Relevant bibliographies by topics / School music Curriculum planning Middle school teaching

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  1. Journal articles
  2. Dissertations / Theses
  3. Books
  4. Book chapters
  5. Conference papers

Academic literature on the topic 'School music Curriculum planning Middle school teaching'

Author: Grafiati
Published: 4 June 2021
Last updated: 16 February 2022

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Journal articles on the topic "School music Curriculum planning Middle school teaching"

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Gül, Gülnihal. "In Terms of Music Teachers, the Evaluation of Music Types in the Curriculum for Music in Secondary Education in Turkey." European Journal of Social Sciences Education and Research 2, no. 1 (2014): 19. http://dx.doi.org/10.26417/ejser.v2i1.p19-24.

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Along with the establishment of the Republic, a song repertoire consisting of transferred songs was previously endeavoured to be formed by taking school music samples of foreign countries and writing Turkish words below them. Afterwards, with the same percept, an imitation songs repertoire was attempted to be formed by our composers. Since the 1950s, the idea that school music should be on the axis of folk music and that music education should be carried out through school music samples composed from the close environment of the child has begun to take place. Together with the various developm
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Af'idah, Irma Nur, and Amat Jaedun. "Curriculum evaluation of French learning in senior high school." Research and Evaluation in Education 6, no. 1 (2020): 10. http://dx.doi.org/10.21831/reid.v6i1.28006.

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This research aims to evaluate the planning, implementation, and learning outcomes of French in Senior High School Sleman Regency based on Permendikbud Number 22 Year 2016 and Permendikbud Number 4 Year 2018 about Teaching and Learning Assessment based on 2013 Curriculum at Senior High School/Madrasah Aliyah. This evaluation research uses a quantitative descriptive approach with a countenance model from Stake. Respondents in this research were teachers and students at Senior High School of 1 Kalasan, Senior High School of 1 Depok and Senior High School of AngkasaAdisucipto. Data collection tec
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Robinson, Jennifer. "Australian super veteran secondary school music teachers: Motivated and valuable." International Journal of Music Education 38, no. 2 (2020): 226–39. http://dx.doi.org/10.1177/0255761420902870.

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Veteran teachers are defined as having over 15 years’ teaching experience. This research introduces a new career stage of ‘super veteran’ for music teachers that have worked for 30 plus years and seeks to identify the influences on, and contributions of, Australian secondary school music teachers of this career stage. This article reports on survey data gathered in a larger qualitative study that contained a national survey and interviews. The analysis of the interview data in the larger study is yet to be completed. Likert-type scale questions were used for demographic data collection and ope
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Howarth, Kath. "Context as a Factor in Teachers’ Perceptions of the Teaching of Thinking Skills in Physical Education." Journal of Teaching in Physical Education 19, no. 3 (2000): 270–86. http://dx.doi.org/10.1123/jtpe.19.3.270.

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The purpose of the study was to understand how contextual factors influenced three teachers’ willingness to embrace and implement a curriculum based on the teaching of thinking skills within middle school physical education. The teachers were selected because teaching thinking skills was an important part of the central mission of their schools, and they were involved in planning and teaching thinking skills in physical education. Observations of lessons, formal interviews with the teachers and administrators, and curriculum documents provided the data base for analysis using constant comparis
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Siti Syarah, Erie, Ilza Mayuni, and Nurbiana Dhieni. "Understanding Teacher's Perspectives in Media Literacy Education as an Empowerment Instrument of Blended Learning in Early Childhood Classroom." JPUD - Jurnal Pendidikan Usia Dini 14, no. 2 (2020): 201–14. http://dx.doi.org/10.21009/jpud.142.01.

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Teacher's abilities to understand the benefits and use of media literacy play an important role in dealing with children as digital natives. Media literacy education can be an instrument through the use of blended-learning websites to address the challenges of education in the 21st century and learning solutions during and after the Covid-19 pandemic. This study aims to figure the teacher's perspective in understanding media literacy as an instrument for implementing blended-learning in early-childhood classes. Using a qualitative approach, this study combines two types of data. Data collectio
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Gillespie, Robert. "A New ASTA Product: Videotapes." American String Teacher 36, no. 1 (1986): 48–49. http://dx.doi.org/10.1177/000313138603600122.

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Robert Gillespie is director of string education and assistant professor of music at The Ohio State University, where he is responsible for the undergraduate and graduate curriculum in string pedagogy and orchestral teaching. He received his Ph.D. from The University of Michigan. A violinist, adjudicator, researcher, and clinician, Dr. Gillespie is currently principal second violin of the PRO MUSICA Chamber Orchestra of Columbus. The founder and director of The Ohio State University-Columbus Symphony Orchestra Junior Strings Youth Orchestra, and of The Ohio String Teachers Middle School Summer
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Corwin, Rebecca B., and William R. Speer. "IDEAS." Arithmetic Teacher 40, no. 6 (1993): 325–37. http://dx.doi.org/10.5951/at.40.6.0325.

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Many elementary and middle school mathematics teachers use a particular approach when planning mathematics units. We tend to match a mathematics concept that we want to teach with an activity or material that will convey the needed idea. When we teach fractions. we think of planning a pizza party or partitioning a geoboard. When we teach place value, we think of base-ten blocks or trading games. As we increase our teaching and planning repertoires over the year by adding more and more activities and materials, we make better matches among what we think of as basic curriculum elements: the stud
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Tichnor-Wagner, Ariel, Hillary Parkhouse, Jocelyn Glazier, and Jessie Montana Cain. "Expanding approaches to teaching for diversity and social justice in K-12 education: Fostering global citizenship across the content areas." education policy analysis archives 24 (May 16, 2016): 59. http://dx.doi.org/10.14507/epaa.24.2138.

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Educators today must be able to respond to the needs of an increasingly diverse student body and to teach all students the knowledge, skills, and attitudes needed for civic participation in a globalized, pluralist society. While state departments of education and national teacher organizations have begun to adopt global awareness in their teaching standards and evaluation tools, educators need to understand what globally competent teachers actually do in classrooms across subject areas and grade levels. This qualitative, multiple case study explores the signature pedagogies (Shulman, 2005) of
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Guzzetta, Christine A. "Learning method preferences in a steel drum classroom: Exploring a learner-centered pedagogy through composition, peer teaching, and student-led Modern Band projects in a middle school setting." International Journal of Music Education 38, no. 2 (2019): 267–82. http://dx.doi.org/10.1177/0255761419877575.

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This action research discovers the learning preferences of middle school students enrolled in an advanced steel drum class in central Florida, specifically their attitudes toward the learner-centered approach while composing and learning music. Sixteen participants compare the traditional teacher-led formal instruction to student-led informal learning across three projects: composition, peer teaching, and student-led small group with the introduction of Modern Band instruments. Students are given creative freedom to choose their own friendship groups, instruments, and songs. Ease, enjoyment, a
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Laborda, Jesús Garcia. "EDITORIAL." New Trends and Issues Proceedings on Humanities and Social Sciences 6, no. 7 (2019): I. http://dx.doi.org/10.18844/prosoc.v6i7.4569.

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It is the great honor for us to edit proceedings of “10th World Conference on Learning, Teaching and Educational Leadership (WCLTA-2019)” held on 01-03 November, at the Novotel Conference Center Athens –Greece. This privileged scientific event has contributed to the field of educational sciences and research for ten years.
 As the guest editors of this issue, we are glad to see variety of articles focusing on the Active Learning, Administration of Education, Adult Education, Affective Learning, Arts Teaching, Asynchronous Learning, Behaviorist Learning, Biology Education, Blended Learning
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Dissertations / Theses on the topic "School music Curriculum planning Middle school teaching"

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Suntree, Lorie Susan. "Integrated agriscience and career awareness curriculum for elementary and middle school utilizing school gardens." CSUSB ScholarWorks, 2002. https://scholarworks.lib.csusb.edu/etd-project/2070.

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Agriculture is a one billion dollar industry in the state of California, yet science and agriculture are overlooked in elementary and middle schools. Instead, an emphasis is placed on writing, reading, and math, subjects that are tested at the state level. As a result, fourth and eighth graders in California placed 38th out of 41 in a National Science Assessment Test. In the spring of 2003, science will be included in the statewide test; therefore, elementary and middle school will have to address the subject of science and its impact on the school day. In 2002 the California State Board of Ed
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au, Ronald Aubrey@det wa edu, and Ron Aurbrey. "Student and teacher perceptions of preparation in mathematics in middle school and its impact on students' self-efficacy and performance in an upper secondary school in Western Australia." Murdoch University, 2006. http://wwwlib.murdoch.edu.au/adt/browse/view/adt-MU20070419.111054.

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Middle school initiatives (including heterogeneous classes and an integrated, flexible curriculum together with promotion of student input) have been implemented in schools in Western Australia in response to a perceived need to align schools more closely with a more student-centred approach to learning, in the expectation of meeting more students’ needs and thereby reducing student dissatisfaction and increasing the possibility of students pursuing life long learning. Specific goals underlying the initiative include the development of independent learning and student responsibility for learni
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DeLeon, Adam James. "A curriculum of non-routine problems in the middle school." CSUSB ScholarWorks, 2004. https://scholarworks.lib.csusb.edu/etd-project/2592.

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This project is a study to determine if a group of middle school students can improve their problem solving ability by means of curriculum of nonroutine problems that was presented over a six month period.
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Adams, John Ray. "Aligning brain-based middle school reform with the California State Standards." CSUSB ScholarWorks, 2001. https://scholarworks.lib.csusb.edu/etd-project/1878.

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Smith, Shawn Kevin. "The artist scholars: E pluribus unum: An integration of the arts into middle school curricula." CSUSB ScholarWorks, 2001. https://scholarworks.lib.csusb.edu/etd-project/2269.

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The artist scholars: E pluribus unum is an exploratory curriculum designed to be implemented into middle schools. Adolescents experience a period of chaotic and emotional changes that can be both confusing and challanging. This cummiculum seeks to give adolescents a means of expressing themselves. By introducing students to performing arts, the literary arts, and the visual arts, adolescents will begin to answer the basic questions of being human: who are we? Where do we come from? How is knowledge constructed, used, and valued? Each unit consists of lesson plans intended to introduce students
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Stone, Helen. "Specialist teachers and curriculum reform in a Western Australian primary school in 2002 : a comparative study of specialist music, health and physical education, and languages-other-than-English teaching professionals /." Stone, Helen (2006) Specialist teachers and curriculum reform in a Western Australian primary school in 2002: a comparative study of specialist music, health and physical education, and languages-other-than-English teaching professionals. Masters by Research thesis, Murdoch University, 2006. http://researchrepository.murdoch.edu.au/350/.

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This thesis details research on the first phase of curriculum reform (1999-2004) in a government primary school in Western Australia. The purpose of the study was to examine what progress had been made with the implementation of the Curriculum Framework (1998). The research focussed on Music, Health and Physical Education, and Languages Other than English as specialist teachers working with the Curriculum Framework (1998). Teachers and school administrators, as frontline practitioners, considered their experiences and perceptions of daily practice and provided their perspectives on curriculum
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Daly, Kelly Sue. "A web page of curricular resources for the computer literacy class: Grades 7 - 9." CSUSB ScholarWorks, 2001. https://scholarworks.lib.csusb.edu/etd-project/1959.

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This project is a web site dedicated to providing computer literacy resources that assist teachers in designing quality, interesting, and educational curricular units directed toward adolescent learners.
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Lebo, Cynthyny Ann. "Musical linguistics: How music and artistic creativity when delivered as a linguistic practice, help students master academic skills in English language arts." CSUSB ScholarWorks, 2012. https://scholarworks.lib.csusb.edu/etd-project/3389.

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This Masters project consists of two elements: 1) an integrated after-school program to improve student English language reading and academic outcomes for third graders' vocabulary development by incorporating music, artistic creativity and linguistics; 2) a pilot sample curriculum that demonstrates the approach for building student comprehension through musical theater and Science, Technology, Engineering, and Mathematics (STEM) content experiences. Called "Water Buddy", this is an after-school program uses singing, dancing, writing, and play to build reading and vocabulary skills. The goal i
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魏均僑. "數學範例排版對學生學習表現和認知負荷影響之研究". Thesis, University of Macau, 2012. http://umaclib3.umac.mo/record=b2586592.

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Books on the topic "School music Curriculum planning Middle school teaching"

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National Science Resources Center (U.S.). Resources for teaching middle school science. National Academy Press, 1998.

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Becoming a middle level teacher: Student-focused teaching of early adolescents. McGraw Hill, 2007.

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Foster, Colin. Resources for teaching mathematics, 11-14. Continuum, 2011.

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Making math connections: Using real-world applications with middle school students. 2nd ed. Corwin Press, 2007.

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Lobato, Joanne. Developing essential understanding of ratios, proportions, and proportional reasoning for teaching mathematics in grades 6-8. Edited by Ellis Amy B and Charles Randall I. 1949-. National Council of Teachers of Mathematics, 2010.

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Lobato, Joanne. Developing essential understanding of ratios, proportions, and proportional reasoning for teaching mathematics in grades 6-8. Edited by Ellis Amy B and Charles, Randall I. (Randall Inners), 1949-. National Council of Teachers of Mathematics, 2010.

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Common planning time in middle level schools: Research studies from the MLER SIG's national project. Information Age Publishing, 2013.

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Interdisciplinary instruction: A practical guide for elementary and middle school teachers. 2nd ed. Merrill, 2001.

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Wood, Karlyn E. Interdisciplinary instruction: A practical guide for elementary and middle school teachers. Merrill, 1997.

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Interdisciplinary instruction: A practical guide for elementary and middle school teachers. 3rd ed. Pearson Prentice Hall, 2005.

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Book chapters on the topic "School music Curriculum planning Middle school teaching"

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"Planning a Project-Based Curriculum." In Teaching Science in Elementary and Middle School. Routledge, 2014. http://dx.doi.org/10.4324/9780203113660-16.

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Dorfman, Jay. "Introducing Technology-Based Music Instruction." In Theory and Practice of Technology-Based Music Instruction. Oxford University Press, 2013. http://dx.doi.org/10.1093/oso/9780199795581.003.0004.

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Mrs. Jones has 14 years of teaching under her belt. She received her music education degree from an excellent state university program and completed a master’s in music education early in her career during the summers. After teaching at several levels, she has settled in a good junior high school position in an upper middle-class neighborhood. The music department—she and two other teachers—is a collaborative group that consistently turns out strong performances for the school and community. About five years ago, Mrs. Jones noticed that technology was becoming an increasingly important part of many of the school music programs she considered to be on par with her own. She had introduced some technology in her orchestra class—she used notation software to create warm-up exercises and often played listening examples for the students that she stored on her iPod. So, with the same enthusiasm that she approaches most of the parts of her job, she approached her principal about funding a computer lab for the music department. Her request was met with excitement. The principal agreed to set up a lab dedicated to the music department and to schedule a class for Mrs. Jones to teach called Music Technology for the following fall. There was no established curriculum for the class, but Mrs. Jones would have the summer to assemble the curriculum and lesson plans, in consultation with the principal and the other music teachers. They all recognized that starting this class would bring new students to their excellent music department and could only draw more public attention to their good work. The lab would have 15 student stations and an additional station for the teacher. None of the music teachers or the school’s administrators had any expertise in designing computer labs, so they left that task up to the district’s architects. The information technology (IT) department was enlisted to set up all of the hardware and software and to make appropriate network and server connections, with enough time for Mrs. Jones to get used to the lab before the school year would begin.
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Kaschub, Michele Ellen. "Music Composition and Kyosei." In Advances in Early Childhood and K-12 Education. IGI Global, 2019. http://dx.doi.org/10.4018/978-1-5225-8042-3.ch011.

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The spirit of cooperation central to kyosei is a critical component in the creative corners of American music education. This chapter will describe a project that involved the creation of a hybrid space where a music teacher-educator and practitioner worked with pre-service teachers and middle school students to explore teaching and learning music composition. By recasting who is considered an expert, rethinking institutional boundaries, and immersing in project-based learning on multiple levels, teacher education programs and schools can better identify their challenges and explore possible solutions. Though not part of initial program planning, the principles of kyosei were evidenced in the evolution of complex understandings developed prior to and throughout the project, in the inclusive nature of project-based learning by pre-service teachers and music students, and in the professional relationships—and, ultimately, the friendships—that emerged as the teaching-learning community matured.
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Conference papers on the topic "School music Curriculum planning Middle school teaching"

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"Discipline without Boundary, Thinking without Boundary: Music Teaching Practice Based on Interdisciplinary Curriculum in Middle School." In International Conference Education and Management. Scholar Publishing Group, 2021. http://dx.doi.org/10.38007/proceedings.0001849.

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