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Constructing a Personal Orientation to Music Teaching: Growth,
Inquiry, and Agency, (Second Edition), is a textbook for studies in
music education. Expanding upon the first edition, the authors
promote inquiry and reflection to facilitate teacher growth,
lifelong learning, and a disposition toward educational change. The
revised text responds to current calls for social change and
teacher education reform by reaffirming and intensifying the need
for music teachers to adopt a personal orientation toward their
work. A personal orientation encourages teachers to initiate their
own growth, engage in inquiry, and exercise agency in school
contexts. Strongly grounded in current theories and research in
teacher education, Constructing a Personal Orientation to Music
Teaching: Growth, Inquiry, and Agency strives to do the following:
Engage readers in analyzing their own experiences in order to
conceptualize the complexity of teaching Involve them in clarifying
their reasons for seeking a career in teaching Support their
insights, questions, and reflections about their work Promote a
reflective, critical attitude about schools in general as music
teachers are urged to think of themselves as change agents in
school settings Construct a moral purpose as a compass to guide
their current and future endeavors in the profession. Every chapter
includes a wealth of pedagogical features, including new
methodologies and examples of practice to engage the readers in
processes of inquiry and reflection. The second edition is
organized in two parts. Part I focuses on positioning music
teachers as learners in the profession, significantly expanding
concepts explored in the first edition that are central to a
personal orientation to professional growth. In the new edition, a
reconceptualized Chapter 5 challenges teachers to cultivate their
identities as change agents. The second half of the book-focusing
on becoming a student of music teaching- features five new
chapters. A provocative chapter on curriculum sets the stage for a
set of additional chapters that invite deeper considerations of the
commonplaces of teacher, learners, subject matter, and context. An
epilogue speaks directly to the power of agency, imagination, and
hope in teachers' lives.
Constructing a Personal Orientation to Music Teaching: Growth,
Inquiry, and Agency, (Second Edition), is a textbook for studies in
music education. Expanding upon the first edition, the authors
promote inquiry and reflection to facilitate teacher growth,
lifelong learning, and a disposition toward educational change. The
revised text responds to current calls for social change and
teacher education reform by reaffirming and intensifying the need
for music teachers to adopt a personal orientation toward their
work. A personal orientation encourages teachers to initiate their
own growth, engage in inquiry, and exercise agency in school
contexts. Strongly grounded in current theories and research in
teacher education, Constructing a Personal Orientation to Music
Teaching: Growth, Inquiry, and Agency strives to do the following:
Engage readers in analyzing their own experiences in order to
conceptualize the complexity of teaching Involve them in clarifying
their reasons for seeking a career in teaching Support their
insights, questions, and reflections about their work Promote a
reflective, critical attitude about schools in general as music
teachers are urged to think of themselves as change agents in
school settings Construct a moral purpose as a compass to guide
their current and future endeavors in the profession. Every chapter
includes a wealth of pedagogical features, including new
methodologies and examples of practice to engage the readers in
processes of inquiry and reflection. The second edition is
organized in two parts. Part I focuses on positioning music
teachers as learners in the profession, significantly expanding
concepts explored in the first edition that are central to a
personal orientation to professional growth. In the new edition, a
reconceptualized Chapter 5 challenges teachers to cultivate their
identities as change agents. The second half of the book-focusing
on becoming a student of music teaching- features five new
chapters. A provocative chapter on curriculum sets the stage for a
set of additional chapters that invite deeper considerations of the
commonplaces of teacher, learners, subject matter, and context. An
epilogue speaks directly to the power of agency, imagination, and
hope in teachers' lives.
Ranging from lively epistles to serious essays, these 124 letters selected from Epistulae Morales and Lucilium espouse the philosophy of Stoicism. This volume includes Tacitus's account of Seneca's death.
This book will serve as a reader for students on early childhood
courses and reflective practitioners working with or for young
children in a range of early years settings. It provides and
introduction to current research and thinking in early years
curriculum, health issues, special education needs, biligualism,
the role of adults working with young children and the role of
parents in young children's development and learning. It takes
account of the new curriculum framework and Foundation Stage for
early years and recognizes the demands of the National Literacy and
Numeracy Strategies.
First published in 1988. Routledge is an imprint of Taylor and
Francis, an informa company.
This textbook has been developed and written in response to the
huge changes in the Early Years sector. It will encourage students
to go beyond the basics, to explore and research issues in more
depth, and to take a critical and reflective approach to their
practice. The book takes full account of the curriculum framework
and the Foundation Stage for early years; it also acknowledges the
National Literacy Strategy and the National Numeracy Strategy.
Exploring Issues in Early Years Education and Care enables readers
to go beyond a basic, introductory level and introduces the key
issues in early childhood education and care such as researching
young children; the place of work in early childhood; reducing
inequalities in child health; and comparative perspectives in early
childhood literacy. Although rooted firmly in practice and with a
UK focus, the text introduces controversial issues and takes a look
beyond the UK. This book comes from the team that wrote the
best-selling Looking at Early Years Education and Care. The
contributors' wide range of backgrounds in early years health and
education ensures that the text will meet the needs of students and
tutors on many different early years and early primary courses, as
well as reflective practitioners working in a range of Early Years
settings.
Hearing children read is a central activity in the primary
classroom, and this book provides a detailed description and
analysis of children reading to their teachers and the teachers'
response. This book should be of interest to primary school
teachers, student teachers, classroom practice, reading.
Selected from the Epistulae Morales ad Lucilium, Seneca's Letters
from a Stoic are a set of 'essays in disguise' from one of the most
insightful philosophers of the Silver Age of Roman literature. This
Penguin Classics edition is translated from the Latin with an
introduction by Robin Campbell. A philosophy that saw
self-possession as the key to an existence lived 'in accordance
with nature', Stoicism called for the restraint of animal instincts
and the severing of emotional ties. These beliefs were formulated
by the Athenian followers of Zeno in the fourth century BC, but it
was in Seneca that the Stoics found their most eloquent advocate.
Stoicism, as expressed in the Letters, helped ease pagan Rome's
transition to Christianity, for it upholds upright ethical ideals
and extols virtuous living, as well as expressing disgust for the
harsh treatment of slaves and the inhumane slaughters witnessed in
the Roman arenas. Seneca's major contribution to a seemingly
unsympathetic creed was to transform it into a powerfully moving
and inspiring declaration of the dignity of the individual mind.
Robin Campbell's lucid translation captures Seneca's humour and
tautly aphoristic style. In his introduction, he discusses the
tensions between Seneca's philosophy and his turbulent career as
adviser to the tyrannical emperor Nero. Lucius Annaeus Seneca
(c.4BC - AD65) was born in Spain but was raised according to the
traditional values of the republic of Rome. In AD48 he became tutor
to the future emperor Nero and became his principal civil advisor
when he took power. His death was eventually ordered by Nero in
AD65, but Seneca anticipated the emperor's decree and committed
suicide. If you enjoyed Letters from a Stoic, you might like Marcus
Aurelius's Meditations, also available in Penguin Classics.
This textbook has been developed and written in response to the
huge changes in the Early Years sector. It will encourage students
to go beyond the basics, to explore and research issues in more
depth, and to take a critical and reflective approach to their
practice.
The book takes full account of the curriculum framework and the
Foundation Stage for early years; it also acknowledges the National
Literacy Strategy and the National Numeracy Strategy. "Exploring
Issues in Early Years Education and Care" enables readers to go
beyond a basic, introductory level and introduces the key issues in
early childhood education and care such as researching young
children; the place of work in early childhood; reducing
inequalities in child health; and comparative perspectives in early
childhood literacy.
Although rooted firmly in practice and with a UK focus, the text
introduces controversial issues and takes a look beyond the UK.
This book comes from the team that wrote the best-selling "Looking
at Early Years Education and Care," The contributors' wide range of
backgrounds in early years health and education ensures that the
text will meet the needs of students and tutors on many different
early years and early primary courses, as well as reflective
practitioners working in a range of Early Years settings.
Analyzing Influences: Research on Decision Making and the Music
Education Curriculum examines influences on research in music
teacher preparation, practices, and policies. These influences
include administrators' perspectives, preservice music educators'
beliefs, and in-service teachers' practices. Invited essays offer
insights into past and present trends in music teacher preparation.
This collection of studies represents best thinking in the field
and serves as an impetus for further research and action. Each
author's analysis on the influences affecting their specific areas
provides insights into key issues affecting decision making
processes. This volume is a significant addition to the libraries
of Colleges of Education and Schools of Music, as well as an
important reference for music scholars and educators, researchers,
and graduate students who are concerned with advancing both the
scope and quality of research in the study of music teaching and
learning.
Analyzing Influences: Research on Decision Making and the Music
Education Curriculum examines influences on research in music
teacher preparation, practices, and policies. These influences
include administrators' perspectives, preservice music educators'
beliefs, and in-service teachers' practices. Invited essays offer
insights into past and present trends in music teacher preparation.
This collection of studies represents best thinking in the field
and serves as an impetus for further research and action. Each
author's analysis on the influences affecting their specific areas
provides insights into key issues affecting decision making
processes. This volume is a significant addition to the libraries
of Colleges of Education and Schools of Music, as well as an
important reference for music scholars and educators, researchers,
and graduate students who are concerned with advancing both the
scope and quality of research in the study of music teaching and
learning.
This volume of Advances in Music Education Research with the idea
of research as "situated inquiry." We intend this metaphor to stand
for a general description of the contextualized processes music
education researchers use to frame, generate, augment and refine
knowledge. The works in this volume illustrate the many ways in
which knowledge has been constructed out of multiple approaches to
studying an idea or exploring questions. All seek to expand our
knowledge of music education in some form. How we go about engaging
in knowledge construction, and what we learn from the different
processes involved, is a function of the activities, contexts, and
cultures in which our work is "situated." Both knowledge and action
is "located," that is, research is placed, positioned or embedded
(Lave & Wenger, 1990). Each study illustrates these ideas: All
are informed by different theoretical frameworks, use different
pathways to explore problems of interest and concern, and have
something important to say to different constituencies or
stakeholders. All, however, are the result of perceived phenomena
or human interpretations of a context. Situated inquiry is neither
a quantitative nor qualitative approach to research, nor is it a
"mixed-methods" approach. Rather, situated inquiry is a function of
the beliefs and behaviors of the individuals involved in it. It is
also a function (and outcome) of the individuals who seek to join a
community of practitioners who practice and engage in research.
Although the authors in this volume identify with or have
self-selected to employ specific kinds of approaches, they
exemplify their communities of practices by the very discourses and
structures of their reports. Active perception, however, remains
central to their inquiry and to the way they frame, generate,
augment and refine knowledge.
This volume of Advances in Music Education Research with the idea
of research as "situated inquiry." We intend this metaphor to stand
for a general description of the contextualized processes music
education researchers use to frame, generate, augment and refine
knowledge. The works in this volume illustrate the many ways in
which knowledge has been constructed out of multiple approaches to
studying an idea or exploring questions. All seek to expand our
knowledge of music education in some form. How we go about engaging
in knowledge construction, and what we learn from the different
processes involved, is a function of the activities, contexts, and
cultures in which our work is "situated." Both knowledge and action
is "located," that is, research is placed, positioned or embedded
(Lave & Wenger, 1990). Each study illustrates these ideas: All
are informed by different theoretical frameworks, use different
pathways to explore problems of interest and concern, and have
something important to say to different constituencies or
stakeholders. All, however, are the result of perceived phenomena
or human interpretations of a context. Situated inquiry is neither
a quantitative nor qualitative approach to research, nor is it a
"mixed-methods" approach. Rather, situated inquiry is a function of
the beliefs and behaviors of the individuals involved in it. It is
also a function (and outcome) of the individuals who seek to join a
community of practitioners who practice and engage in research.
Although the authors in this volume identify with or have
self-selected to employ specific kinds of approaches, they
exemplify their communities of practices by the very discourses and
structures of their reports. Active perception, however, remains
central to their inquiry and to the way they frame, generate,
augment and refine knowledge.
A volume in Advances in Music Education Research Series Editors
Linda K. Thompson, Lee University and Mark Robin Campbell, SUNY at
Potsdam Research Perspectives: Thought and Practice in Music
Education calls attention to various theoretical and methodological
aspects within the expanding field of research in music education.
Perspectives presented in this volume offer readers a host of ideas
and practices that range from international and historical to
empirical and philosophical. Of special interest is a set of
invited essays. Collectively, these essays illuminate our
understanding of the peer review process, the importance of
artistic vision in research and education, and the notion of
complementarity - a recognition of the validity of diversity of
thought and practice in music education research. The studies in
Part 1 of Research Perspectives include early childhood musical
development, an international comparison of early childhood
preservice teacher knowledge and skills, and a psychohistoric
examination of developmentally appropriate practice. Part II is
comprised of studies focused on psychometrics of motivation, and
professional development of practicing music educators. This volume
is a significant addition to the libraries of Colleges of Education
and Schools of Music, as well as an important reference for music
scholars and educators, researchers, and graduate students who are
concerned with advancing both the scope and quality of research in
the study of music teaching and learning.
A volume in Advances in Music Education Research Series Editors
Linda K. Thompson, Lee University and Mark Robin Campbell, SUNY at
Potsdam Research Perspectives: Thought and Practice in Music
Education calls attention to various theoretical and methodological
aspects within the expanding field of research in music education.
Perspectives presented in this volume offer readers a host of ideas
and practices that range from international and historical to
empirical and philosophical. Of special interest is a set of
invited essays. Collectively, these essays illuminate our
understanding of the peer review process, the importance of
artistic vision in research and education, and the notion of
complementarity - a recognition of the validity of diversity of
thought and practice in music education research. The studies in
Part 1 of Research Perspectives include early childhood musical
development, an international comparison of early childhood
preservice teacher knowledge and skills, and a psychohistoric
examination of developmentally appropriate practice. Part II is
comprised of studies focused on psychometrics of motivation, and
professional development of practicing music educators. This volume
is a significant addition to the libraries of Colleges of Education
and Schools of Music, as well as an important reference for music
scholars and educators, researchers, and graduate students who are
concerned with advancing both the scope and quality of research in
the study of music teaching and learning.
A volume in Advances in Music Education Research Series Editors
Linda K. Thompson, Lee University and Mark Robin Campbell, SUNY at
Potsdam Diverse Methodologies in the Study of Music Teaching and
Learning brings to the music research community an expansive
collection of distinct and varied studies, reflecting a broad range
of topics based on the authors' interests and experiences.
Methodologies exemplified in the collection offer readers insight
into the design and conduct of a whole range of distinctive
research approaches: from personal narrative to speech-act theory,
from social analysis of institutional practices and traditions to
children-as-researchers, from case studies of learning to critical
analysis of multiculturalism, and from human development to survey
analysis studies. As a set of studies, Diverse Methodologies
represents and reflects the music education research community at a
truly unique moment. The collection demonstrates the profession's
increased motivation, willingness, and desire to expand and enhance
the research base and traditions in the study and practice of music
education.This volume is an important addition to the libraries of
Colleges of Education and Schools of Music, as well as music
scholars and educators, researchers, and graduate students who are
concerned with advancing both the scope and quality of research in
the study of music teaching and learning.
A volume in Advances in Music Education Research Series Editors
Linda K. Thompson, Lee University and Mark Robin Campbell, SUNY at
Potsdam Diverse Methodologies in the Study of Music Teaching and
Learning brings to the music research community an expansive
collection of distinct and varied studies, reflecting a broad range
of topics based on the authors' interests and experiences.
Methodologies exemplified in the collection offer readers insight
into the design and conduct of a whole range of distinctive
research approaches: from personal narrative to speech-act theory,
from social analysis of institutional practices and traditions to
children-as-researchers, from case studies of learning to critical
analysis of multiculturalism, and from human development to survey
analysis studies. As a set of studies, Diverse Methodologies
represents and reflects the music education research community at a
truly unique moment. The collection demonstrates the profession's
increased motivation, willingness, and desire to expand and enhance
the research base and traditions in the study and practice of music
education. This volume is an important addition to the libraries of
Colleges of Education and Schools of Music, as well as music
scholars and educators, researchers, and graduate students who are
concerned with advancing both the scope and quality of research in
the study of music teaching and learning.
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