Comparison of Social-Emotional Learning

This meta-synthesis of literature analyzed 59 journal articles pertaining to social-emotional learning programs for P-12 students. The articles underscored the importance of the involvement of peer support, parent support, teacher and parent training, behavior intervention, positive reinforcement, school-wide programs, and individualized programs being utilized in a consistent way as well as the individual programs being used with fidelity across the whole environment of the student for a successful implementation

Five Challenges and Solutions in Online Music Teacher Education

“Nearly 600 graduate students?”1 As remarkable as it may sound, that is the projected student population for the online graduate programs in music education at Boston University School of Music by the end of 2007. With the rapid proliferation of online courses among mainstream universities in recent years, it is likely that more online music education programs will continue to emerge in the near future, which begs the question of what effects this new development will have on the profession. Can online education truly be of the same quality as a traditional face-to-face program? How is it possible to effectively manage such large programs, particularly at the doctoral level? For some experienced music educators, it may be quite difficult to set aside firmly entrenched reservations and objectively consider the new possibilities for teaching and research afforded by recent technology. Yet the future is already here, and nearly 600 music educators have seized the opportunity. Through online programs, the internet has become the latest tool for offering professional development to practicing educators who otherwise would not have access, particularly those currently engaged in full-time employment or residing in rural areas

Gerda Lechleitner, Susana Sardo, Susanne Ziegler og Ingrid Åkesson (red.): Historical Sources of Ethnomusicology in Contemporary Debate.

In this review, I discuss a book that was recently published by members of the Study Group on Historical Sources of Traditional Music, affiliated with the International Council for Traditional Music (ICTM). The book, edited by Susanne Ziegler, Ingrid Åkesson, Gerda Lechleitner, and Susana Sardo, is en-titled Historical Sources of Ethnomusicology in Contemporary Debate (Ziegler, Åkesson, Lechleitner & Sardo, 2017). It is a unique volume that adds to the growing body of recent publications that seek to develop the field of historical ethnomusicology

Forms of Graduate Music Education: A Response to Kenneth Phillip

It is truly an honor to see a response to my article from Professor Kenneth H. Phillips, in his “Graduate Music Education” within Research and Issues in Music Education, 6(1). Professor Phillips is an outstanding scholar and educator who has made a unique and important contribution to the fields of music education research and practice. His book on choral music is unusually insightful, and his most recent book on music education research is also a highly recommended resource that I use for my own graduate courses, some of which are online (Phillips, 2003; Phillips, 2008). I encourage readers to give careful thought to the wise insights shared in his article. While I agree with most of what Phillips wrote, there are two issues that I would like readers to consider as they reflect on our respective positions: (1) Music Education as Both a Professional Field and an Academic Subject, and (2) Online Mentoring of Instructional Skills in Music. I will briefly address these two issues in my response

Substance Use Disorders, Cognitive Dysfunction, and Neurodivergence in Emerging Adulthood

Substance Use Disorders, Cognitive Dysfunction, and Neurodivergence in Emerging Adulthood Posada, D., Herbert, J., Weingast, L., Holliday, E. Cognitive functioning in college students with substance use disorders (SUD) has been widely researched, however, discussions have largely concentrated on executive functions (EF) such as working memory, flexible thinking, and self-control. Literature on the relationship between cognitive dysfunction and SUD has largely underreported the influence of Attention Deficit/Hyperactivity Disorders (ADD/ADHD) and other neurodivergent characteristics. The current review explores the state of the literature on the relationship between neurodivergence, cognitive dysfunction, and SUD in emerging adulthood. More specifically, it speculates whether college students who are 18-25 years old with ADD/ADHD are at a higher risk of developing and maintaining an SUD. The field’s understanding of emerging adults is evolving due to technological advances in research and the increasing awareness of neurodiversity. The current review will focus on the age bracket of emerging adults due to the critical neurological development that occurs during this developmental window. Methodology includes systematically searching several databases to ensure that the widest scope of relevant literature on these topics is reviewed including PubMed, Google Scholar, and Psych INFO. Keywords include terms selected to capture the specificity and depth of the areas of interest. It is hypothesized that there are critical gaps in the understanding of cognitive dysfunction and SUD in college students with ADD/ADHD. However, there may be preliminary literature that suggests there is a relationship between these phenomena. The current review aims to inform future practice and research through presenting the state of the literature on emerging adulthood, neurodivergence, and SUD. Key Words: Cognitive Dysfunction, College Students, Emerging Adulthood, Substance Use Disorders, Attention Deficit/Hyperactivity Disorder, ADD, ADHD, Executive Functio

Factors Contributing To The Unsuccessful Implementation Of The BSC In A South African Provincial Treasury Department

This study investigated the factors that contributed to the unsuccessful implementation of the Balanced Scorecard in a provincial government department in South Africa. The study was inspired by the unsatisfactory attempt to introduce the Balanced Scorecard as a performance measurement system in that department in the year 2009. Data were collected through a questionnaire comprising of two sections. The questionnaire was administered to 81 managers and employees who were on the approved establishment of the department in 2009. The factors contributing to the failure of the program were extracted using principal components analysis. An analysis of the descriptive statistics for each factor was also conducted. The findings of the study indicate that the failure of the Balanced Scorecard project may be linked to four factors; namely, inconsistencies within the project team, an ineffective communication strategy, myopic planning and poor execution. Among these factors, planning contributed the highest to the demise of the project. Using these findings as an anchor, the study recommended a number of strategies that may be adopted in in the event that public organisations intend to implement Balanced Scorecard programs in the future