Perceptions and predictions of expertise in advanced musical learners

The aim of this article was to compare musicians' views on (a) the importance of musical skills and (b) the nature of expertise. Data were obtained from a specially devised web-based questionnaire completed by advanced musicians representing four musical genres (classical, popular, jazz, Scottish traditional) and varying degrees of professional musical experience (tertiary education music students, portfolio career musicians). Comparisons were made across musical genres (classical vs. other-than-classical), gender, age and professional status (student musicians vs. portfolio career musicians). Musicians' 'ideal' versus 'perceived' levels of musical skills and expertise were also compared and factors predicting musicians' self-reported level of skills and expertise were investigated. Findings suggest that the perception of expertise in advanced musical learners is a complex phenomenon that relates to each of four key variables (gender, age, musical genre and professional experience). The study also shows that discrepancies between advanced musicians' ideal and self-assessed levels of musical skills and expertise are closely related to gender and professional experience. Finally, characteristics that predict and account for variability in musicians' views and attitudes regarding musical expertise and self-assessments of personal expertise levels are highlighted. Results are viewed in the context of music learning and implications for music education are discussed

Assessment and collaborative inquiry: a review of Assessment-based Interventions in Technology-enhanced K-14 Education

Conference Theme: Exploring the Material Conditions of LearningWe provide a conceptual review of the literature on assessment in technology-enhanced collaborative inquiry in K-14 education, published between 1994 and 2013. 57 studies that satisfied the search criteria were coded using a framework focusing on nature of the assessment intervention, purposes of the assessment intervention, and the role of technology in student learning. Findings indicated that only interventions in the immersion orientation seemed to fully capture the essence of how to help students Learn how to learn. Such assessments enabled students to learn actively and to learn both disciplinary substance and metacognitive/regulative skills. However, relative few studies clearly integrated assessment and learning. The main contributions of the study are the coding framework and the four patterns of assessment interventions. Together, they provide a new way of thinking about the design of practice. The review provides guidance for the shift of assessment practice to scaffold learning of this field.postprin

The Rockefeller Foundation Program NYC Cultural Innovation Fund: Evaluation

The Rockefeller Foundation launched the NYC Cultural Innovation Fund (CIF) in2007. Since then, it has supported six rounds of annual grantmaking, resulting in99 grants to 86 nonprofit cultural and community organizations in New York City.Grants across the six years 2007–2012 totaled $16.3 million.An Evaluation Team headed by Helicon Collaborative assessed CIF for the periodDecember 2012 to May 2013 based on Terms of Reference issued by the RockefellerFoundation in September 2012

Heinz Endowments 2009 Annual Report

Contains president's message, foundation history, 2009 grants list, financial summary, and list of board members and staff

Wallace Foundation - 2008 Annual Report

Contains board chair and president's message, mission statement, program information and highlights, recent publications list, financial overview, grants list, funding guidelines, and lists of directors and staff

A New Era of Education Reform: Preparing All Students for Success in College, Career and Life

As society changes, the knowledge and skills required for citizens to navigate the complexities of life and work must also change. As a result, some argue that schools must provide students with a broader set of skills that will enable them to thrive in our increasingly diverse, rapidly evolving and globally-connected world. The intent is not to replace the traditional academic disciplines but to infuse them with knowledge and skills that will better prepare students for success in the 21st century -- often referred to as "21st century skills." While others maintain that as long as a portion of the student population is not mastering basic reading, writing and mathematics skills, schools must continue to focus exclusively on the traditional core academic disciplines. In order to inform the debate about the rationale for and relevance of 21st century skills in Massachusetts' public schools, the Rennie Center for Education Research & Policy conducted a survey of superintendents, charter school leaders and principals statewide to gauge the extent to which school and district leaders support the integration of 21st century skills into public education. The goal of the survey was to provide a better understanding of Massachusetts' public school and district leaders' priorities for improving student learning, including their views on 21st century skills. The survey was followed by interviews with a small sample of administrators and educators in districts and schools where the integration of 21st century skills is a priority, in order to better understand district, school and teacher approaches for infusing 21st century skills into teaching and learning.The report describes the background and context for the study, the study methodology, and key findings from the statewide survey and interviews in a sample of schools and districts. The final section of the report puts forth considerations for policymakers and K-12 school and district leaders. Case studies of two public school districts, Reading Public Schools and Brockton Public Schools are included in Appendix B. The case studies offer two different approaches to integrating 21st century skills district-wide. The case study of Reading Public Schools illustrates a district-led approach. The case study of Brockton Public Schools is an example of how one school has spurred a district to focus on 21st century skills.The study gives voice to key education stakeholders who have not been part of the public debate about 21st century skills and provides clarity about what teaching and learning in classrooms that incorporate 21st century skills looks like. While opponents of 21st century skills argue that districts where most students have not yet mastered reading, writing and mathematics skills, should focus exclusively on core academic content, the study revealed that most school and district leaders believe all public schools in Massachusetts should be required to integrate 21st century skills into learning, including schools where students are lacking adequate basic skills. Interviews with superintendents who prioritize integration of 21st century skills revealed that input from a range of stakeholders led their district to expand their mission and vision for student learning to include 21st century skills and rather than adopt a pre-packaged set of skills, the focus in these districts is on particular skills and competencies that ?t the needs of their student body. While most schools and districts have not developed measurable goals for student mastery of 21st century skills, interviews with a small sample of administrators and educators revealed that 21st century skills are assessed at the classroom level, and most administrators view school- and district-wide assessment as a future step in the process of fully integrating 21st century skills. The endings also suggest that administrators believe that, to date, state policymakers have not adequately supported the teaching and learning of 21st century skills.This report was released at a public event on October 7th, 2010. View video clips from this event on our YouTube channel and read an EdWeek article featuring this report

Kresge Foundation 2010-2011 Annual Report

Contains an introduction to Kresge's strategy; board chair's letter; president's letter; foundation timeline; program information; grant summary, including geographic distribution; grants lists; financial summary; and lists of board members and staff

How art works. The national endowment for the arts’ five-year research agenda, with a system map and measurement model

This document sets forth the National Endowment for the Arts’ five-year agenda for research, but it does more than that. It provides a conceptual frame for planning and assessing research priorities so that the NEA can improve its ability to meet a core goal: To Promote Knowledge and Understanding about the Contributions of the Arts. This goal appears in the NEA’s Strategic Plan for FY 2012–2016. The plan charges the Arts Endowment’s Office of Research & Analysis (ORA) with drafting a five-year research agenda with annual milestones for reporting to the White House Office of Management & Budget, Congress, and the American public. Thus, in 2011 ORA developed operating principles for the research agenda and presented them for feedback from a variety of stakeholders. (To view the presentation, visit arts.gov/research/Service-orgs-meeting.html.

Innovation in Pedagogy and Technology Symposium: University of Nebraska, May 8, 2018

Selected Conference Proceedings, Presented by University of Nebraska Online and University of Nebraska Information Technology Services. University of Nebraska Information Technology Services (NU ITS) and University of Nebraska Online (NU Online) present an education and technology symposium each spring. The Innovation in Pedagogy and Technology Symposium provides University of Nebraska (NU) faculty and staff the opportunity to learn from nationally recognized experts, share their experiences and learn from the initiatives of colleagues from across the system. This event is offered free to NU administrators, faculty and staff free of charge. Tuesday, May 8, 2018 The Cornhusker Marriott, Lincoln, NE Technology has forever changed the landscape of higher education and continues to do so—often at a rapid pace. At the University of Nebraska, we strive to embrace technology to enhance both teaching and learning, to provide key support systems and meet institutional goals. The Innovation in Pedagogy and Technology Symposium is designed for any NU administrator, faculty or staff member who is involved in the use of technology in education at all levels. Past events have drawn over 500 NU faculty, staff and IT professionals from across the four campuses for a day of discovery and networking. The 2018 event was held in downtown Lincoln. The schedule included: • Presentations by University of Nebraska faculty, staff and administrators • Concurrent sessions focused on pedagogy/instructional design, support and administrative strategies and emerging technologies • Panel discussions • Roundtable discussions and networking time • Sponsor exhibits • Continental breakfast and lunch Keynote Presentation: Learning How to Learn: Powerful Mental Tools to Help You Master Tough Subjects • Barbara Oakley, Ph.D., Oakland University Fostering Quality by Identifying & Evaluating Effective Practices through Rigorous Research • Tanya Joosten, University of Wisconsin-Milwaukee Synchronous Online & In Person Classrooms: Challenges & Rewards Five Years Into Practice • Elsbeth Magilton We Nudge and You Can Too: Improving Outcomes with an Emailed Nudge • Ben Smith It Takes a System to Build an Affordable Content Program • Brad Severa, Jane Petersen, Kimberly Carlson, Betty Jacques, Brian Moore, Andrew Cano, Michael Jolley Five Generations: Preparing Multiple Generations of Learners for a Multi-Generational Workforce • Olimpia Leite-Trambly, Sharon Obasi., Toni Hill Schedule NU! Schedule SC! • Cheri Polenske, Jean Padrnos, Corrie Svehla See It & Believe It (Assessing Professional Behaviors & Clinical Reasoning with Video Assignments) • Grace Johnson, Megan Frazee Group Portfolios as a Gateway to Creativity, Collaboration & Synergy in an Environment Course • Katherine Nashleanas Learning to Learn Online: Helping Online Students Navigate Online Learning • Suzanne Withem Beyond Closed Captioning: The Other ADA Accessibility Requirements • Analisa McMillan, Peggy Moore (UNMC) Using Interactive Digital Wall (iWall) Technology to Promote Active Learning • Cheryl Thompson, Suhasini Kotcherlakota, Patrick Rejda, Paul Dye Cybersecurity Threats & Challenges • JR Noble Digital Badges: A Focus on Skill Acquisition • Benjamin Malczyk Creating a Student Success Center Transitioning Graduate Students to an Online Community • Brian Wilson, Christina Yao, Erica DeFrain, Andrew Cano Male Allies: Supporting an Inclusive Environment in ITS • Heath Tuttle (, Wes Juranek Featured Extended Presentation: Broaden Your Passion! Encouraging Women in STEM • Barbara Oakley, Oakland University in Rochester, Michigan Students as Creative Forces to Enhance Curriculum via E-Learning • Betsy Becker, Peggy Moore, Dele Davies Rethinking Visual Communication Curriculum: The Success of Emporium Style • Adam Wagler (UNL), Katie Krcmarik, Alan Eno A Course Delivery Evolution: Moving from Lecture to Online to a Flipped Classroom • Kim Michael, Tanya Custer Enhancing the Quality of Online Teaching via Collaborative Course Development • B. Jean Mandernach, Steve McGahan Collaborating Across NU for Accessible Video • Heath Tuttle, Jane Petersen, Jaci Lindburg Structuring Security for Success • Matt Morton, Rick Haugerud Future Directions for University of Nebraska Wireless Networking • Brian Cox, Jay Wilmes Using Learning Analytics in Canvas to Improve Online Learning • Martonia Gaskill,, Phu Vu, Broaden Your Passion! Encouraging Women in STEM • Featured Speaker: Barbara Oakley, Oakland University in Rochester, MI Translating Studio Courses Online • Claire Amy Schultz Hidden Treasures: Lesser Known Secrets of Canvas • Julie Gregg, Melissa Diers, Analisa McMillan Your Learners, Their Devices & You: Incorporating BYOD Technology into Your Didactics • Tedd Welniak Extending the Conversation about Teaching with Technology • Marlina Davidson, Timi Barone, Dana Richter-Egger, Schuetzler, Jaci Lindburg Scaling up Student Assessment: Issues and Solutions • Paul van Vliet Closing Keynote: Navigating Change: It’s a Whitewater Adventure • Marjorie J. Kostelnik, Professor and Senior Associate to the President doi 10.13014/K2Q23XFDhttps://digitalcommons.unl.edu/zeabook/1068/thumbnail.jp