Relevant bibliographies by topics / School music – Instruction and study

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

Academic literature on the topic 'School music – Instruction and study'

Author: Grafiati
Published: 4 June 2021
Last updated: 29 July 2024

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Journal articles on the topic "School music – Instruction and study"

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VILLARTA, BERNARDINA VIRAY. "Music Integration for Effective Delivery of Instruction: A Phenomenological Study." AIDE Interdisciplinary Research Journal 3 (April 24, 2023): 195–215. http://dx.doi.org/10.56648/aide-irj.v3i1.63.

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The objective of this study was to determine the teachers’ perspectives, experiences, problems, challenges, and intervention procedures used in integrating music into their classroom instruction. The study participants were delimited to elementary school teachers teaching in a private school in Imus Cavite, Philippines for the school year 2021-2022. The qualitative research strategy based on hermeneutic phenomenological research was used. A guided interview was used to collect data. Data collection and qualitative data analysis are usually done at the same time. The study came out with the fol
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Vogel, Dorothy. "“Are You Only an Applauder?” American Music Correspondence Schools in the Early Twentieth Century." Journal of Research in Music Education 62, no. 4 (2014): 446–61. http://dx.doi.org/10.1177/0022429414554230.

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The purpose of this study was to examine correspondence schools of music in the early twentieth century. Advertisements in widely circulated household and music periodicals and archival copies of courses from Siegel-Myers Correspondence School of Music, United States School of Music, American College of Music, and others were examined. Research questions focused on course offerings, faculty, recruitment, and reputation of the schools. The study also examined the advantages and disadvantages of this first generation of distance education and implications for current distance education practices
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Menard, Elizabeth A. "Music Composition in the High School Curriculum." Journal of Research in Music Education 63, no. 1 (2015): 114–36. http://dx.doi.org/10.1177/0022429415574310.

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Student and teacher perceptions regarding composition instruction were investigated using case study techniques in two high school music programs: a general music program providing accelerated instruction to gifted musicians in small classes and a typical performance-based band program. Students in both programs participated in a composition instruction program. Qualitative data included student and teacher interviews, observation, and participant journals. Quantitative data included administration of a composition attitude survey and assessment of student compositions. Analysis of band direct
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Hash, Phillip M. "Music Instruction at Selected State Normal Schools during the Nineteenth Century." Journal of Research in Music Education 67, no. 4 (2019): 413–39. http://dx.doi.org/10.1177/0022429419888740.

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The purpose of this study was to explore music instruction in selected normal schools of the United States during the nineteenth century. The sample consisted of all eighteen state normal schools organized before the end of the U.S. Civil War and provided insight into the earliest period of music at these institutions. Research questions focused on normal school music (a) faculty, (b) curricula, and (c) diploma/degree programs, as well as (d) influence on the teaching profession, normal school students, and society at large. Normal schools prepared future classroom teachers and eventually spec
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Smith, Camille M. "Access to String Instruction in American Public Schools." Journal of Research in Music Education 45, no. 4 (1997): 650–62. http://dx.doi.org/10.2307/3345429.

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This study is an examination of string access in American public schools; the researcher sought to determine the actual number of school districts in each state that offered string instruction and at which grade levels. Specific questions posed were (a) What is the current relationship between access to string instruction and school-district location, size, and socioeconomic level? (b) How does access vary by school type—elementary, middle, high school? (c) How does access vary in different regions of the country? Data were obtained for each of the 14,183 school districts listed in the 1994-19
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Ihas, Dijana. "A Mixed Methods Study on the Status of School Orchestra Programs in Oregon: An Explanation of Inhibiting and Promoting Factors." String Research Journal 9, no. 1 (2019): 5–22. http://dx.doi.org/10.1177/1948499219851144.

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The purpose of this explanatory sequential mixed methods study was to examine the status of school orchestra programs in Oregon and to explain the reasoning behind the descriptive data. The quantitative phase of the study reported the data on the number of school districts and schools by type that offer orchestra instruction as well as the profile of those schools, their orchestra programs, and orchestra teachers. Unexpected findings from the quantitative phase indicated that among the three large school districts that are comparable in size, budget, and students’ demographics, only one offers
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Springer, D. Gregory, Amanda L. Schlegel, and Andrew J. Lewis. "Effects of Dark and Bright Timbral Instructions on the Production of Pitch and Timbre." Journal of Research in Music Education 68, no. 4 (2020): 482–98. http://dx.doi.org/10.1177/0022429420944347.

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The purpose of this study was to examine the effects of timbral instructions on pitch and timbre production. High school ( n = 28) and collegiate ( n = 28) trumpeters played sustained tones at two octave levels (written C4 and C5) following three types of timbral instructions (dark-timbre, bright-timbre, or neutral instructions). Presentation orders were randomly assigned. Dependent variables included one acoustical measure of pitch (absolute cent deviation) and one acoustical measure of timbre (spectral centroid). Participants also reported which type of instruction they perceived to result i
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Gillespie, Robert, Joshua A. Russell, and Donald L. Hamann. "String Music Educators’ Perceptions of the Impact of New String Programs on Student Outcomes, School Music Programs, and Communities." Journal of Research in Music Education 62, no. 2 (2014): 175–87. http://dx.doi.org/10.1177/0022429414531987.

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The purpose of this study was to examine the impact of newly initiated string programs on teachers, schools, districts, communities, and existing music program administration and students. Research questions pertained to (a) locations, student access, and instructional offerings; (b) educators; and (c) perceived impact on student outcomes. Data from 64 participants were analyzed. Results indicated that new string programs were largely developed at the middle and high school levels, located in suburban (59%), urban (23%), and rural (18%) areas, with instruction held during the regular school da
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Smolej Fritz, Barbara, and Cirila Peklaj. "A case study of music instruction according to E. Willems’ pedagogy in children with intellectual disabilities: Its impacts on music abilities and language skills." International Journal of Music Education 37, no. 2 (2019): 243–56. http://dx.doi.org/10.1177/0255761419833082.

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The aim of this case study was to explore the effects of music instruction according to the E. Willems teaching method on the music abilities and language skills in students with intellectual disabilities (ID). Eight students with ID (average age 9.64 years) participated in the study. They attended 35 music lessons during the school year. Each lesson included tasks for developing four domains: auditory perception, rhythm, singing songs and natural body movement. We developed the tasks for measuring music abilities and language skills and applied them three times: before the music training, imm
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Kelly-McHale, Jacqueline. "The Influence of Music Teacher Beliefs and Practices on the Expression of Musical Identity in an Elementary General Music Classroom." Journal of Research in Music Education 61, no. 2 (2013): 195–216. http://dx.doi.org/10.1177/0022429413485439.

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The purpose of this qualitative collective case study was to examine the ways an elementary general music teacher’s curricular beliefs and practices influence the expression of music in identity and identity in music for second-generation students. In addition to the music teacher, participants were 4 students whose families had immigrated to the United States from Mexico and who were attending the midwestern suburban school within the United States where the study took place. This research was designed to provide an understanding of the interactions between the roles of music instruction, cul
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Dissertations / Theses on the topic "School music – Instruction and study"

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Pascoe, Beverley. "The influence of primary school music programmes on student choice of music studies in lower secondary schools." Thesis, Edith Cowan University, Research Online, Perth, Western Australia, 1995. https://ro.ecu.edu.au/theses/1174.

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The omnipresence of music in today's adolescent society in Australia is evidenced by the fact that adolescents, almost without exception, listen to and enjoy music throughout most of their leisure time, and indeed, much of their study time. A large portion of their financial resources is spent on music and its associated promotional material. It could be said that music plays a major part in their sub-culture and their lives. According to Davey (1991, p.ll), "Music is an addiction in our culture" and "the Walkman and ghetto blaster assure access wherever and whenever we choose." The obvious fu
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HAHN, LOIS BLACKBURN. "CORRELATIONS BETWEEN READING MUSIC AND READING LANGUAGE, WITH IMPLICATIONS FOR MUSIC INSTRUCTION (NOTATION)." Diss., The University of Arizona, 1985. http://hdl.handle.net/10150/188032.

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There is evidence that the strategies used by fluent readers of written language and by fluent "sight-readers" of musical notation are much the same. Both require a background in the modality represented by the written symbols. Both require context for construction of meaning through sampling and prediction. In this study, a method of elementary music-reading instruction was developed in which musical notation is introduced in the context of musical patterns familiar to the students through earlier musical experiences. The focus is on melodic contour and rhythmic units, initially with no empha
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Mondia, Nunzio. "The effect of a pop/rock music repertoire on the music achievement and preferences of lower secondary school students." Thesis, Edith Cowan University, Research Online, Perth, Western Australia, 1994. https://ro.ecu.edu.au/theses/1102.

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This research tested the effect of using a pop/rock repertoire to teach selected music skills to lower secondary school students in a conventional school setting. Two year 9 co-educational music classes from the same school were used for the experiment. The research was conducted in an experimentally controlled environment in which one class was the experimental group, and the other class was the control group. Measurements in changes of student achievements and musical preferences were the focus at the data collecting stages. Reported research indicates that students need to be motivated for
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Walsh, Brenda 1956. "The effects of an alternative instrumental music program on elementary school children." Thesis, McGill University, 1995. http://digitool.Library.McGill.CA:80/R/?func=dbin-jump-full&object_id=35225.

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Music education is an important element in the development of the whole child. The school is a place where children learn about and are directly influenced by things that make a lasting impression on their development. What better place for music to be taught? Music is a course of study that can have a direct influence on a child's lifetime tastes and values for the arts.<br>This study investigates the effects of an Alternative Instrumental Music Program on grade three children, at an elementary school situated on the West Island of Montreal, Quebec. One of the two classes involved in the Stud
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Lee, Angela Hao-Chun 1963. "The development of school music education in Taiwan (1895-1995)." Monash University, Faculty of Education, 2002. http://arrow.monash.edu.au/hdl/1959.1/8696.

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Cornacchio, Rachel Ann. "Effect of cooperative learning on music composition, interactions, and acceptance in elementary school music classrooms." Thesis, Connect to title online (Scholars' Bank) Connect to title online (ProQuest), 2008. http://hdl.handle.net/1794/8156.

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Thesis (Ph. D.)--University of Oregon, 2008.<br>Typescript. Includes vita and abstract. Includes bibliographical references (leaves 60-67). Also available online in Scholars' Bank; and in ProQuest, free to University of Oregon users.
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Leung, Bo Wah School of Music &amp Music Education UNSW. "Creative Music Making in Hong Kong Secondary Schools: The Present Situation and Professional Development of Music Teachers." Awarded by:University of New South Wales. School of Music and Music Education, 2002. http://handle.unsw.edu.au/1959.4/18665.

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Present research provides strong support for the use of creative activities in school music programmes based on evidence that learning music is more effective when students are exposed to authentic, experiential learning activities, rather than verbal descriptions and explanations by the teacher. Based on this background the purpose of this study was to address the need to train music teachers with the confidence and skills necessary to incorporate creative music making in their classroom teaching. The study was divided into two phases. Phase I included a questionnaire survey that investigate
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May, Bruce D. "Music helps me live inside my head : a longitudinal ethnographic case study of a group of senior high school music students." Thesis, Queensland University of Technology, 2003.

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Within the established tradition of qualitative research techniques, this ethnographic case study reveals the musical lives of two single sex groups of Senior High School music students in Queensland. The research was carried out during 1998 and 1999 at two Brisbane Independent Non-Government Schools, one a Boys School and the other a Girls School. It was centred on a mixed core group of Year 11 students [21 students] who had elected to study the subject "Senior Music". The research continued for the two years of their senior course. Students were interviewed in groups initially and then indi
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Damm, Robert J. 1964. "American Indian Music in Elementary School Music Programs of Oklahoma : Repertoire, Authenticity and Instruction." Thesis, University of North Texas, 1998. https://digital.library.unt.edu/ark:/67531/metadc278099/.

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The purpose of this study was to determine the instructional methods of Oklahoma's elementary school music educators with respect to the inclusion of an authentic repertoire of American Indian music in the curriculum. The research was conducted through two methods. First, an analysis and review of adopted textbook series and pertinent supplemental resources on American Indian music was made. Second, a survey of K-6 grade elementary music specialists in Oklahoma during the 1997-1998 school year was conducted.
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Carroll, Debra 1952. "Children's use of personal, social and material resources to solve a music notational task : a social constructivist perspective." Thesis, McGill University, 2007. http://digitool.Library.McGill.CA:80/R/?func=dbin-jump-full&object_id=102794.

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In this inquiry, I examined how young children use their personal, social and material resources to solve a music notational task. I asked 13 children, ages 5-9 to notate a song they learned the previous week, sing it back, explain what they did and then teach the song to a classmate the following week. I used Lightfoot and Davis' concept of portraiture as a qualitative research methodology to collect, code, analyze and interpret my data. Data included the children's invented notations and videotaped transcripts of their actions as they created their notations and taught the song to a classmat
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Books on the topic "School music – Instruction and study"

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Schools, Jefferson County Public, ed. High school general music V1GO. The Schools, 1987.

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Rexroad, Eileen F. Teaching elementary school music. Prentice Hall, 1992.

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Upitis, Rena Brigit. This too is music. Heinemann, 1990.

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Janet, Mills. Music in the primary school. 3rd ed. Cambridge University Press, 1995.

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West, Bernard. The importance of school music. Music Industries Association, 1997.

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Clark County School District (Nev.). Dept. of Instructional Services. General music. Clark County School District, 1986.

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Newman, Grant. Teaching children music: Fundamentals of music and method. 3rd ed. C. Brown, 1989.

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Nye, Robert Evans. Music inthe elementary school. 5th ed. Prentice-Hall, 1985.

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Joanna, Glover, and Ward Stephen 1947-, eds. Teaching music in the primary school. 2nd ed. Cassell, 1998.

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Susan, Young. Music 3-5. Routledge, 2008.

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Book chapters on the topic "School music – Instruction and study"

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Tse, Shek Kam, Wing Wah Ki, and Mark Shiu Kee Shum. "Multiple-Case Study at the School Level." In Controversies in Medium of Instruction Reform. Springer Singapore, 2021. http://dx.doi.org/10.1007/978-981-16-5784-9_7.

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O’Toole, Michael. "Local Music School Learning and Teaching." In The Routledge Companion to the Study of Local Musicking. Routledge, 2018. http://dx.doi.org/10.4324/9781315687353-21.

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Huang, Rongjin, Z. Ebrar Yetkiner Ozel, Yeping Li, and Rebecca V. Osborne. "Does Classroom Instruction Stick to Textbooks? A Case Study of Fraction Division." In Mathematics Curriculum in School Education. Springer Netherlands, 2014. http://dx.doi.org/10.1007/978-94-007-7560-2_21.

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Huang, Kuo Hung. "Integrating Digital Library Resources in Elementary School Classrooms – A Case Study of Social Study Instruction." In Online Communities and Social Computing. Springer Berlin Heidelberg, 2007. http://dx.doi.org/10.1007/978-3-540-73257-0_41.

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Voldánová, Žaneta. "Pragmatika a písemné dovednosti u studentů angličtiny jako cizího jazyka: Výsledky pilotáže a implikace pro úpravu finálního výzkumu." In Výzkum v didaktice cizích jazyků V. Masaryk University Press, 2022. http://dx.doi.org/10.5817/cz.muni.p280-0310-2022-5.

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The article summarises the results of pilot research focused on the effect of explicit pragmatics instruction on the writing skills of students of the Primary school teacher training study programme. Explicit pragmatics instruction contributed to the students’ confidence about writing and the students themselves have a positive attitude to it. However, the pilot study revealed that the effect of pragmatics instruction on the students’ writing skills wasn’t significant and that there is a need of research design and respondents modifications, which are also described in this article.
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Bergem, Ole Kristian, Trude Nilsen, Oleksandra Mittal, and Henrik Galligani Ræder. "Can Teachers’ Instruction Increase Low-SES Students’ Motivation to Learn Mathematics?" In Equity, Equality and Diversity in the Nordic Model of Education. Springer International Publishing, 2020. http://dx.doi.org/10.1007/978-3-030-61648-9_10.

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AbstractStudents’ motivation in mathematics has been shown to predict their achievement and whether they pursue a later career in STEM (science, technology, engineering, and mathematics). To sustain equity in education, it is important that students are motivated for the STEM fields, independent of their background characteristics (e.g., gender and SES). Previous research has revealed that students’ motivation declines from primary to secondary school. The present study investigates whether this unwanted development may be related to students’ SES, and more importantly, what aspects of teachers’ instruction are related to student motivation for low, medium, and high-SES student groups in grade 5 and 9. We use data from students in grades 5 and 9 and their teachers who participated in TIMSS 2015 in Norway. Multilevel (students and classes), multi-group structural equation modelling is used to answer the research questions. In line with previous research from Germany and the USA, the results showed that SES is more important to student motivation in secondary than primary school, that low SES students’ motivation depends more on their teachers’ instructional quality than high SES students and that this dependency is stronger in secondary school than in primary school. The implications and contributions of the study are discussed.
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Merchant, Betty, Lucy Wakiaga, Birgul Yilmaz, and Martha Zurita. "Providing Continuity of Student Instruction During and After COVID-19: An International Study of School Leader’s Use of Technology." In The Power of Technology in School Leadership during COVID-19. Springer International Publishing, 2024. http://dx.doi.org/10.1007/978-3-031-51575-0_2.

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Sutani, Shizuka, and Taichi Akutsu. "Japanese Special High School Students' Reflections on 9-11." In Advances in Early Childhood and K-12 Education. IGI Global, 2019. http://dx.doi.org/10.4018/978-1-5225-8042-3.ch003.

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In this study, the authors describe the reflective practices of a violin group instruction session that evolved into a mixed ensemble lesson in which the participants at a Japanese special high shared thoughts and feelings about the 9-11 terrorist attack in New York City. The lesson originally planned for a group violin instruction; however, the students and teacher co-created and arranged the lessons into a mixed ensemble practice in order to share their thoughts concerning the disaster victims. While students were learning the violins, T, by coincidence, found a lyric along with chord progression indicated on a sheet of paper set on a music stand in the corner of the classroom. The name of the song was “Hanamizuki,” the popular Japanese song by Yo Hitoto dedicated to the victims of 9-11. This chapter presents how the teacher's reflective practice and students' active involvement co-created the contents of the class and made an unexpected connection through a song they learned about 9-11.
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Machover, Wilma, and Marienne Uszler. "The Child from Six to Nine." In Sound Choices. Oxford University PressNew York, NY, 1996. http://dx.doi.org/10.1093/oso/9780195092073.003.0002.

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Abstract The year from age six to nine are often the time during which parents enroll children in music study. The child now has some sense of independence, is ready to accept others beyond parents and family as authority figures, has a longer concentration span, knows numbers and letters, and has had some reading experience. When your child enters the first grade, he must adjust to a more formal school situation, even though he may have spent several years in day care or nursery school. This adjustment usually means a longer school day, more time spent sitting quietly for instruction, homework, and a more organized home schedule. Your child may now be spending the entire day away from home, and may find that demands of school life must be taken more seriously. For some children, starting music lessons when entering first grade may be difficult, especially if the child is highly active, does not deal easily with longer separation from home, cannot cope with fulfilling expectations of several authority figures, or has language or reading problems. To this child, music lessons may seem to steal from the dwindling amount of playtime resulting from a full school day.
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Schulenberg, David. "Bach the Teacher." In Bach. Oxford University Press, 2020. http://dx.doi.org/10.1093/oso/9780190936303.003.0013.

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This chapter examines the works of Bach’s later years, including several published collections, in the context of his teaching. The latter, considered in its broadest sense, included not only instruction in the St. Thomas School but private lessons and mentorship for university students and younger professional musicians. To these activities Bach added the revision and publication of compositions that could serve as examples for study and emulation. Among the latter are the four volumes of Clavierübung, including the harpsichord partitas, Italian Concerto, and Goldberg Variations; the Schemelli Chorales and Canonic Variations for organ; and the Musical Offering and Art of Fugue. Also instructive, in a profound sense, are the great vocal works of these years: the passions, oratorios, and Latin church music, including the B-Minor Mass.
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Conference papers on the topic "School music – Instruction and study"

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Vyshpinska, Yaryna. "Formation of Creative Personality of Students Majoring in «Preschool Education» in the Process of Studying the Methods of Musical Education." In ATEE 2020 - Winter Conference. Teacher Education for Promoting Well-Being in School. LUMEN Publishing, 2021. http://dx.doi.org/10.18662/lumproc/atee2020/38.

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The body of the article goes on to discuss the creative models of a student’s personality’s development in the process of mastering the course «Theory and methods of musical education of the preschool children». In general, the teacher's profession accumulates a big number of opportunities for the creative improvement of a would-be teacher's personality. All types of activities used while working with children in the process of mastering the artistic competencies (like fine arts, modeling, designing, appliqué work or musical activities) require not only technical skills, but also sufficient cr
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Shriki, Atara, and Ilana Lavy. "QUALIFYING MATHEMATICS TEACHERS TO DESIGN INTERDISCIPLINARY LEARNING ACTIVITIES OF MATHEMATICS AND MUSIC." In International Conference on Education and New Developments. inScience Press, 2022. http://dx.doi.org/10.36315/2022v1end099.

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"Interdisciplinary learning of mathematics and arts is often acknowledged as supporting the development of students' problem-solving skills, encouraging student involvement in learning, and fostering students' creativity. However, for teachers to acknowledge the benefits of interdisciplinary learning of mathematics and arts, and express willingness to apply it in their classrooms, they must first experience such learning for themselves. To that end, they have to take part in dedicated training courses. The study described in this paper followed the experience of twenty-seven elementary school
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Evrim Tunca, Ozan. "Using Distant Learning Platform for Musical Instrument Instructor Training." In 2nd International Conference on Advanced Research in Education. Acavent, 2019. http://dx.doi.org/10.33422/2nd.educationconf.2019.11.797.

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The purpose of this study is to examine the productivity of distant instructor training program for musical instrument education. Music education, especially on playing musical instruments, has been one of the major topics of general education. Today, formal musical instrument education is available in conservatories and music departments of fine arts and education colleges, and informal or non-formal musical instrument education is available in private music schools and courses in Turkey. Recorder or melodica is taught in public schools as part of the general music education. There are number
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Hughes, Robert. "Music Literacy at the Secondary Level: Studying Direct Instruction Intervention With High School Instrumentalists." In 2019 AERA Annual Meeting. AERA, 2019. http://dx.doi.org/10.3102/1430595.

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Cen, Gang, and Xuefen Lin. "A study of inter-school open-ended project instruction." In 2009 4th International Conference on Computer Science & Education (ICCSE 2009). IEEE, 2009. http://dx.doi.org/10.1109/iccse.2009.5228305.

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Suprayogi, Muhamad Nanang, Budi Sulaeman, and Baydhowi Baydhowi. "Differentiated Instruction Implementation: A Survey Study Among Elementary School Teachers." In 3rd Tarumanagara International Conference on the Applications of Social Sciences and Humanities (TICASH 2021). Atlantis Press, 2022. http://dx.doi.org/10.2991/assehr.k.220404.273.

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Cummings, Karen, Stephen G. Roberts, Charles Henderson, Mel Sabella, and Leon Hsu. "A Study of Peer Instruction Methods with High School Physics Students." In 2008 PHYSICS EDUCATION RESEARCH CONFERENCE. AIP, 2008. http://dx.doi.org/10.1063/1.3021227.

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Yin, Lam Wing. "Using 5 Music Instructional Methods to Illustrate the Social Constructive Music Teaching Framework in Hong Kong Primary Level Music Education: A Comparison Study Between Private International and Public Schools." In The Asian Conference on Education 2023. The International Academic Forum(IAFOR), 2024. http://dx.doi.org/10.22492/issn.2186-5892.2024.97.

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Kadijevich, Djordje, Vlasta Kokol-Voljc, and Zsolt Lavicza. "Towards a suitably designed instruction on statistical reasoning: understanding sampling distribution with technology." In Joint ICMI/IASE Study: Teaching Statistics in School Mathematics. International Association for Statistical Education, 2008. http://dx.doi.org/10.52041/srap.08503.

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Earlier studies on sampling distribution, its founding concepts, misconceptions about sampling distributions, and the use of simulation highlighted that (1) learning of statistics requires an understanding of multifaceted issues and relations among them; (2) learning may be examined in terms of task, technique, theory, and learner’s profile, each of which is influenced by instructional context; and (3) learning environments should be designed to stimulate flexible travelling along the network of these issues. Considering these emerged findings we attempt to outline a possible instructional des
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Teng, X. F., M. Y. M. Wong, and Y. T. Zhang. "Study on the Responses of Hypertensive Patients to Music." In 2007 4th IEEE/EMBS International Summer School and Symposium on Medical Devices and Biosensors. IEEE, 2007. http://dx.doi.org/10.1109/issmdbs.2007.4338296.

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Reports on the topic "School music – Instruction and study"

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Hillman, Kylie, Elizabeth O'Grady, Sima Rodrigues, Marina Schmid, and Sue Thomson. Progress in Reading Literacy Study: Australia’s results from PIRLS 2021. Australian Council for Educational Research, 2023. http://dx.doi.org/10.37517/978-1-74286-693-2.

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Progress in International Reading Literacy Study (PIRLS) is a large-scale assessment that measures how effective countries are in teaching reading literacy. Conducted every five years since 2001 (with Australia participating since 2011), PIRLS provides information about how to improve teaching and learning so that young students become accomplished and self-sufficient readers. In Australia, almost 5,500 Year 4 students participated in PIRLS 2021. These students completed tests in reading comprehension and answered questionnaires on their background and experiences in learning reading at school
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McKnight, Katherine, and Elizabeth Glennie. Are You Ready for This? Preparing for School Change by Assessing Readiness. RTI Press, 2019. http://dx.doi.org/10.3768/rtipress.2019.pb.0020.1903.

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Schools routinely face federal and state mandated changes, like the Common Core State Standards or standardized testing requirements. Sometimes districts and schools want to take on new policies and practices of their own, like anti-bullying programs or using technology to deliver instruction. Regardless of the origin of the change, implementation requires them to take on additional work; yet experts estimate that only 30 to 50 percent of major change efforts in organizations will succeed. Failing change efforts result in not only financial losses but also lowered organizational morale, wasted
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Opare-Kumi, Jennifer. Foundational Learning and Mental Health: Empirical Evidence from Botswana. Research on Improving Systems of Education (RISE), 2023. http://dx.doi.org/10.35489/bsg-rise-wp_2023/133.

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A considerable proportion of mental health problems surface in early childhood and adolescent years, with early onset mental health problems having the potential to affect the long-term development of young people. Research shows that positive teaching and learning school climates are associated with positive socio-emotional, behavioural, and academic student outcomes. The pedagogical intervention Teaching at the Right Level (TaRL) creates an enabling learning environments through fun and engaging, targeted instruction—proven to improve foundational numeracy and literacy outcomes of young peop
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Lavadenz, Magaly. Think Aloud Protocols: Teaching Reading Processes to Young Bilingual Students. Center for Equity for English Learners, 2003. http://dx.doi.org/10.15365/ceel.article.2003.1.

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This digest describes the use of think-aloud protocols with young bilingual children. Qualitative findings from a small study with 12 first through third grade students in dual language programs demonstrated that think-alouds were used effectively with elementary school emergent bilingual learners. The evidence from this study suggests that instruction in reading strategies should be given to young bilingual students and that more research needs to be done in this area.
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