Kaleidoscopic Katas: An Intercultural Somatic Curriculum for Holistic Health

The intent of this research study was to combine three African and Eastern somatic movement practices into a modern dance curriculum. Few studies have investigated the therapeutic value of subtle body awareness in a dance class context. This integrative study combined psychological, physiological, and contemplative pedagogical approaches, which led to the development of a comprehensive five-part workshop with five adult participants. This ten-hour online class series involved learning a traditional Afro-Haitian serpent dance called the Yanvalou, the Tantric practice of Chakra Yoga, and the Five Animals qigong. The original curricular goal was to combine these three modalities into five sequential katas. Due to numerous COVID-related setbacks, the researcher modified the curriculum and examined the relationships within this trinity of movement forms. The following qualitative instruments were used in this multimethod research study: reflective journal entries, participant commentary, a post-study rubric, video documentation, and the researcher’s observations. Pre- and post-surveys were used for quantitative data collection and were cross-referenced for the purpose of identifying emergent themes. The combined result of this data provided evidence of holistic health enhancement, personal empowerment, and altered states of consciousness. This study advanced the somatic application of the Yanvalou by exploring its relationship to the chakras and qigong meditation techniques. It also informed the continued development of a contemplative curriculum that could be utilized by post-secondary institutions

Program evaluation of Western Illinois University\u27s English language learner online module

An issue faced by educators throughout the United States is how to successfully educate preservice teachers on various laws, cultural differences, attitudes, and current teaching strategies affecting English Language Learners (ELL) and their educators. Western Illinois University (WIU) implemented an online ELL Module in 2009 that all preservice teachers were required to successfully complete in order to finish their degree programs. This research was designed to evaluate the effectiveness of online features and ELL content from the perspective of current students, graduates and faculty. An online data gathering process surveyed each target group regarding their experience with the ELL Module. Faculty and students were surveyed and historical data from the content management system was retrieved to assess instructional strategies, assessment success, focus of content and applicability to actual classroom instruction of ELL learners. Findings included that the ELL Module topics were worthwhile and educational. Students reported their use of the videos and web-based materials provided, and they indicated that 24/7 availability was important. The actual integration of the module into a class demonstrated an effective strategy for implementation. Students who spent more time exploring the module content showed more frequent first attempt success with the module lessons\u27 assessment. Conclusions included the importance of web-based resources with round the clock availability. Faculty clearly desired face-to-face opportunities with students even though the ELL Module was designed for online delivery. Lesson content focus did affect the amount of time students spent in the lesson even though the lessons were weighted equally. The recommendations resulting from this program evaluation include adding strategy specific videos and encouraging students to spend more time exploring the material currently available to them through the ELL Module to facilitate success in the lesson assessment. Also offering the ELL Module as an integrated portion of a preexisting course or creating an ELL blended course for all education majors provides faculty with their preference for having direct contact with students to promote lively discussions. Finally, actively sharing material from the ELL Module, on the College of Education and Human Service\u27s website supports the preparation of preservice teachers for future experience

A CURRICULUM FOR IMPROVING CHINESE ELEMENTARY SCHOOL STUDENTS\u27 LISTENING COMPREHENSION SKILLS THROUGH VIDEO GAMES

English has been a compulsory subject in Grades 3-9 in China since 2010, English is also a compulsory subject at the secondary level and widely used at the postsecondary level as well. However, Chinese English teachers spend more time teaching English grammar and vocabulary translation while ignoring the instruction of listening and speaking. The importance of teaching listening has been ignored while listening skill is primary to the acquisition of the other language skills. Chinese students’ incompetence of listening and speaking has become a common phenomenon. Also, due to the exam-oriented education system in China, students are under intense pressure, which may lead to the reduction of their learning motivation. Materials being used are designed based on Guidelines on Graduation Examination, which could be monotonous and stereotyped. According to the problems above, this project is aimed to provide a new way for teachers to instruct listening. It is designed to create an innovative and relaxed learning environment to lower students’ affective filter and increase their motivation

MUED 345: Instrumental Music Methods

The course Instrumental Music Methods (MUED 345) is designed to provide a fundamental preparation for future music educators to teach instrumental music--both orchestral and band--to adolescents in schools. The description in the UNL Schedule of Classes describes this course as dealing with administrative approaches, rehearsal techniques, and modern comprehensive teaching styles for the secondary instrumental teacher. I chose this course for my peer-review because preparing future instrumental music teachers is one of my primary responsibilities as the instrumental music education specialist at UNL, and this course is the primary course to prepare students for this outcome. It is therefore vital that both the objectives of this course and the overall design of this course be thoroughly attended to. I had three main objectives for this course portfolio: (a) refine the course with significant attention to course objectives and the connection between objectives and course teaching/learning strategies or assignments, (b) documenting and analyzing student learning within this class, and (c) documenting the efficacy of my teaching and the impact of the course as a whole

Multimodality in the Art & Media Arts Classroom: A Qualitative Study of Multimodal Literacies as They Appear in Art & Media Educator Classroom Curriculum and Practice

As a visual arts educator, I understand the unique opportunities students have to learn by making, inventing, and creating, to communicate their ideas. The work of the New London Group (2000), the more recent National Core Arts Standards and the National Core Media Arts Standards (2014) and the New York Arts & Media Arts Standards (2017) have significantly influenced this study by reinforcing both the necessity and potential to both art and media arts teaching practices in developing greater applications for multimodal literacy theory, defined by the National Council of the Teachers of English as “Integration of multiple modes of communication and expression that can enhance or transform the meaning of the work beyond illustration or decoration” (2005). The purpose of this study is to better understand if and how art and media arts educators include multimodality in planning and executing visual art experiences for K-12 students by examining their association with and their definitions of multimodality. By providing a rich description, I hope to create a shared meaning in order to understand the context that reflects a slice of art teacher culture, (Bogdan & Biklen, 2007). Through this multisite case study, nine visual art educators’ planning and practice around multimodal literacies was explored through participant observation for one week at each site and formal interviews conducted after the week ended. Multiple modes of data was collected from each site including field notes, teacher artifacts, still photography, audio recording and video recording. Analysis of this data showed that although most participants could not define multimodal literacies, most were planning and practicing their teaching with multimodal literacies in varying degrees, such as incorporating more web content, popular culture video clips and movement exercises when presenting content to students. Media arts teachers showed the most evidence of using multimodal literacies in teacher planning and practice. Analysis of the data presented four themes: participants infused multimodal literacies in planning their visual and media arts curriculum even though the term was unfamiliar; as they became familiar with the term multimodal literacies, participants’ perception was that they used many of these strategies to support students in their teaching practice; visual and linguistic modes were privileged in delivering art and media content in curriculum planning and teaching practice and participants utilized the aural, gestural and spatial modes far less than the visual and linguistic modes in planning and practice. The findings suggest that additional coursework around ideas of multimodal literacies, consistent with visual arts and media arts standards, should be added to visual and media arts teacher preparation programs for pre-service teachers and that districts should add additional professional development around ideas of multimodal literacies to practicing teachers. This training would prepare teachers to address a variety of abilities, learning styles and the delivery of instruction to best provide quality visual and media arts education to all students

Students’ perception on TPACK practices on online language classes in the midst of pandemic

This study investigated technological pedagogical and content knowledge (TPACK) practices during the current COVID-19 pandemic and examined factors influencing students’ perceptions of effective online learning. This study gathered the primary data from 90 university students from four study programs via the online questionnaire. Using an analysis of variance (ANOVA) statistical tool for data analysis, this study found that students’ perceptions of their teachers’ teaching performance in the fully online programs are not significantly different across four study programs. This finding implies that regardless of their study programs, the students had expected that teachers should pay attention to some vital aspects in online learning: using the same learning management system (LMS) for all study programs, and preparing designing practical online modules, taking care of the organization of teaching inputs that promote students’ critical thinking, delivering various teaching inputs and methods, intensifying teachers’ presence in monitoring students’ learning progress, motivating students to learn, and promoting teacher-student mutual respect through effective communication. This study also revealed that teachers play a pivotal role in achieving effective online learning during the pandemic

Elementary Music Teacher Preparation Gaps in Cultural Diversity: Exceptional Populations

Despite the extensive coursework and training in teacher preparation programs focusing on diverse populations, many teachers feel underprepared to meet the needs of emerging subcultures in the elementary music classroom. Over the years, the term diversity has grown beyond ethnicity and requires continued study and attention. This qualitative study explores the perspectives of elementary music educators about diverse populations of exceptional students with Other Health Impairments (OHI), defined as asthma, ADD, ADHD, diabetes, epilepsy, heart condition, hemophilia, lead poisoning, leukemia, nephritis, rheumatic fever, sickle cell anemia, and Tourette syndrome, in their classrooms. The results of this study identify the existing and emerging subgroups within elementary music classrooms, expose training deficiencies, and suggest necessary changes and additions to teacher training and development programs. Societal changes lead to the emergence of new subcultures and new music teachers, requiring current and improved training to provide quality music instruction to every student regardless of their background. Elementary music teachers often service the entire student body, sometimes in mixed groupings, creating a unique classroom dynamic requiring comprehensive training. They must understand and train to be able to address every situation possible. This study will expand the music education profession, building highly qualified teachers, programs, and students. This study shows the gap in teacher preparation and provides useful suggestions on how to improve degree programs and continuing education opportunities, creating an inclusive environment. The implications of this study reach beyond the subject of music and music educator training, potentially revolutionizing general education concerning diversity in terms of exceptional students

USU Teaching Documentation: Dossiers from the Mentoring Program

The nation\u27s land grant institutions were founded on the principle of access for the general public to the knowledge gained through research and creative activity fostered in higher education. Central to our access mission is our dedication to teaching and learning that is informed by research and discovery, both of which must result, at least in part, from our engagement with our external constituents. That teaching and learning informs our research and vice versa; our research informs and aids in our teaching mission. This work, compiled by Professors Maria Luisa Spicer-Escalante and Cathy Ferrand Bullock, is focused on how the best, highly informed teaching is accomplished when done in an intentional manner. That intentional process helps the best university educators thoughtfully build their teaching story in an organized manner. Educators think about how they can successfully reach and engage their appropriate student audiences (or mentees), what they hope to accomplish, and how they intend to accomplish their goals. Further, as learning outcomes are identified and established, first-rate methods for course design, content inclusion, and continuous improvement can be outlined. Those of us who follow these intentional principles may then detail our growth and success along the way as teachers in the development of documents that tell our stories. Undoubtedly, the ability to clearly document and articulate that story will help academic personnel add to their tenure and promotion preparation in a very meaningful way. But as or even more important is the opportunity to describe these journeys with all the efforts, large and small, of improving their product in terms of learning outcomes and student growth and success. The nuggets of wisdom compiled by Professors Spicer-Escalante and Bullock, in USU Teaching Documentation: Dossiers from the Mentoring Program, will help teachers across the board from the new lecturer or assistant professor to the experienced professor dive into their teaching programs and find ways to continuously experiment and refine their approaches to our critically important student audiences. Good luck, teach on, and successfully document some of the most important work you all do! Frank Galey Executive Vice President and Provost Utah State University 2019https://digitalcommons.usu.edu/ua_faculty/1000/thumbnail.jp