L.S. Vygotsky and the Theater

The article presents the analysis of L.S. Vygotsky's works dedicated to the theater arts and is organized according Vygotsky's different life and work stages. Meanwhile special attention is paid to the Gomel period during which a large number of reviews were written by Vygotsky and published in “Nash ponedel'nik” and “Polesskaia pravda” newspapers. Biographical facts are widely used in this analysis and help to clarify Vygotsky's interest in art. It is shown that even at the beginning of his oeuvre, he was interested not only in a range of problems in art, but also psychological problems related to art perception and creativeness. Vygotsky's usage of structural concept ideas about the peculiar properties of literary text composition are also explored. Vygotsky analyzes the socio-psychological mechanisms of theatrical art effect. Furthermore, those areas which are widely used by Vygotsky in determining the characteristics of cast reincarnation are examined. Special emphasis is placed on the different elements of the actor techniques (speech, movement, emotional expression, acting personality and etc.). Materials are widely used in this study and help identify the socio-cultural context that defined Vygotsky's values at different stages of his work, related to his drama criticism and his formation as a professional psychologist.     

The Impact of a Funded Research Program on Music Education Policy

Sounds of Learning: The Impact of Music Education is a research program designed to allow researchers to examine the roles of music education in the lives of school-aged children to expand the understanding of music's role in a quality education. The NAMM Foundation, the sponsoring organization, has provided more than $1,000,000 to fund research on the impact of music education on student achievement and success in school; all aspects of a child's growth and development; the uses and functions of music in daily life; and home, school, and community environments. Quality research about the role and impact of music education conducted by experienced researchers who publish in rigorous, peer-reviewed, scientific research journals plays a vital role in moving a public policy agenda forward to achieve expanded access to music education for all children. The goal is that this research will inform policy debates and development to achieve policies that support opportunities for every child to experience the power and benefits of learning music.     

Drama as physical role-play: actions and outcomes for life science lessons in South Africa

Abstract

Two volunteer BEd student teachers in their fourth year of a BEd degree at a metropolitan university in the Western Cape of South Africa designed and taught lessons to two classes of the same age and ability in grade 7 (ages 12–13), using drama role-plays (intervention) and more conventional non-drama methods (control). Lessons were observed and video-audio recorded to identify episodes critical to successful learning. Learners (pupils) in both sets of classes were tested in associated content using tests designed by the student teachers. In both cases test outcomes were in favour of drama lessons (F = .56 and .55) but were not necessarily linked to the number of positive teaching episodes. Lack of interaction between student teachers and their learners, insufficient structure to the role-plays or a tendency to over-contextualise scenarios did not seem to have hindered conceptual understanding. Findings suggest a more nuanced and progressive programme of training in using drama for teaching science would be beneficial and that subject knowledge for planning activities must be particularly sound.     

Global Health Policy, Local Realities: The Fallacy of the Level Playing Field

Global Health Policy, Local Realities: The Fallacy of the Level Playing Field. Linda M. Whiteford and Lenore Manderson. eds. Boulder, CO: Lynne Rienner Publishers, 2000. 331pp.     

Global Health Policy, Local Realities: The Fallacy of the Level Playing Field

Global Health Policy, Local Realities: The Fallacy of the Level Playing Field. Linda M. Whiteford and Lenore Manderson. eds. Boulder: Lynne Rienner Publishers, 2000. vi. 333 pp.     

The arts in Brazilian public schools: Analysis of an art education experience in Mato Grosso State,Brazil

This article examines the relation between official policy on art education in Brazilian basic education and what is actually taught and done in public school teaching in Mato Grosso, Brazil. Making use of interpretative analysis, I directly observed art classes in schools selected in the state of Mato Grosso. I also analyzed the laws, guidelines, parameters, and other official documents related to art education in Brazilian primary and secondary schools and compared them to the observed practices in the selected schools. Specifically in Mato Grosso, there is a gap between the theoretical guidelines of these documents and what is taught and done in public schools. Conceptions of the discipline of art education in official documents are not in line with the practices of this discipline in the researched elementary schools, a discord that may contribute to art being misunderstood as a lesser discipline. Using the results of this research, I intend to seek effective ways to discuss the arts in the curriculum of primary and secondary schools and highlight their importance in school curricula. My objective is not only that these results benefit public schools by encouraging the expansion of concrete and effective public policies for the quality and improvement of primary and secondary school education and the training of arts teachers, but also that these results will assist researchers studying arts education by showing how to extend that study beyond the academic walls.     

Early childhood arts education in the United States: A special issue of Arts Education Policy Review

ABSTRACT

In this introduction to Early Childhood Arts Education in the United States, a special issue of Arts Education Policy Review, the editors provide a platform for stakeholders' increased awareness and understandings of the need to ensure children's rights to arts education. They summarize the five articles comprising this issue, and invite stakeholders to consider example action steps to apply content from this Issue to arts interactions with young children.     

It's Not the Culture of Poverty, It's the Poverty of Culture: The Problem with Teacher Education

The preparation of novice teachers is dominated by psychological notions almost to the exclusion of other social science paradigms. The perspective that is least likely to be evident in teacher preparation is that of anthropology. However, prospective and novice teachers regularly and loosely use the word "culture" as an explanation for student patterns of behavior they cannot explain. This discussion focuses on the ways prospective and novice teachers construct culture simultaneously as both the problem and the answer to their struggles with students different from themseles.     

关于大学生形势与政策教育效果的思考

论述了大学生形势与政策教育的内容、途径和方法,旨在为新时期大学生形势与政策教育增强实效性提供借鉴和思考。     

Public Policy and Music Education in Norway and Finland

This article applies the Toulmin argument model of rhetorical analysis—which features identification and dissection of the components of prominent enthymemes—to scrutinize concepts within both educational policy documents and relevant music education literature from Norway and Finland across the past decade. Our analysis examines how understandings of “music education” are formulated through the cosmopolitan rhetoric of public policy, enabling rigorous assessment of relationships between the prospective limitations of these formulations and the actual concerns of music teachers evident in professional periodicals since the start of the twenty-first century.     

Attention to Local Health Burden and the Global Disparity of Health Research

Most studies on global health inequality consider unequal health care and socio-economic conditions but neglect inequality in the production of health knowledge relevant to addressing disease burden. We demonstrate this inequality and identify likely causes. Using disability-adjusted life years (DALYs) for 111 prominent medical conditions, assessed globally and nationally by the World Health Organization, we linked DALYs with MEDLINE articles for each condition to assess the influence of DALY-based global disease burden, compared to the global market for treatment, on the production of relevant MEDLINE articles, systematic reviews, clinical trials and research using animal models vs. humans. We then explored how DALYs, wealth, and the production of research within countries correlate with this global pattern. We show that global DALYs for each condition had a small, significant negative relationship with the production of each type of MEDLINE articles for that condition. Local processes of health research appear to be behind this. Clinical trials and animal studies but not systematic reviews produced within countries were strongly guided by local DALYs. More and less developed countries had very different disease profiles and rich countries publish much more than poor countries. Accordingly, conditions common to developed countries garnered more clinical research than those common to less developed countries. Many of the health needs in less developed countries do not attract attention among developed country researchers who produce the vast majority of global health knowledge—including clinical trials—in response to their own local needs. This raises concern about the amount of knowledge relevant to poor populations deficient in their own research infrastructure. We recommend measures to address this critical dimension of global health inequality.     

A View of Current Evaluative Practices in Instrumental Music Teacher Education

The purpose of this study was to examine how instrumental music educator skills are being evaluated in current undergraduate programs. While accrediting organizations mandate certain elements of these programs, they provide limited guidance on what evaluative approaches should be used. Instrumental music teacher educators in the College Music Society (n = 303) supplied data about their respective programs through an online survey. Participants reported using written and verbal feedback, self-evaluation, and rubrics most frequently. Similar evaluation processes used across program courses or experiences, such as rubrics and ePortfolios, were described by 35 percent of the music teacher educators. Most programs culminated in a semester-long student teaching period, during which preservice teachers were observed and evaluated by university supervisors three to four times. Weak correlations were indicated between some evaluative practices and music teacher educators’ expectations for program graduates’ music educator skills. Implications for music teacher education programs and suggestions for establishing evaluation policies are discussed.     

Understanding the Development and Perception of Global Health for More Effective Student Education

The concept of “global health” that led to the establishment of the World Health Organization in the 1940s is still promoting a global health movement 70 years later. Today’s global health acts first as a guiding principle for our effort to improve people’s health across the globe. Furthermore, global health has become a branch of science, “global health science,” supporting institutionalized education. Lastly, as a discipline, global health should focus on medical and health issues that: 1) are determined primarily by factors with a cross-cultural, cross-national, cross-regional, or global scope; 2) are local but have global significance if not appropriately managed; and 3) can only be efficiently managed through international or global efforts. Therefore, effective global health education must train students 1) to understand global health status; 2) to investigate both global and local health issues with a global perspective; and 3) to devise interventions to deal with these issues.     

整体表象与局部表象的产生及其性别差异

目的:探索整体表象和局部表象的产生及其性别差异。方法:被试在足够的时间内习得20幅动物图片,主试根据每幅图片提出一个整体表象问题和一个局部表象问题并以文字形式呈现在电脑屏幕上,通过被试自主按键反应记录整体表象和局部表象产生的时间。46名大学生参加了该实验,男女各半,平均年龄为23.5(男24,女23)。结果:(1)整体表象与局部表象产生之间存在显著差异,产生整体表象明显快于局部表象;(2)在表象产生上存在显著的性别差异,女性产生表象的速度显著快于男性。(3)产生的表象类型与性别之间存在明显的交互作用,女生与男生对整体表象的产生无显著性差异,而对于局部表象的产生,则女生明显快于男生。结论:整体与局部表象的产生是由不同的加工过程完成并因性别不同表现出显著的差异。     

食用菌栽培学实验课教学改革与实践

从实验教学内容的编排、学生能力的培养、实验成绩的考评等方面对食用菌栽培学实验课的教学进行了探讨,并对食用菌栽培学教改论文进行了评述。     

Community arts: (Re)contextualizing the narrative of teaching and learning

ABSTRACT

Education in the United States is often characterized by testing and standardized outcomes, and bears little relevance to the culture and the community that surrounds both students and teachers. Conversely, community arts connect the philosophies of art and education to the larger spheres of culture and community. The community thus becomes an educational space in which both the teachers and students are motivated to learn from each other through a reciprocal relationship that changes the dynamic of both teaching and learning. Consequently, the (re)contextualization of art and education within culture and community has distinct policy implications regarding both what we teach and the way we teach it. There is an opportunity to increase the significance of art education in a democratic society if we embrace practices that empower preservice teachers to analyze how artmaking practices shape their own sensibilities and those of the communities in which they live. This article suggests a field experience model for informing cross-cultural understandings of community-based pedagogy, participation, and collaboration that challenges existing educational policy while informing the values and beliefs of the preservice teacher. It presents the opportunity to develop socially relevant programs for use in the teaching of art that include community, social justice, democracy, collective responsibility, activism, and equity—among others—that confront established perceptions of both art and education.     

The reigning misperception about culture and Asian American achievement

ABSTRACT

Asian Americans graduate from college at higher rates than other groups, and evince educational outcomes that match or exceed those of their parents. They comprise about 25 per cent of the student body in Ivy League institutions, despite making up only 6 per cent of the U.S. population. While it may be tempting to reduce Asian American academic achievement to Asian culture, and Confucian values more specifically, we provide disconfirming evidence, both within the United States and beyond, to show the fallacy of this logic. Contemporary U.S. Asian immigrants are “hyper-selected”: they are more likely to have graduated from college than their non-migrant counterparts, and also more likely to be college-educated than the U.S. mean. Hyper-selectivity and its spillover effects explain the exceptional educational outcomes of Asian Americans. It is time that we laid to rest the reigning misperception that Asian American academic achievement can be reduced to Asian culture or Confucian values.