportive, effective learning environment.

The increasing tensions between the Russian Federation and the United States of America have exacerbated the already serious decline in numbers of students seeking to study Russian, as well as the concomitant elimination of many Russian language programs at both the K-12 and university levels. The purpose of the research is to consider the need to improve the preparation and quality of future teachers of Russian in U.S. public schools. This work draws on applied philosophical analysis and policy studies, as well as a review of existing Russian language and literature programs at major U.S. universities. Measures of relevant data are presented, showing a paucity of linguistic competence in Russian produced through current practice in the U.S. Implementation is suggested. A model five-year program is proposed for the preparation of future Russian language teachers in the United States. Based on the typical undergraduate curriculum, this model would involve coursework in three broad areas: general education courses (the liberal arts and sciences), Russian language and related courses, and courses concerned with pedagogy.

What makes impactful online professional development for rural teachers learning creativity and arts integration? In this paper, we describe the results of a mixed method-study that tested a new hybrid online and in-person teacher training experience with K-12 teachers in the Northwestern region of the United States of America in 2019–2020. The study focused on the creative development of rural educators and their preparation to integrate creativity and the arts across the curriculum. Rural schools face challenges in providing ongoing professional learning opportunities to teachers, especially in complex areas, such as creativity and arts integration. However, professional learning opportunities in this area are either lacking or minimally available for many teachers due to a variety of barriers. The results reveal innovations about networked learning approaches to teaching complex topics and practices, such as creativity, which make online learning more experiential and connected for relevance and engagement. As others have found, networked learning can offer transformative experiences. In addition to detailed findings, this paper presents several expanded design principles and specific techniques to make online learning experiences creative and expansive. Implications for practice or policy: Networked learning for educators should be interactive, self-reflective and creative using diverse media and modalities. Professional development developers should focus on instructional routines to help teachers build confidence in their skill building. Professional development developers should consider the creative engagement framework as a guide for the design of teacher training. Teacher outcomes in online professional development should be cohort-based to build peer-to-peer connection and encourage creative risk-taking and collaboration.

While the last two decades have seen an increased interest in STEAM (science, technology, engineering, arts, and mathematics) in K-12 schools, few efforts have focused on the teachers and teaching practices necessary to support these interventions. Even fewer have considered the important work that teachers carry out not just inside classrooms but beyond the classroom walls to sustain such STEAM implementation efforts, from interacting with administrators to recruiting students and persuading parents about the importance of arts and computer science. In order to understand teachers’ needs and practices regarding STEAM implementation, in this paper, we focus on eight experienced computer science teachers’ reflections on implementing a STEAM unit using electronic textiles, which combine crafting, circuit design, and coding so as to make wearable artifacts. We use a broad lens to examine the practices high school teachers employed not only in their classrooms but also in their schools and communities to keep these equitable learning opportunities going, from communicating with other teachers and admins to building a computer science (CS) teacher community across district and state lines. We also analyzed these reflections to understand teachers’ own social and emotional needs—needs important to staying in the field of CS education—better, as they are relevant to engaging with learning new content, applying new pedagogical skills, and obtaining materials and endorsements from their organizations to bring STEAM into their classrooms. In the discussion, we contemplate what teachers’ reported practices and needs say about supporting and sustaining equitable STEAM in classrooms.

STEAM-based learning is a global issue in early-childhood education practice. STEAM content becomes an integrative thematic approach as the main pillar of learning in kindergarten. This study aims to develop a conceptual and practical approach in the implementation of children's education by applying a modification from STEAM Learning to R-SLAMET. The research used a qualitative case study method with data collection through focus group discussions (FGD), involving early-childhood educator's research participants (n = 35), interviews, observation, document analysis such as videos, photos and portfolios. The study found several ideal categories through the use of narrative data analysis techniques. The findings show that educators gain an understanding of the change in learning orientation from competency indicators to play-based learning. Developing thematic play activities into continuum playing scenarios. 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&#x0D; &#x0D; &#x0D; Playing curriculum development based on early childhood learning is a major issue in international early childhood education discussions. This study aims to look at the concepts and practices of play-based curriculum in early childhood education institutions. The study uses qualitative methods with the CIPP model program evaluation on play-based curriculum. Data collection techniqueswere carriedout using participatory observation, document studies and interviews. Participants are early childhood educators, early childhood and parents. The results found that the play-based curriculum has not yet become the main note in the preparation and development of concepts and learning practices in early childhood. Play-based curriculum quality standards have not provided a solid and clear concept foundation in placing play in the center of learning models. Other findings the institution has not been able to use the DAP (Developmentally Appropriate Practice) approach fully, and has not been able to carry out the philosophy and ways for developing a curriculum based on play. However, quite a lot of research found good practices implemented in learning centers in early childhood education institutions, such as develop children's independence programs through habituation to toilet training and fantasy play.&#x0D; Keywords: Play Based Curriculum, Center Learning Model, Curriculum Quality Standards, Early Childhood Education&#x0D; Reference&#x0D; Alford, B. L., Rollins, K. B., Padrón, Y. N., &amp; Waxman, H. C. (2016). Using Systematic&#x0D; &#x0D; &#x0D; &#x0D; &#x0D; &#x0D; &#x0D; Classroom Observation to Explore Student Engagement as a Function of Teachers’ Developmentally Appropriate Instructional Practices (DAIP) in Ethnically Diverse Pre- kindergarten Through Second-Grade Classrooms. 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In the new normal set-up, one of the ideal modes of teaching and learning used in the K-12 curriculum that is engaging and motivating is blended learning instruction. This study focused on the effect of blended learning instruction using simplified science module on the academic performance of Grade 11 students of Tawi-Tawi School of Arts and Trades (TTSAT) and Tawi-Tawi School of Fisheries (TTSF). This study made use of quasi-experimental design and had two sets of research instruments: the simplified science module used in blended learning instruction and the Pre-test and Post-test Questionnaire. The result revealed that there was an increase in the level of academic performance of students in both schools with blended learning instruction using simplified science module. It also revealed that blended learning instruction using simplified science module exhibits large effect in content standards such as Stellar Formation and Origin of Elements, Atomic Concept, and Chemical Reaction while medium effect on Properties of matter and Its Chemical Structure. There is a significant difference on the level of performance from pre-test to post-test of the said students in both schools. There is no significant difference on the extent of effect of blended learning instruction using simplified science module on the academic performance of the concerned students in both schools along the four content standards. Consequently, blended learning instruction using simplified science module is an effective way of engaging and motivating students to learn in both schools. Thus, schools should encourage teachers to engage students in blended learning instruction to achieve effective and meaningful learning.

In the emergence of the existing curriculum K to 12, where the students are the primary emphasis, the perceptions of the students are important in quality monitoring systems which are crucially needed to enable monitoring and evaluation of these important outcomes, such as the student activities. This study examined the perceptions of students regarding the support of the school between academic and sports activities. It focuses more on the school&acirc;&euro;&trade;s support towards sports activities on how will the school provide the students &acirc;&euro;&oelig;a healthy mind in a healthy body&acirc;&euro; in motivating them, as well as to promote and sustain the sports activities. This would be beneficial to the students in order to provide them an engaging and conducive learning environment inside and outside the school premises aside from academic activities which are the encouragement to promote and sustain sports activities, as their perceptions become evident throughout the study. According to the perception of the students, it is clearly interpreted that the school gives more support in academic activities compared to sports activities therefore the school should promote and sustain the sports activities through training, enough training hours and sports activities, number of trainers, scope and time span of sports activities, and dissemination of information. Almighty C. Tabuena &quot;Perception of the Students between the School&rsquo;s Support in Academics and Sports towards the Promotion and Sustainability of Sports Activities&quot; Published in International Journal of Trend in Scientific Research and Development (ijtsrd), ISSN: 2456-6470, Volume-4 | Issue-3 , April 2020, URL: https://www.ijtsrd.com/papers/ijtsrd30609.pdf Paper Url :https://www.ijtsrd.com/humanities-and-the-arts/other/30609/perception-of-the-students-between-the-school%E2%80%99s-support-in-academics-and-sports-towards-the-promotion-and-sustainability-of-sports-activities/almighty-c-tabuena

Background/Context A central aim of standards-based reform is to close achievement gaps by raising academic standards for all students. Rigorous standards coupled with aligned assessments will purportedly improve student opportunity to learn through high-quality, aligned instruction. After 10 years of No Child Left Behind (NCLB), the impact of standards-based reform on student achievement in English Language Arts (ELA) remains questionable. Improving ELA achievement has been a central focus of NCLB, so this study examines changes in the cognitive demand coverage of teachers’ ELA instruction over time during the NCLB era. Research Question Three research questions guide the analyses: (a) How have the cognitive demand levels of ELA instruction changed over time? (b) To what extent have changes in the cognitive demand level of ELA instruction differed across settings based on school and classroom characteristics? (c) How have cognitive demand levels changed as school composition has changed? Subjects The sample consists of 2,064 ELA teachers in grades K-12. The teachers come from 344 schools in 15 states; the majority are K-3 educators. Research Design This study relies on secondary data analysis of teachers’ responses to the Surveys of Enacted Curriculum (SEC). First, we used a within-teacher fixed-effects regression model to determine how cognitive demand coverage changed over time. Second, we examined how these changes varied by school and classroom characteristics (e.g., Title 1 status). Finally, we investigated how changes in cognitive demand coverage varied based on within-school changes in school and classroom characteristics. Findings Findings demonstrate that cognitive demand coverage has changed considerably over the study period, moving from higher and lower levels toward the middle. There were, however, notable variations between schools serving different populations of students. Schools in urban areas serving predominantly students from historically marginalized groups (e.g., racial/ethnic minorities) saw more of a shift toward lower levels of cognitive demand than was seen at schools serving whiter and wealthier students. Conclusions/Recommendations There have been different instructional responses to standards and assessments in different settings, with decreased cognitive demand in urban/ high-needs schools relative to suburban/lower-needs schools. These shifts seem to run contrary to the idea that all students should be held to the same high standards. We recommend that future research consider longitudinal data regarding teachers’ instruction. It is also important that policymakers, particularly those working on the Common Core State Standards, consider these differential responses to standards-based reform.

BackgroundThe experience of art offers an emerging field in healthcare staff development, much of which is appropriate to the practice of palliative care. The workings of aesthetic learning interventions such as interactive theatre in relation to palliative and end of-life care staff development programmes are widely uncharted.AimTo investigate the use of aesthetic learning interventions used in palliative and end-of-life care staff development programmes.DesignScoping review.Data sourcesPublished literature from 1997 to 2015, MEDLINE, CINAHL and Applied Social Sciences Index and Abstracts, key journals and citation tracking.ResultsThe review included 138 studies containing 60 types of art. Studies explored palliative care scenarios from a safe distance. Learning from art as experience involved the amalgamation of action, emotion and meaning. Art forms were used to transport healthcare professionals into an aesthetic learning experience that could be reflected in the lived experience of healthcare practice. The proposed learning included the development of practical and technical skills; empathy and compassion; awareness of self; awareness of others and the wider narrative of illness; and personal development.ConclusionAesthetic learning interventions might be helpful in the delivery of palliative care staff development programmes by offering another dimension to the learning experience. As researchers continue to find solutions to understanding the efficacy of such interventions, we argue that evaluating the contextual factors, including the interplay between the experience of the programme and its impact on the healthcare professional, will help identify how the programmes work and thus how they can contribute to improvements in palliative care.References. 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In recent years, STEAM (Science, Technology, Engineering, Art, and Mathematics) has received wide attention. STEAM complements early childhood learning needs in honing 2nd century skills. This study aims to introduce a loose section in early childhood learning to pre-service teachers and then to explore their perceptions of how to use loose parts in supporting STEAM. The study design uses qualitative phenomenological methods. FGDs (Focus Group Discussions) are used as data collection instruments. The findings point to two main themes that emerged from the discussion: a loose section that supports freedom of creation and problem solving. Freedom clearly supports science, mathematics and arts education while problem solving significantly supports engineering and technology education.&#x0D; Keywords: Early Childhood Educators, Loose-part, STEAM&#x0D; References:&#x0D; Allen, A. (2016). Don’t Fear STEM: You Already Teach It! Exchange, (231), 56–59.&#x0D; Ansberry, B. K., &amp; Morgan, E. 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Incorporating literacy instruction in science is a beneficial practice that uses interdisciplinary strategies to address connections between language arts and science. Interdisciplinary curricular approaches in education are common expectations for science teachers and there are increasingly more mandates for embedding literacy into science curricula. This interdisciplinary program requires the teachers to apply a common methodology and language to instruction. While ideas for lessons and strategies for incorporation of literacy in science are plentiful, the field falls short in providing guidance on assessment of proficiencies in the literacy embedded science instruction. Therefore, it is critical that teachers receive support in creating common learning goals and assessments to ensure appropriate alignment of interdisciplinary curricula. The purpose of this project is to explore the problem that elementary teachers have with assessment when implementing interdisciplinary science and literacy instruction. The project has practical implications for teachers at the primary and secondary level where many times it is easier to teach only one subject, and sometimes teachers have not had training in teaching both subjects. Additionally, even if teaching interdisciplinary science and literacy is done, it is difficult to assess both subjects in one assessment tool. Therefore it is necessary to determine how teachers can not only design the assessment tools, but use them to identify student learning in both literacy and science instruction. This manuscript will provide our analysis of interdisciplinary teaching and assessment strategies, and a compilation of effective assessment strategies that will be useful for other teachers involved in incorporating literacy curricula into science instruction.

Background/Context Computer science has been making its way into K–12 education for some time now. As computer science education has moved into learning spaces, research has focused on teaching computer science skills and principles but has not sufficiently explored the emotional aspects of students’ experiences. This topic warrants further study because learning to code is a complex emotional experience marked by intense periods of success and failure. Purpose/Objective/Research Question/Focus of Study The purpose of our study is to understand how reflecting on and making art might support students’ emotional experience of learning to code. We focus our efforts on students’ experiences with debugging, the process of figuring out how to fix broken code. Our research questions are: How did students reflect on their experiences and emotions in the context of art making about debugging? How did students describe the potential for making art to shape their coding practice? Setting The setting is a two-week computer programming workshop at a non-profit organization focused on computer science education. Population/Participants/Subjects Participants are 5th through 10th grade students attending Title I schools or with demonstrated financial need. Intervention/Program/Practice Students participated in a visual arts class for an hour each day of the two-week workshop, in addition to three coding classes. Research Design Design-based research anchored our study. Data sources included students’ written artist statements, artifact-based interviews about artwork, and in-process conversations with the researcher-teacher leading the art class. We used a storytelling framework to make sense of how elements of our curriculum and instructional design supported student reflections on obstacles in coding, how they talked about debugging events over time, and the range of emotions they expressed feeling. Findings/Results Findings suggest that making and reflecting on art can support students in offering descriptive accounts of learning to code and debug. Students’ stories highlighted the range of ways they experienced failure in coding, the causes of those moments of failure, the flow of events through failure (what was disrupted, how the experience changed over time, and whether it was resolved), and the emotions (about emotions) that framed failure. Moreover, students described the ways that art making shaped their coding practice, including transforming how they understood themselves, set goals, relaxed after a stressful coding class, approached problem solving, and set expectations. Conclusions/Recommendations Our results have implications for the redesign of our intervention and more broadly for the design of learning environments and computer science pedagogy.

This study aims to develop an activity-based science learning model with an inquiry learning approach for early childhood that can be used to increase the sense of curiosity and scientific thinking in children aged 5-6 years. This research was conducted with research and development / R &amp; D research methods. Data was collected through interviews, observations, questionnaires, pre-test and post-test for children. Data analysis using paired t-test. The results showed that children were interested and enthusiastic in the learning process by using a science-based learning model with the inquiry approach, Sig. (2-tailed) showing results of 0.000, so the value of 0.000 &lt;0.05 was different from before and after the use of learning models. The results showed that: children can understand the material given by the teacher, the child is more confident and has the initiative to find answers to the teacher's questions about science material, the child's curiosity increases to examine the information provided by the teacher, the child's understanding of work processes and procedures from science learning with the inquiry approach getting better. It was concluded that an activity-based science learning model with an inquiry approach for children aged 5-6 years used an activity model with an inquiry learning approach based on children's interests and children's needs so that children's curiosity would emerge and continue to be optimally stimulated.&#x0D; Keywords: Inquiry approach, Learning model, Science Learning&#x0D; References&#x0D; Abdi, A. (2014). The Effect of Inquiry-based Learning Method on Students’ Academic Achievement in Science Course. 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The Common Core State Standards are a single set of codified, grade-by-grade K-12 educational standards in both English/language arts (ELA) and math that were intended to replace previous state K-12 standards and align them with one another. The National Governors’ Association (NGA) and the Council of Chief State School Officers (CCSSO) developed Common Core in consultation with educational testing companies and with funding from the Bill Gates Foundation. While Common Core has enjoyed bipartisan support from Democrats and Republicans, opposition to Common Core has also generated strange bedfellows, mingling groups that would ordinarily clash, such as the Tea Party and teachers’ union locals. Disparate challenges to Common Core are best understood not as individual curricular challenges, but as moving pieces in a larger social movement context.

For researchers, early childhood educators, and art educators, the contribution of this article is to expand meaning in drawing activities. Perspective in reading pictures using visual culture theory, especially visual grammar. This study aims to share knowledge and experiences in reading early childhood pictures from different perspectives. This research method uses a qualitative descriptive approach through visual material data collection techniques and analysis of three metafunctions. The objects of research are three pictures of children aged 7-8 years, namely the works of winners of the I-III children's painting competition held by PP-IPTEK TMII in 2018. Aspects of the representation structure, interaction system, and composition of each image are analyzed. The research findings conclude that the ideational function of the three images shows a narrative structure of representation and raises the discourse of resistance to the actual situation. The interpersonal function of the three images places the image maker in the real world and as an object of display impersonally. The textual functions of the three images position social life on other planets as a reflection of hope for real social life.Keywords: children's drawings, visual culture, visual system, three metafunctions&#x0D; References:&#x0D; Butler, S., Gross, J., &amp; Hayne, H. (1995). The Effect of Drawing on Memory Performance in Young Children. Developmental Psychology, 12. https://doi.org/10.1037/0012-1649.31.4.597&#x0D; Creswell, J. W. (2015). Educational research: Planning, conducting, and evaluating quantitative and qualitative research (Fifth edition). Pearson.&#x0D; de Lautour, N. (2020). The Visual Arts and Children’s Thinking and Theorising in Early Childhood. Www.Elp.Co. Nz/Articles, 13.&#x0D; Driessnack, M., &amp; Furukawa, R. (2012). Arts-based data collection techniques used in child research. 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Putting Education in “Educational” Apps: Lessons from the Science of Learning. Psychological Science in the Public Interest, 16(1), 3–34. https://doi.org/10.1177/1529100615569721&#x0D; Hwang, G.-J., Lai, C.-L., &amp; Wang, S.-Y. (2015). Seamless flipped learning: A mobile technology-enhanced flipped classroom with effective learning strategies. Journal of Computers in Education, 2(4), 449–473. https://doi.org/10.1007/s40692-015-0043-0&#x0D; Jolley, R. P. (2009). Children and Pictures: Drawing and Understanding. Wiley. https://books.google.co.id/books?id=QpGS9s9zqMoC&#x0D; Kellogg, R. (1973). Misunderstanding Children’s Art. Art Education, 26(6), 7–9. https://doi.org/10.1080/00043125.1973.11652137&#x0D; Knight, L. (2008). Communication and Transformation through Collaboration: Rethinking Drawing Activities in Early Childhood. Contemporary Issues in Early Childhood, 9(4), 306–316. https://doi.org/10.2304/ciec.2008.9.4.306&#x0D; Kress, G. R., van Leeuwen, T., &amp; Van Leeuwen, D. H. S. S. T. (1996). Reading Images: The Grammar of Visual Design. Routledge. https://books.google.co.id/books?id=vh07i06q-9AC&#x0D; Kucirkova, N. (2017). IRPD—A framework for guiding design-based research for iPad apps. British Journal of Educational Technology, 48(2), 598–610. https://doi.org/10.1111/bjet.12389&#x0D; Lowenfeld, V. (1949). Creative and Mental Growth. Macmillan. https://books.google.co.id/books?id=x7tRAQAAMAAJ&#x0D; Mamur, N. (2012). The Effect of Modern Visual Culture on Children’s Drawings. Procedia - Social and Behavioral Sciences, 47, 277–283. https://doi.org/10.1016/j.sbspro.2012.06.651&#x0D; Moerdisuroso, I. (2017). Social Semiotics and Visual Grammar: A Contemporary Approach to Visual Text Research. International Journal of Creative and Arts Studies, 1(1), 80. https://doi.org/10.24821/ijcas.v1i1.1574&#x0D; Nielsen, A. M. (2012). 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The development of the industrial revolution 4.0 has a profound impact on the development of the world education which is a place to develop and create innovations with insight and character by the use of art and technology, the development of virtual reality based traditional arts. This is done in order to enrich information on art and culture learning, as well as to foster the cultivation of local culture as a nation's identity. Learning by using virtual reality is very supportive in art learning that has been developed in the video. The formulation of the problem in this study is how to develop video learning media on traditional Dayak art works in Kalimantan Tengah based on virtual reality at SMPN 2 Palangkaraya?. Research and Development (R&amp;D) research methods are research methods used to produce certain products and test the effectiveness of these products. The research stages are potential and problems, data collection process, product design, design validation, design revision, product testing, product revision, product production, data analysis. In the development of video learning media for traditional Dayak art in Kalimantan Tengah based on virtual reality, that learning media products are developed based on the needs of an educational curriculum that is contained in teaching tools for appreciation of local arts, with content in arts crafts, sculpture, architecture, ceramics, traditional weapons. . The developed video will be uploaded in 10-15 minutes based on the number of learning meetings at SMPN 02 Palangka Raya, especially for class VII students. The development of this visual art learning media video is packaged in combining the capabilities of virtual reality technology, so that the learning process is more interesting, with the achievement of educational aspects, namely attitudes, knowledge and skills. Keywords: video, art, virtual, reality, education. AbstrakPerkembangnya revolusi industri 4.0 memberikan dampak dalam pada perkembangan dunia pendidikan yang merupakan suatu tempat untuk mengembangkan serta menciptakan inovasi dalam berwawasan serta berkarakter dengan pemanfaatan seni dan teknologi, yaitu pengembangan pada karya seni tradisi berbasis virtual reality. Hal ini dilakukan guna pengayaan informasi pembelajaran seni budaya, serta menumbuhkan penanaman budaya lokal sebagai identitas bangsa. Pembelajaran dengan mengunakan virtual reality sangat mendukung dalam pembelajaran seni yang telah di kembangkan dalam video. Adapun rumusan masalah dalam penelitian ini yaitu bagaiman mengembangkan video media pembelajaran pada karya seni rupa tradisional suku Dayak di Kalimantan Tengah berbasis virtual reality di SMPN 2 Palangkaraya? Metode penelitian Research and Development (R&amp;D) adalah metode penelitian yang digunakan untuk menghasilkan produk tertentu dan menguji keefektifan produk tersebut. Tahapan penelitian yaitu potensi dan masalah, proses pengumpulan data, desain produk, validasi desain, revisi desain, uji coba produk, revisi produk, produksi produk, analisis data. Dalam pengembangan video media pembelajaran seni rupa tradisional Dayak di Kalimantan Tengah berbasis virtual reality, bahwa produk media belajar dikembangkan berdasarkan kebutuhan kurikulum pendidikan yang di muat dalam perangkat mengajar apresiasi seni rupa daerah setempat, dengan muatan seni kerajinan, patung, arsitektur, keramik, senjata tradisional. Video yang dikembangkan akan di muat dalam durasi 10-15 menit berdasarkan jumlah pertemuan pembelajaran di SMPN 02 Palangka Raya, khsusnya pada siswa kelas VII. Pengembangan video media pembelajaran seni rupa ini di kemas dalam memadukan kemampuan teknologi virtual reality, sehingga proses belajar lebih menarik, dengan capaian aspek pendidikan yaitu sikap, pengetahuan dan keterampilan.Kata Kunci:video, seni, virtual, reality, pendidikan. Authors: Iwan Pranoto : Universitas Palangka RayaZuly Daima Ufla : Universitas Palangka RayaJuli Natalia Silalahi : Universitas Palangka RayaIsna Herlina : Universitas Palangka RayaSagarli : Universitas Palangka Raya References:Ardipal, A. (2012). Kurikulum Pendidikan Seni Budaya yang Ideal bagi Peserta Didik di Masa Depan. Komposisi: Jurnal Pendidikan Bahasa, Sastra, dan Seni, 11(1), 1-12.Dewi, D. K. (2016). Pengaruh Tingkat Pendidikan dan Motivasi Kerja Terhadap Kinerja Karyawan. Journal Bisma, 4(1), 1-15.Domingo, J. R., &amp; Bradley, E. G. (2018). Education student perceptions of virtual reality as a learning tool. Journal of Educational Technology Systems, 46(3), 329-342.Fujiawati, F. S. (2016). 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: The Common Core State Standards (CCSS) were developed through a collaborative effort by educators from all fifty states so that a clear concise set of uniform standards are available to guide K-12 instruction in the United States. Previous to the CCSS no such document existed in the United States. Thus, the CCSS are relatively new and some in the educational community welcome them with open arms while others hesitate to endorse them. This paper researched these divergent perspectives and found that research on educational change can point out the problems and benefits connected to CCSS. Some of this information targets the standards directly and some indirectly. A review of research literature helped present insights with some possible strategies for those who are eager to implement them and those who hesitate to embrace them as both groups work towards the implementation of CCSS which are now mandated by a majority of the 50 states. These insights suggest that implementation of the CCSS should be gradual and well supported so that all educators are adequately prepared and can help facilitate the changes CCSS will require.

Many studies have shown a link between being competent in early mathematics and achievement in school. Early math skills have the potential to be the best predictors of later performance in reading and mathematics. Movement and songs are activities that children like, making it easier for teachers to apply mathematical concepts through this method. This study aims to develop audio-visual learning media in the form of songs with a mixture of western and traditional musical idioms, accompanied by movements that represent some of the teaching of early mathematics concepts. The stages of developing the ADDIE model are the basis for launching new learning media products related to math and art, and also planting the nation's cultural arts from an early age. These instructional media products were analyzed by experts and tested for their effectiveness through experiments on five children aged 3-4 years. The qualitative data were analyzed using transcripts of field notes and observations and interpreted in a descriptive narrative. The quantitative data were analyzed using gain score statistics. The results showed that there was a significant increase in value for early mathematical understanding of the concepts of geometry, numbers and measurement through this learning medium. The results of the effectiveness test become the final basis of reference for revision and complement the shortcomings of this learning medium. Further research can be carried out to develop other mathematical concepts through motion and song learning media, and to create experiments with a wider sample.&#x0D; Keywords: Early Mathematical Skills, Movement and Song Idiom Traditional, Audio-visual Learning Media&#x0D; References&#x0D; An, S. A., &amp; Tillman, D. A. (2015). 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The University of Melbourne's commitment to the ASE Strategy themes - Arts and Culture, Digital Sensibility, Curriculum of Quality and Relevance, Community in which students strive, Valuing excellence in education, and Environments and systems that enable innovation - serves as the foundation for our presentation. Our project aligns with these themes by extending learning into virtual spaces, fostering community through development of mental skills for performance, and nurturing innovation in educational practices. This initiative is grounded in research-based learning experiences (Cochrane et al., 2023; Osborne, Glasser &amp; Loveridge, 2022) and aims to democratise access to performance venues and expert support, potentially reaching students from diverse backgrounds. Performance anxiety is a prevalent issue among musicians in training. Our project utilises simulation training to facilitate the acquisition and rehearsal of performance routines for anxiety management. By creating semi-immersive simulations that replicate pre-performance and concert stage environments, complete with audience projections, we provide musicians with an authentic transitional space between imaginal and in-vivo exposure. This approach enables musicians to adapt to real-life stressors within a safe setting, both physically and psychologically. In Phase 1, students (consenting n=7) learned and practiced a centering pre-performance routine to regulate anxiety. They then performed a 2-minute piece from memory in a virtual concert hall using the software OvationVR, complemented by live in-situ performance coaching. We measured heart rate, subjective units of distress, and confidence levels throughout the exposure task. Phase 2 involves the development of a bespoke virtual music simulation, co-designed with students through a user-centered methodology. Phase 1 findings indicate that the virtual environment's avatar realism effectively elicited cognitive and affective responses associated with performance anxiety, such as the sensation of being judged. The centering routine's efficacy was demonstrated by decreased anxiety and increased confidence levels (subjective ratings out of 100) between two virtual performances before a simulated audience within a semester: Time 1 (weeks 4-5) anxiety M=40.5 (SD=24.4); confidence M=66.3 (SD=14.1); Time 2 (weeks 11-12) anxiety M=34.2 (SD=20.6); confidence M=77.0 (SD=6.6). Phase 2 is currently underway. Our project contributes to the scholarship of teaching and learning by offering insights into immersive reality applications for managing performance-related stress. The principles derived from our work can inform interventions across disciplines that involve high-stress scenarios, supporting the development of a design framework to enhance performance in higher education. To engage the audience, we propose an interactive demonstration where a volunteer experiences our VR educational intervention in real-time. Assisted by our team, the participant will be invited to wear the VR headset and undergo a virtual coaching session. The audience will witness the intervention via projection, and the volunteer will share their experience, fostering a reflective conversation on the impact of immersive simulations in education. References Cochrane, T., Galvin, K., Buskes, G., Lam, L., Rajagopal, V., Glasser, S., Osborne, M. S., Loveridge, B., Davey, C., John, S., Townsin, L. &amp; Moss, T. (2023). Design-Based Research: Enhancing pedagogical design. In T. Cochrane, V. Narayan, C. Brown, K. MacCallum, E. Bone, C. Deneen, R. Vanderburg, &amp; B. Hurren (Eds.), People, partnerships and pedagogies. Proceedings ASCILITE 2023. Christchurch (pp. 351-356). https://doi.org/10.14742/apubs.2023.489 Osborne, M. S., Glasser, S., &amp; Loveridge, B. (2022). ‘It’s not so scary anymore. It’s actually exhilarating’: A proof-of-concept study using virtual reality technology for music performance training under pressure. In S. Wilson, N. Arthars, D. Wardak, P. Yeoman, E. Kalman, &amp; D. Y. T. Liu (Eds.), Reconnecting relationships through technology. Proceedings of the 39th International Conference on Innovation, Practice and Research in the Use of Educational Technologies in Tertiary Education, ASCILITE 2022 in Sydney: e22116. https://doi.org/10.14742/apubs.2022.116

This exploratory study investigates English education professors’ beliefs about the economic value of studying English language arts (ELA). In response to a 44-item, cross-sectional survey, 140 professors clarified their beliefs about which economic benefits are and should be offered in high school ELA classes; how ELA classes are and should be designed to deliver those benefits; how much curricular attention is and should be given to economic benefits compared to other components of ELA; and whether ELA’s economic benefits should receive more attention in the future. The article identifies patterns in professors’ thinking about the economic payoff of ELA. These patterns are read against five common models of ELA’s economic value. The article concludes with a discussion of what respondents’ answers suggest about competing conceptions of the organization and purposes of ELA and K–12 schools.