Action Research as a Professional Development Activity

Reflective teachers are always searching for ways to improve their teaching. When this reflection becomes intentional and systematic, they are engaging in teacher research. This type of research, sometimes called action research, can help bridge the gap between theory and practice by addressing topics that are relevant to practicing teachers. This article synthesizes literature within music education and general education to address (a) the conceptual underpinnings of action research, (b) characteristics of action research and teacher research, (c) action research critiques, and (d) implications for teacher research as a form of professional development.     

Geomagnetic Field Effect on Affective and Cognitive Competence in Preschool

The goal of our research was to study the effect of geomagnetic field (GMF) disturbances, in terms of K, K_p, A_k, A_p, and SK indices, on children's affective (emotional) and cognitive competence during different forms of organization of pretend play. We studied two forms of management of the playing process: 1) teacher‐directed frontal play with simultaneous involvement of all children in the classroom and 2) child‐directed play in various small groups. Twenty‐six observations were performed on 51 children in two mixed‐age classrooms. The mean age of the children was 4.6 years, with age span from 3 to 6 years. We found a significant increase in cognitive behavior during child‐directed play in groups compared with frontal, teacher‐directed management of the lesson. During child‐directed play children's behavior was negatively correlated with geomagnetic disturbance in both affective and cognitive domains (R = ? 0.47, p < 0.029, n = 21) as compared with teacher‐directed play where there was no significant interaction. We believe the dependence of the GMF effect on the type of the organization of the educational process is explained by the less‐stressful environment of the child‐directed playing conditions compared with teacher‐directed in which the directive role of the teacher can mask a possible GMF effect.     

Comparing Alternate Approaches to Calculating Reliability for Dichotomous Data: The Sample Case of Adolescent Selection,Optimization, and Compensation

With the growing interest in the development of purpose in youth, one important role that requires attention is the school teacher. The current article explores student perceptions of the role teachers can play in fostering purpose in their students in the mid- and late adolescent years, and the teacher competencies that facilitate purpose development. The present investigation posits and tests a structural model in which student perceptions of teacher support predicts youth purpose, mediated by student perceptions of teacher competencies; in turn, youth purpose predicts broader positive youth development. Two samples of demographically diverse young people ages 13–18 were surveyed in the United States (n = 381) and Finland (n = 336). Results showed support for the role of teachers in fostering purpose, and provided evidence for the hypothesized model with some cross-cultural differences. Implications of these findings for developing purpose in schools are discussed.     

Doing Something about the Weather

Mealworms, yum yum! Insects are an exciting way for middle school students to acquire science process skills. A teacher eating a mealworm will certainly capture the attention of students, and explaining the common practice of insect eating among people in other countries is a great way to include culture in a science lesson. This article provides the teacher with basic information on: (a) how to set up and maintain a mealworm colony, (b) instructions on setting up an observational journal as well as a sample organizational template, and (c) a number of explorations and activities to do with mealworms.     

Rings that Flow Like Quicksilver

Preparing dance specialist teachers to successfully educate an increasingly diverse student population highlights a number of challenges within an educational policy landscape characterized by technical production, methods-centric teacher preparation, teacher-proof curriculum, and standardization. The ramifications of these policies have significantly narrowed the scope of teacher preparation and stripped curricula of educational foundations content. This article presents a praxis-incorporative approach for integrating social foundations content into dance teacher preparation based on a review of relevant national standards. Recommendations and insights, grounded in research findings from an undergraduate dance pedagogy course (n = 59) taught from critical and feminist pedagogical perspectives, are discussed.     

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.     

Tensions and perplexities within teacher education and P–12 schools for music teachers with visual impairments

We have written this article seeking to connect societal perceptions of disability with P–12 schools and higher education institutions toward the goal of greater understanding and equitable employment opportunities for music teachers with disabilities, specifically teacher candidates with visual impairment. In our investigation, we examine the following questions: (a) How have special education programs within P–12 schools, universities, and schools of music reflected societal perceptions of persons with disabilities and how do those in turn influence perceptions of teacher candidates? (b) How have the essential functions of teaching been articulated by accreditation programs and what tensions arise when music teachers with visual impairments are considered for employment? and (c) What are potential ways forward for P–12 education, teacher education programs, and schools of music? To disrupt binaries between able and disabled in schools, we recommend embracing a broader, interdependent view of music education, one that is defined by and includes all teaching professionals and school communities. Additionally, we support recruitment of teacher candidates with disabilities to music education programs and consistent advocacy through matriculation and job placement to encourage entry into P–12 schools.     

Effects of Animal-Assisted Activities with Guinea Pigs in the Primary School Classroom

ABSTRACT

This study investigated the effects of a classroom-based animal-assisted activities (AAA) program with guinea pigs on the social functioning of primary school children. We hypothesized that participants in the experimental condition (n = 64), compared with a waitlist control group (n = 64), would demonstrate improvements in social functioning following the program. Parents and teachers used the Social Skills Rating System (SSRS) to evaluate the social skills and problem behaviors of 128 participating children (age range = 4.8 to 12.7 years) before and after an 8-week period. Teachers also rated academic competence at both time points. Children who participated in the AAA program demonstrated significantly greater improvements in social functioning than their control group peers, as defined by greater increases in social skills (teacher SSRS) and decreases in problem behaviors (parent and teacher SSRS). There were no significant differences between the groups in academic competence. AAA participants demonstrated significant increases in social skills and decreases in problem behaviors from pre- to post-program on the teacher version of the SSRS. Control group participants did not show significant changes on these measures. These findings suggest that an AAA program with guinea pigs may be a feasible addition to the primary school classroom in order to improve social functioning. Further component analysis will be necessary to determine whether the animal is the active ingredient in AAA programs of this nature.     

A Novel Technic for High School Magazines

Inspired by ideas that Levi-Strauss (1955) presented in Tristes Tropiques, the author discusses music and early childhood in Brazil from educational, historical, anthropological, and sociological perspectives. She begins with a short history of early childhood education in Brazil, including changes in educational policies, teacher preparation, and recent statistics. Next, a brief history of music teaching and learning is followed by a discussion of Brazilian children's current musical practices. In this section, the author discusses teacher training, curriculum, religion, wealth, local culture, and the role of the media. The author concludes with suggestions for the development of both early childhood music education policy and practice in Brazil.     

Annual Review

In recent years, the science teaching community and curriculum developers have emphasised the importance of teaching inquiry and teaching science as inquiry. One way of developing learners' skills for planning and carrying out scientific research is by allowing them to perform independent research, guided by a teacher. It was recently discovered that there are considerable differences between experiments conducted by scientists and those conducted by students, with regard to the cognitive processes that the experimenters go through. Developing inquiry study activities that emphasise authentic inquiry was suggested in order to introduce students to cognitive activity that more closely resembles that of scientific professionals. This article describes the Biomind programme, intended for students of Grades 11 and 12 (ages 16 to 18 years) majoring in biology. The curriculum, developed by biology teachers, enables students to conduct independent research under teacher guidance. The curriculum emphasises the learning process, not just the outcome, and so students must reflect upon the work in progress. Moreover, the Biomind curriculum follows the principles of authentic inquiry. Biomind may improve students' scientific thinking abilities, expand the guidance aspect of teachers' work, and inspire curriculum developers to further emphasise inquiry.     

Karyology of a few species of south Indian acridids. II Male germ line karyotypic instability inGastrimargus

Gastrimargus africanus orientalis,an acridid grasshopper has revealed the existence of karyotypic mosaicism in the male germ line cells of a few individuals with 2 n = 23, 19, 21, 25 and 27 chromosomes. Details of this chromosomal instability are presented in this paper. We dedicate this paper to our teacher Prof. L Siddaveere Gowda on the eve of his 60th birthday.     

Biology and Television

The paper deals with the problem of designing a teacher's guide which will encourage and assist a teacher to arrive at well-reasoned independent decisions, and respect the teacher's experience and intellectual autonomy. The method described pertains to independently developed materials, not developed for any particular curriculum or teaching approach, thus leaving decisions about their adoption and adaptation to the teacher. A representative sample of teachers was used to obtain feedback information before, during, and after teaching a newly developed laboratory block in genetics for the 11th–12th grade level (17–18 year olds). Questionnaire and interview methods were used. Twelve categories for possible inclusion in the teacher's guide emerged. Decisions on whether to include a category in the teacher's guide were shown to be based on the teachers' manifest degree of familiarity with it, their measure of (or lack of) awareness of its educational potential, and their expressed desires for assistance.     

Social and biological measures of hyperactivity and inattention: Are they describing similar underlying constructs of child behavior?

Abstract

The relationship between 27 different measures of hyperactive, impulsive, and inattentive behavior, including those considered to be more objective and those considered more influenced by social factors, is examined using a normal sample of 219 Mexican children, ages 6 to 12. Measures were based on activity monitoring by accelerometry, ethological observation of attentional and movements states in the classroom, cognitive testing using the TOVA continuous performance test (CPT), and parents’ and teachers’ reports on ratings scales and symptom checklists. Factor analysis was used to examine to what degree these different measures are reporting similar underlying constructs (factors) of hyperactivity and inattention. Parent and teacher ratings appear to be describing underlying constructs that are distinct from those described by the other measures, but measures based on CPT, observation, and activity monitoring did not factor together either, nor more highly correlate to each other. Analysis combining all the measures showed that parent and teacher ratings factored together based on who was reporting the behavior, rather than the behavior being reported. The findings underscore that each type of measurement of hyperactivity, impulsivity, and inattention measures a different aspect of a complex behavioral phenomenon, rather than some better measuring than others the same underlying factor.     

The genusGeitleria (Cyanophyceae orCyanobacteria): Distribution ofG. calcarea andG. floridana n. sp.

The calcifying cave inhabitant atmophytic blue-green algaGeitleria calcarea is reported from new localities in Florida and in the Cook Islands.—G. floridana n. sp., is described from caves in Florida. The calcified sheath has the shape of a quadratic prism and is built of crystalline acicular subunits about 0.1 µm in diameter. The subunits mostly form a rhombic lattice pattern but in some cases, they are not distinguishable and then the surface of the sheath is smooth.This paper is dedicated with gratitude to my former teacher, Prof. Dr.Lothar Geitler, for his 80th birthday.     

Molecular genetic evidence for the transfer of Oerskovia species into the genus Cellulomonas

A close genetic relationship among strains of Oerskovia turbata, O. xanthineolytica and various coryneforms is indicated by DNA-DNA reassociation studies. O. xanthineolytica shares high homology values (over 60%) with Cellulomonas cartae, Nocardia cellulans, Brevibacterium fermentans and Corynebacterium manihot. O. turbata and other cellulomonads show lower DNA homology values (20–25%) which are still high enough, however, to indicate a relationship at the genus level. Based on these data and supported by comparative analysis of the ribosomal 16 S RNA and the similarity of peptidoglycan types, the transfer of Oerskovia species into the genus Cellulomonas is justified.This paper is respectively dedicated to our teacher and mentor, Professor Dr. O. Kandler, on the occasion of his 60th birthday.     

Culture experiments with lichens

Fragments of several lichens were grown in the laboratory and developmental steps of growth and regeneration could be described. Different degrees of determination could be observed. The stages of podetial development inCladonia are easily distinguished and are reached after comparably short time. As they occur highly synchronized the results encourage further morphogenetic experiments.Dedicated to Prof. DrO. L. Lange on the occasion of his retirement as a tribute to his outstanding qualities as both a scientist and as a teacher and humane colleague.     

Teaching music in the flat world: Reflections on the work of Darling-Hammond and Rothman

Authors and scholars published within Arts Education Policy Review have been diligent to investigate various topics surrounding music educator preparation, mentoring, retention, as well as avenues for continued professional development and growth. Linda Darling-Hammond and Robert Rothman, along with various chapter authors, address education reform on an international level within Teaching in the Flat World: Learning from High-Performing Systems (2015 Rothman, R., & Darling-Hammond, L. (2015). Teaching quality initiatives in the United States. In L. Darling-Hammond & R. Rothman (Eds.), Teaching in the flat world: Learning from high-performing systems (pp. 6–27). New York, NY: Teachers College Press. [Google Scholar]). The purpose of this article is to examine the recommendations presented by Darling-Hammond, Rothman, and colleagues through the lens of music education research and policy review. Specific areas of focus include: (a) recruitment and rigor of teacher education programs, (b) alternative routes into the teaching profession, (c) teacher induction and new teacher support, (d) career advancement and professional development support, and (e) teacher evaluation.     

Chromosomal breaks with attachments to the nucleolus

Among over 2,000 chromosomal aberrations produced by a cytoplasmic chromosome-breakage factor in Drosophila robusta, 28 have been unique in that the broken chromosome has become attached to the nucleolus. These have taken three forms according to the origin of the broken pieces. Particularly interesting are three aberrations of form 3 in which the chromosome attached to the nucleolus is an interstitial deletion. The data suggest that the nucleolus contains material with chromosome-like properties, particularly in possessing a centromere.Dedicated to a beloved teacher, Prof. Th. Dobzhansky, on his 70th birthday.     

Somatic hybrids of Datura innoxia Mill.+Datura discolor bernh. and of Datura innoxia Mill.+Datura stramonium L. var. tatula L.

Summary Three sexual generations of the somatic hybrids from Datura innoxia+Datura stramonium (Datura straubii) and from Datura innoxia+Datura discolor (Datura hybrida) were investigated (Schieder, 1978). Self fertility of the somatic hybrids proved to be comparable to that of the parental plant species. The good fertility is attributed to the low number of quadrivalents formed in meiosis I. The growth rate of the somatic hybrids is superior to the parental plant species and also to the autotetraploid somatic hybrids of Datura innoxia. Datura innoxia is the species showing the best growth rate of all species used for the hybridization experiments. In addition, some irregularities in the sexual generations are described.Dedicated to my teacher, Prof. Dr. J. Straub, on the occasion of his 70^th birthday.     

The physiologist Johann Autenrieth (1772–1835) at Tübingen University: early reports on biological rhythms and their use for medical lectures

Johann, Heinrich, Ferdinand von Autenrieth [1772–1835], was a teacher of anatomy, physiology and pharmacology at the University of Tübingen, Germany. He was the author of a famous textbook on Physiology and one of the earliest pharmacologists [Öffentlicher Lehrer der Arzneykunst]. In his textbooks, he presented a lot of information that and how biological rhythms influenced physiological functions in the human body, the book was used for his medical lectures for students. He can be regarded as on of the earliest chronophysiologists. Most important, he assumed a chemical stimulation responsible for generating the periodicities in the human body.