Music teachers' perceptions of high stakes teacher evaluation

Recent corporate education reform policies have replaced relatively informal systems of principal observations that had been familiar to many teachers for much of their professional careers with high-stakes teacher evaluation (HSTE) systems that now determine who is allowed to remain in the profession and who gets terminated. Many education scholars have found current teacher evaluation systems to be lacking in validity and reliability. This article examines the perspectives of music teachers working within HSTE systems through a policy lens, identifying the major challenges these systems pose for music educators and offering policy recommendations for improving the evaluation of music teachers.     

The Gentle Art of Criticism

Although much has been written about professional development in general education and music education literature, little has addressed the benefits of music-making as meaningful professional development for music teachers. For music teachers, music-making and meanings of music-making have been connected with teachers' identity, well-being, beliefs, and effectiveness, as well as being a powerful pedagogical tool and a way to develop presence in teaching. Presence in teaching is linked with self-awareness, attentiveness, and pedagogical knowledge. The purpose of this article is to explore the benefits of music-making for music teachers in order to convince policymakers of the value of music-making as a professional development activity for music teachers. This article explores theories from psychology and education that link engagement, well-being, and identity to lay the foundation for a justification of broadening professional development policies. Then, literature is presented that connects teachers' art-making experiences (past and present), identity, teaching, and student learning. The third section draws on my previous work to illustrate the intersections between teachers' music-making and teaching. Then, suggestions for implementing professional development programs with music-making components are made. Although there are many ways music-making could be included as professional development, I offer four suggestions: including music-making in departmental or district-wide meetings, granting professional development credit to music teachers who make music outside of the classroom, setting up in-classroom reflection opportunities/action research based on integrating music-making and music teaching, and initiating a collaborative teacher study group that includes chamber music collaboration.     

Spare-time Art Jobs

Music teaching and learning are socially situated activities. School-university partnerships have the potential to impact preservice teachers’ identities and level of socialization. Thus, a sociologically based belief system for establishing and maintaining school-university partnerships may provide cooperating teachers and university faculty members with purpose and direction for meeting the needs of stakeholders. This article explores the sociological and pedagogical implications of school-university partnerships and illustrates how these underpinnings function in two middle school band collaborations. Specifically, this article examines how partnerships can be viewed through three sociological perspectives, how sociological experiences might impact preservice teachers’ futures, and how policymaking endeavors could impact the strength and continuance of school-university partnerships. What we learn from existing collaborations and how stakeholders respond to this information has the potential to reshape music teaching and learning in our society.     

Integrating Art and Aesthetics

Educational quality is a central issue in higher education and music teacher education. In this article, the author discusses problems concerning the development of and research into quality in music teacher education in Western societies' contemporary socio-cultural dynamics. He begins with a presentation of the concept of educational quality, its importance for music teacher education, and traditional designs for this inquiry. Thereafter, he discusses the promotion of educational quality as an external, political initiative, as a meeting between a traditionally modern project and a condition of late modernity, as well as focusing on particularly illustrative areas. The author details challenges inherent in the development of and research into educational quality as a late modern project and presents recommendations and strategies.     

Faith in Art

Individual creativity is ubiquitous. New technologies both enable and urge fresh approaches to creativity in the context of education. University-level education offers a natural place to adjust pedagogical structures in favor of a more individual approach to learning that organizes the intellectual community into new patters of interaction and time allocation. This direction is made possible by the vast improvements in access to information, data, knowledge, and opinion. College students live in this world of access, in an ever-expanding sea of material. Networking second-by-second is central to their zeitgeist. The result is far more than social. Interaction and collaboration are now important in most workplaces, and are expected to be even more important in the future. Higher education needs to use its natural resources in ways that develop content knowledge and skills in a culture infused at new levels by investigation, cooperation, connection, integration, and synthesis. Creativity is necessary to accomplish this goal. When central and culturally pervasive, creativity becomes exemplified and enhanced for every student. Problem solving becomes the driving pedagogy. Problem solving is a technique that can be advanced through practice, but practice takes time. Universities must meet the challenge of reapportioning time if suggested changes are to occur. These matters are important to P–12 arts education, because colleges prepare teachers and citizens who then provide leadership. Possibilities abound for changing paradigms that now hold arts education back in many policy situations. It is important to take advantage of opportunities inherent in the coincidence of present conditions, youthful energy, technological capabilities, and interest in creativity.     

Is the edTPA the Right Choice for Evaluating Teacher Readiness?

The purpose of this article is to describe and analyze the edTPA, a performance assessment created by the Stanford Center for Assessment, Learning, and Equity (SCALE) and administered by Pearson, Inc., to assess the professional readiness of student teachers. We challenge claims made in support of using this assessment, specifically within the context of arts teacher preparation programs, and we address areas of immediate critical concern to make alternative recommendations.     

Arts teacher evaluation: How did we get here?

Arts educators recently have found themselves in unfamiliar and sometimes-frustrating situations regarding their performance evaluations. The push for value-added models, effectiveness ratings based on schoolwide test score averages, portfolios, student learning objectives, and other measures of teacher effectiveness has dramatically changed arts teachers' evaluation procedures. Without sufficient knowledge of relevant educational history, these changes may seem to have emerged out of thin air. This article offers brief histories of teacher evaluation practices and teacher effectiveness/quality research, and discusses how the two histories recently collided to shape policy. Lingering questions for arts teachers are examined. Finally, recommendations are offered for how arts teachers can proactively deal with current and evolving teacher evaluation policies.     

Influence of benzyladenine and gibberellic acid on organogenesis in lsquo;Crimson Giantrsquo; Easter cactus

Experiments were performed to determine the influence of gibberellic acid (GA₃) and benzyladenine (BA) on organogenesis of lsquo;Crimson Giantrsquo; Easter cactus [Hatiora gaertneri (Regel) Barthlott] phylloclades cultured in vitro. The numbers of flower buds and new phylloclades increased linearly as BA concentration increased from 0 to 444.1 micro;M. GA₃ increased the number of new phylloclades when present in moderate concentrations (2.9 or 28.9 micro;M), but inhibited flower bud formation when present in concentrations as low as 0.3 micro;M. The inhibitory effect of GA₃ on flower bud formation was diminished when the medium was amended with BA at 44.4 or 444.1 micro;M. Explants cultured in media that contained 288.7 micro;M GA₃ produced fewer organs (new phylloclades plus flower buds) compared to those cultured in media with 0, 0.3, 2.9, or 28.9 micro;M GA₃. BA and GA₃ concentrations also affected the percentage of explants with flower buds and the percentage of explants with new phylloclades. This study shows that organogenesis in H. gaertneri can be controlled by varying the concentrations of BA and GA₃ in the culture medium.     

福州淮安山林分游憩化改造技术

通过对福建农林大学淮安山植被的现状调查,引入森林景观游憩化经营概念,从美学、健康、文化教育、安全等角度出发,分析森林满足人们游憩需求的功能特性,从而提出淮安山林分游憩化改造的原则,并从栽植技术、配置方式、分区树种选择等方面阐述具体的改造技术措施。     

What Is Everyone Saying About Teacher Evaluation? Framing the Intended and Inadvertent Causes and Consequences of Race to the Top

The purpose of this study was to understand how contributors to national media, education publications, and arts education publications interpret aspects of teacher evaluation enacted in response to Race to the Top. Using Stone's (1989) policy framework, researchers coded articles for intended and inadvertent causes. Analysis indicated that although the authors of Race to the Top explained that in order to win funds, states must take student growth into account, authors for both national media and journals aimed at teachers defined consequences directly resulting from such actions as unintended. Arts educators might hold policymakers accountable for intending or at least foreseeing many of the consequences from Race to the Top as well as consider their own potential role as policy creators and challengers.     

生物成长记录袋的设计与评价

促进学生成长,已成为新课程推进与实施的关键,通过建立“学生成长记录袋“对学生实施全面综合性评价.介绍了学生生物学科“成长记录袋“的设计、使用和评价的一些情况.     

研究生高级微生物学课程教学改革与实践初探?

从研究生"高级微生物学"课程的定位、研究生学习该课程的目的、知识背景差异及教学过程中的问题等方面分析了目前研究生"高级微生物学"教学中存在的问题。通过教学内容的优化、教材建设、教学方法改革、师资队伍建设以及建立师生交流平台等方面进行教学改革实践,取得了较好的教学效果。     

Serum zinc and somatic growth in children with growth retardation

A possible role for zinc deficiency in some cases of growth retardation in southern France was investigated. Control values for zinc for 160 children (age=12.5±2.4 yr) are 0.85±0.22 mg/L (mean ±2 SD). Twenty-five children with low serum zinc values (<0.63 mg/L) and 25 matched short children with normal serum zinc values (>0.63 mg/L) were studied. Children in the two groups did not differ significantly in age, pubertal development, stature, and weight. For the 25 children whose serum values were low, we found significantly lower values for bone age delay, growth velocity in mm/month, as well as the ratio between calculated growth velocity and theoretical growth velocity for the bone age (so that zincemia was correlated to these parameters in the whole sample of 50 subjects). Nevertheless, no significant difference could be found between the two groups for serum somatomedin C, serum osteocalcin values, and GH responses to the GH stimulatory tests (exercise test, overnight sampling, insulin-induced hypoglycemia, arginine test). Therefore, low serum zinc is associated with a retardation in both somatic growth and pubertal maturation.     

Issues in performing arts teacher preparation program evaluation policy

Solid, well-grounded teachers can be instrumental in solving the problems facing our schools and students because it is successful teachers who are the most valuable, in-school contributors to our students' success. The importance of teacher preparation programs (TPPs) in developing quality teachers has been reinforced by researchers who have demonstrated that preparation linked directly to practice benefits teachers in their first year of teaching. In contrast, federal legislation and government officials' statements suggest that TPPs are responsible for many of the problems facing public education, which has resulted in additional regulations and systems designed to evaluate TPPs' success in preparing effective teachers, including graduates' knowledge of appropriate content. In order to analyze the status of TPP evaluation as it relates to arts education, past models for TPP assessment are reviewed, newer models are discussed, and the possible effects on teacher evaluation processes are outlined. Early research and scholarly writing into the noted and projected effect of these models are discussed as well as suggestions and implications for future models and research into TPP effectiveness.     

Merit Pay and the Music Teacher

Current proponents of education reform are at present seeking to fundamentally change the system of teacher compensation by eliminating the traditional single salary schedule and instituting a merit pay system that directly links teacher pay to student achievement. To date, the scholarly literature in music education has been silent on the subject of teacher compensation reform. This article reviews the political arguments and empirical evidence on teacher merit pay while considering these reforms’ potential deleterious effects on music educators. After examining the potential pitfalls of a merit pay system for music educators, I propose one possible framework for evaluating music teachers in a merit pay system.     

Cognition and Student Learning through the Arts

In recent years, an increasing number of studies have suggested connections among cognition, social and emotional development, and the arts. Some of this research indicates that students in schools where the arts are an integral part of the academic program tend to have an academic advantage over students for whom that is not the case. This study examines factors in schools and at home that contribute most to the variance in student learning and achievement, particularly as they relate to the arts, using a sample of more than 8,000 students in grade 5. The findings suggest that in-school arts programs alone may have less of an impact on student achievement than previous research has proposed. Parental influences likely have more of an effect than school on most children, and efforts to involve parents in the arts with their children may be more productive than simply providing arts programs in schools.     

定向免费医学生组织学与胚胎学教学改革初探

为了提高基层医疗水平,国家启动了免费医学生培养计划,组织学与胚胎学是免费医学生一门必修课程,本课程为后续相关医学课程的基础,此课程学习得好与坏直接影响相关医学课程的学习,甚至影响免费医学生的培养质量,因此加强免费医学生组织学与胚胎学教学改革十分必要。     

不同间伐措施对乳源木莲生长的影响

由于间伐措施不同,杉木与乳源木莲混交林中的乳源木莲生长差异显著。间伐适时,乳源木莲的胸径、树高生长量明显增加,材积速生期延长,且17年生仍处在速生期;而逾期间伐,林分密度偏大,则混交林中乳源木莲生长受抑制,速生期提早结束,生长不良。作者认为,为提高杉莲混交林的经营效果,适时间伐、密度合理至关重要。     

基于DPSEEA模型构建生物安全评价体系：以深圳市为例

由于生物安全内涵外延和基本要素的模糊性、评价指标及评价方法的多元性等因素的限制, 我国至今尚未形成全面有效的生物安全评价指标体系。为构建生物安全评价体系, 研判生物安全现状, 本文首先运用规范分析法剖析《生物安全法》中有关“生物安全”定义的特点及不足, 从国家安全角度认为生物安全是指国家有效防范和应对危险生物因子及相关因素的威胁, 维护和保障自身安全与利益的能力和状态。明晰了生物安全的外延, 即只有对国家安全利益、民众健康、生态环境保护产生威胁的生物风险, 才是生物安全所规制的对象。其次, 生物安全基本要素包括自然生物安全和社会经济生物安全。自然生物安全主要指民众健康和生态环境保护方面, 包括生物个体安全和生物多样性安全。社会经济生物安全的关注点在国家安全利益, 即社会稳定和国家经济利益, 包括生物技术安全、生物实验室安全。第三, 以生物安全基本要素为管理对象的尺度, 将国家安全利益、民众健康和生态环境保护作为评价主体, 以生物法治为理念, 运用模型构建法, 将定性指标和定量指标相结合, 基于驱动力‒压力‒状态‒接触‒影响‒行动模型(driving force-pressure-state-exposure-effect-action, DPSEEA)构建了一套具有生物法治特色的生物安全评价指标体系, 包括生物安全法律法规体系健全水平、生物安全所涉违法犯罪行为的打击力度、生物安全各部门机构协调机制的建立和完善程度、符合规定标准的生物实验室数量和百分比、生物安全人才数量及密度、对生物产业和基本卫生部门的官方援助及其他途径投资总额、疫苗覆盖的目标人群比例、生物安全的宣传教育普及率8项评价指标在内共32项生物安全评价指标。最后, 基于实地调研及数据统计分析, 以2019年和2020年深圳生物安全工作为例对评价体系进行验证。结果显示, 深圳生物安全工作在农业生物安全、动植物防疫、防范外来物种入侵方面成果显著; 但仍在法律法规体系、生物安全人才培养和资金投入、生物安全普及率方面存在不足。针对上述问题提出完善生物安全法律法规体系并注重法律协调衔接、“一个健康”实现多元协同生物治理、加强人才培养和资金投入、加强生物安全宣传教育等建议。     

Performance measures in evaluating machine learning based bioinformatics predictors for classifications

Background: Many existing bioinformatics predictors are based on machine learning technology. When applying these predictors in practical studies, their predictive performances should be well understood. Different performance measures are applied in various studies as well as different evaluation methods. Even for the same performance measure, different terms, nomenclatures or notations may appear in different context. Results: We carried out a review on the most commonly used performance measures and the evaluation methods for bioinformatics predictors. Conclusions: It is important in bioinformatics to correctly understand and interpret the performance, as it is the key to rigorously compare performances of different predictors and to choose the right predictor.