The Politics of Not Knowing: The Disappearing Act of an Education in Music

This article presents questions related to educational practices in music through the use of cultural capital, methodolatry and salvation as guiding frameworks.  These are taken as specific concepts, as we attempt to clarify and qualify problems of an institutional education in music, and as a metaphorical exercise for the exploration of political, pedagogic and practical issues reflected in and related to music in schooling.  This article proposes a reflection of dilemmas, propositions and possibilities that are often taken for granted - and consequently yet to be addressed - in both general education and music education.  We suggest that one way to reengage education in and through music in institutional settings is to reconfigure our understanding of the political possibilities of music as well as how politics are denied by structural and spatial confines of schooling

Acts of Courage: Leaping into Mindful Music Teaching

The authors explore the idea of courage in the classroom focusing on two populations of teachers: pre-service undergraduate students and in-service teachers. They articulate their own paths toward their own understandings of facilitating and recognizing acts of courage and share how their educational and pedagogical experiences have led them to think differently about the opportunities of doing and being differently as teachers

Measuring the impact of public understandings of risk from urban and industrial development on community psychosocial well-being: a mixed methods strategy

As the science of well-being moves towards an understanding of the influence of social experiences shared by many on individual and group-level well-being (‘community well-being’), a new approach to measuring well-being is required. It needs to bridge the contextually-specific social experiences best uncovered by social research methods, and psychological diagnoses made using conventional psychometric scales and diagnostic interviews. We build on our previous work on a new psychosocial model of a major influence on contemporary community well-being, the process by which people form, maintain and change their understandings of risk from urban and industrial projects, and any subsequent effects on individual psychosocial well-being. We utilise this model, and propose a mixed qualitative and quantitative methodology to argue for; 1) the incorporation of the emic (subject’s) perspective in the conceptual underpinnings of measurement scales; and 2) the synthesis of quantitative and qualitative assessments of well-being. This gives validity and contextual precision to scales which measure experiences of well-being that are geographically and socio-culturally-located. The resulting data offers both context of scale, and depth of insight. Additionally, our proposition combines theories and methods from psychology, social anthropology, sociology, social epidemiology, public health and community development. This evinces the importance of drawing on broad ranging perspectives to develop tools which capture the complex and multi-dimension nature of well-being - where psychological responses are shaped by collective social experiences

Feedback to Support Learning in the Leadership Institute for Teachers

Feedback is a type of formative assessment used to inform instruction and advance learning. Feedback serves as a mechanism to connect teaching and learning at the student level. Learners receive feedback, formally or informally, as they engage in learning experiences. Within the Leadership Institute for Teachers, a National Science Foundation funded research project, we are exploring feedback as a research‐informed process to support learning and improvement for individuals, teams, and university courses. There is an explicit focus on creating a culture of critical thinking and reasoning, taking ownership for learning both individually and collectively, and understanding how to improve teaching and scholarship through an iterative feedback process

Pratique de l'heuristique de pente et le package CAPUSHE

National audienceLa mise en oeuvre des méthodes "data-driven" de calibration de critères pénalisés, issues de l'heuristique de pente de Birgé et Massart (2007), implique des difficultés pratiques

Slope Heuristics: Overview and Implementation

RR INRIA-7223, Version 1Model selection is a general paradigm which includes many statistical problems. One of the most fruitful and popular approaches to carry it out is the minimization of a penalized criterion. Birgé and Massart (2006) have proposed a promising data-driven method to calibrate such criteria whose penalties are known up to a multiplicative factor: the ``slope heuristics''. Theoretical works validate this heuristic method in some situations and several papers report a promising practical behavior in various frameworks. The purpose of this work is twofold. First, an introduction to the slope heuristics and an overview of the theoretical and practical results about it are presented. Second, we focus on the practical difficulties occurring for applying the slope heuristics. A new practical approach is carried out and compared to the standard dimension jump method. All the practical solutions discussed in this paper in different frameworks are implemented and brought together in a Matlab graphical user interface called capushe

Divergence in Variety Seeking: An Exploratory Study among International Travelers

In this study, we analyze the influence of variety seeking and exploratory buying on travelers’ consumption behavior in an international context. The study also compares Asian travelers with Western travelers. Several factors which help to explain divergence in variety seeking are included in the analysis. Results demonstrate that variety seeking and exploratory tendency have a significant relation with travelers’ consumption behavior (both Asian and Western travelers). Specific results emerged, such as: customers who have a high tendency for novelty seeking are less loyal. However, no significant difference has been identified between Asian and Western tourists

Planning the OER landscape

The Open Educational Resources (OER) field will soon be entering its second decade and is thirsting for an analytic frame for the eco-system of content, tools, projects, institutions and enthusiasts. Community members are expressing concerns about redundancy and repetition in the field and the difficulty of tracking new developments and building on the work of others. We need to understand OER activity in a way that is descriptive of projects, goals and target audiences, and analytic with respect to educational efficacy and promising models. As the field advances, we need to create a common language, share a collective understanding of the gaps in the landscape and consider processes to improve connections and lessons learned. In this paper we look at options to “map” OER as they travel from institutional ideas to community use to next generation learning. Such a map will be of limited value imposed from outside but instead we need to form the right seeds for a map to emerge as dynamic and capable of being owned. There are many options for presentation that can be considered such as roadmaps, process diagrams, cartoons and animations. Each representation has different merits for communication, and indeed a hybrid approach may be what is needed. A particular approach used in looking at data from more than 100 funded projects has been to use an online system, Cohere, for researchers to describe the characteristics of each project and to derive different views. These provide possible starting points for more general summaries of work on OER