244 research outputs found

    The Ivory Tower, Urban Growth, and State Subjugation: An Historical Analysis on the Construction of Student Identities and the Public Good During University Generated Redevelopment Projects

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    Having become almost cliché in academic discourses, the term gentrification offers a conceptualization of sociospatial transformation too narrow for contemporary understandings of inequality within the post-industrial city. Generalizations of a wealthy populous displacing working-class and marginalized populations fail to address the diversity, complexity, and scope of economic hollowing-out and fail to fully account for other incoming subpopulations such as the emergent “creative class,” comprised of university-educated individuals who are not necessarily considered affluent by traditional economic measures. To this end, scholars in the United Kingdom have identified university neighborhood formation as a significant yet distinct process of place production that results in exacerbated patterns of inequality that are incongruent to the predominant narrative – the degeneration and reconfiguration of physical property in areas of student occupation, thus leading to rising, increasingly exclusionary rents charged by private developers. This process, termed studentification, has gained little traction within the American academy, despite similarly pervasive neighborhood change surrounding research universities, and despite a wealth of scholarship interrogating the regenerative economic impact universities demonstrate as urban anchor institutions. And considering that urban real estate markets are largely a consumptive byproduct of globalizing capital, universities should be positioned at the administrative nexus between transnational networks of production and the localized processes of neighborhood recommodification, thus warranting a multi-scalar evaluation of campus expansion as a spatial practice of power. Drawing upon three case studies of ostensible studentification – Columbia University in Manhattan, Temple University in Philadelphia, and the University of New Mexico in Albuquerque – my intervening research therefore seeks to resolve how academic institutions purposefully reprogram the cityscape for, in their appraisal, the public good, while specifically considering how university administrators leverage an economic idea of the student from their mission in urban planning processes. Each case represents a particular magnitude of scale; the global command city, the intermediate metropolitan, and the national fringe. The empirical work identifies a consistent ideology emphasizing intellectual accumulation and exchange, where students are positioned as both consumer and product; and as such, motivate and legitimate the increased institutional consumption of space. Such considerations, in turn, reinforce a theoretical discussion integrating studentification within university-generated urban development initiatives. Ultimately, this work builds upon contemporary analyses by positing that universities are central to a larger political project intended to reprogram urban space via the productive logics of a knowledge economy. As such, the humanistic ideal of infinite intellectual possibility is dangerously commoditized in corporeal form, the graduate or human capital, to provide an (a)spatial-fix to the limits of capitalist growth

    An investigation of creative potential in high school musicians: recognizing, promoting, and assessing creative ability through music composition

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    Student attitudes and teacher perceptions regarding creativity, composition, and its assessment possibilities were investigated using mixed-method techniques in two differing high school music programs. A Talented Music Program, providing accelerated instruction to gifted musicians (with composition instruction) and a typical performance based band program (composition never taught) were examined. Students participated in a six-week composition program. Final compositions were evaluated by differing judging groups: teachers, students, and expert composers. Data were collected through interviews, observations, attitude surveys, student and teacher journals, and composition assessment. Analysis of teacher perceptions revealed themes indentifying challenges to creativity development in high school classrooms: tradition of performance culture, time required, large class setting, and teacher preparation. Following composition instruction, the band director felt that, with solid preparation and engaging activities, composition instruction was meaningful. He discovered high levels of student interest, in depth musical learning, and believed the creative effort of his students was exceptional. The talented music teacher addressed the themes in different ways. Small class setting was a benefit, but providing enough time for the thought intensive activity of composition was a challenge. Both teachers expressed surprise that students who were not exceptional performers composed some of the most creative compositions and the sense of student accomplishment was dramatic. Student attitude, assessed through interviews, journals, and creativity attitude surveys, indicated that in the band program, positive attitude towards composition increased significantly from pre to post instruction, while the talented music students, with previous composition experience, showed no change in attitude. Students also believed that there was not enough time spent on composition activities and that creativity development was important because it promoted individuality and helped to develop greater appreciation for musical details in the music they performed. Composition assessment, conducted using Amabile’s consensual assessment technique, revealed that composers were the least reliable judges of creativity, craftsmanship, and aesthetic appeal in student compositions. The student groups were moderately reliable in assessment of their own compositions and teachers were highly reliable at judging all three dimensions. Level of student composition experience correlated with craftsmanship and aesthetic appeal, but not with creativity

    1980-1981 Catalog

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    https://digitalcommons.sacredheart.edu/g_cat/1046/thumbnail.jp

    Trinity Tripod, 2010-11-16

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    An Historical Study Of The Contributions Of Jane Frazee To Music Education In The United States

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    Abstract: this study documents Jane Frazee\u27s career as a teacher, an administrator, and an author. The aim is to survey her contributions to music education and Orff Schulwerk in the United States from 1960 to 2015. The methodology includes email correspondences with Frazee, as well as interviews and email correspondences with her former students and colleagues. Relevant books, journal articles, master\u27s theses, and dissertations were also reviewed. Jane Frazee is an American Orff teacher, author, and a pioneer member and past-president of the American Orff Schulwerk Association (AOSA). She has taught music to both children and adults using the Orff approach for over fifty years. Frazee has been a presenter at workshops, clinics, and conferences throughout the United States, as well as internationally. Her essays and articles have been published in prestigious professional journals. The dissertation comprises six chapters, a bibliography, and appendices. Chapter one presents an introduction, statement of purpose, research questions, methodology, and limitations. Chapter two examines the related literature. Chapter three is an overview of Frazee\u27s early life, training, influential individuals, and her teaching of children and adults. Additionally, her work with AOSA was summarized. Chapter four discusses her role in the founding and administration of Orff certification and graduate programs in music education in Minnesota. Chapter five explores Frazee\u27s role as an author and the influences of her publications in the United States. Lastly, chapter six summarizes the findings, the author\u27s concluding thoughts, and suggestions for future research. The appendices consist of: a) a chronology of Frazee\u27s life and career, b) Frazee\u27s publications, c) a letter from Dr. Doug Orzolek, d) the interview questions, and e) the keynote presenters of the Jane Frazee distinguished scholar/artist seminar from 1990 to 2015. Keywords: Jane Frazee, music education, Orff Schulwerk, American Orff Schulwerk Association (AOSA), teacher, administrator, autho

    Bulletin of the University of San Diego Graduate Division 1976-1977

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    108 pages : illustrations, photographs ; 23 cmhttps://digital.sandiego.edu/coursecatalogs-grad/1005/thumbnail.jp

    Suffolk University Law School Catalog, 1988-1989

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    https://dc.suffolk.edu/suls-catalogs/1052/thumbnail.jp

    Suffolk University Law School Catalog, 1987-1988

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    Includes annoucements for 1950-1951.https://dc.suffolk.edu/suls-catalogs/1051/thumbnail.jp

    Constructing and contextualizing a multi-dimensional burnout profile of high school music teachers

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    Thesis (D.M.A.)--Boston UniversityTeaching music, like other human service professions, can be stressful. For some teachers, excessive stress in the work environment can lead to burnout, a syndrome of Emotional Exhaustion (EE), Depersonalization (Dp), and reduced Personal Accomplishment (PA; Maslach, Jackson, & Leiter, 1996). Well- established negative consequences have been associated with burnout including serious health disorders, workplace withdrawal, and destabilized learning environments. Thus, I undertook this investigation in an effort to add to the literature a more comprehensive understanding of public high school music teachers' burnout by way of developing a multidimensional profile of music teachers' burnout and by comparing music teachers' burnout with burnout of other subject area teachers. A non-random sample of music (n =52), English (n=67), mathematics (n=67), science (n=67), and social studies (n = 38) teachers completed a web-based version of the Maslach Burnout Inventory-Educators Survey (MBI-ES). Music teachers' mean EE was categorized as high and was higher than established norms. Music teachers' mean Dp was categorized as moderate, similar to established norms. Mean PA for music teachers was lower than that reported for the normative sample, indicating a higher than normal sense of personal accomplishment among music teachers who participated in the study. In general, findings in regards to demographic variables were consistent with findings for music teachers overall. However, mean EE was higher for non-itinerant music teachers (n=28) than for itinerant music teachers (n=24), and higher among males (n=35) than among females (n=17). When considered collectively, no difference in categorical burnout was noted between non-music teachers (n=239) and music teachers. Considered discretely, categorized means evidenced greater emotional exhaustion for the music teacher group than for the math and social studies teacher groups. The psychometric properties of the MBI are discussed and further factor validity studies are recommended. In addition, I recommend that researchers focus on teacher stress rather than burnout at the local level. Finally, I recommend that researchers work toward developing practical instruments that can be can used for the assessment of teacher stress and coping resources at the school or district level
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