Team/Co Teaching in the Instrumental Classroom: A Differentiated and Holistic Approach to Instruction

Team/Co-Teaching in the Instrumental Classroom: A Differentiated and Holistic Approach to Instruction Robert W. Groves Department of Music Education, Georgia College and State University MUED 6800: Research in Music Education Dr. Tina Holmes-Davis November 15, 2020 Abstract The literature used in this review serves as a source for the identification and defining of music program quality/success, impacting factors that positively and negatively affect music programs, and the use of effective advocacy through connections made between music and other subject areas, as well as how the implementation of a Team/Co-Teaching instructional model positively affects the overall quality of instruction and student learning. A pilot study was also conducted in correlation with this review to provide additional data in regard to overall instruction, perception of program success, and how the current use or the implementation of a Team/Co-Teaching model provides/could provide a catalyst for their program’s success. The data was collected through the distribution of two survey-questionnaires. The Team Teaching in Instrumental Music Questionnaire (TTIMQ) and the Follow-up TTIMQ (F-TTIMQ) offered both open-ended and Likert type rated responses regarding the participant’s program/school demographic, socioeconomic status (SES), scheduling, course offerings, budgeting/funding, and instructional practices. Both survey-questionnaires were distributed through the Georgia Music Educators Association to all secondary instrumental music educators. A total of seventeen music educators responded to both the TTIMQ and the F-TTIMQ. Results from both the literature review and the pilot study suggest that the implication of a Team/Co-Teaching instructional model (a) is an impacting factor in the quality and success of a music program, (b) provides the educator the ability to differentiate and remediate instruction more effectively and efficiently, and (c) enhances student learning by creating a more positive and productive learning environment. Keywords: team-teaching, co-teaching, cooperative teaching, advocacy, instrumental music, music educatio

The genesis of an Adult Education programme in science

Science and technology are now part of our everyday lives, and their impact will undoubtedly continue to grow in ever more sophisticated and subtle ways. Inevitably, this will lead to debates and controversy about the ethics and risks that science brings with it; debates in which the general public should be fully engaged. But many adults inevitably feel alienated from any involvement in such a debate because of their lack of scientific knowledge. There is a very urgent need to engage not only young people but also more mature adults in scientific discussion at levels that are both meaningful and serious. In Newcastle we are developing an adult science education programme which brings together local adult education providers, universities and industry to supply a cohesive series of short events which not only allow adults to learn and engage with contemporary science (and how it impacts on their everyday lives), but also offers the opportunity to progress to more advanced courses leading to formal qualifications. In this article we outline the development of this programme which was greatly assisted by the appointment of an ‘Adult Education Fellow’ (funded by The Higher Education Academy Physical Science Centre). Over the course of one year the Fellow established the consortium, identified what the detailed demand was, prepared the course and raised funds ready for its start in 2006

The Sixth Rhino: A Taxonomic Re-Assessment of the Critically Endangered Northern White Rhinoceros

BACKGROUND: The two forms of white rhinoceros; northern and southern, have had contrasting conservation histories. The Northern form, once fairly numerous is now critically endangered, while the southern form has recovered from a few individuals to a population of a few thousand. Since their last taxonomic assessment over three decades ago, new material and analytical techniques have become available, necessitating a review of available information and re-assessment of the taxonomy. RESULTS: Dental morphology and cranial anatomy clearly diagnosed the southern and northern forms. The differentiation was well supported by dental metrics, cranial growth and craniometry, and corresponded with differences in post-cranial skeleton, external measurements and external features. No distinctive differences were found in the limited descriptions of their behavior and ecology. Fossil history indicated the antiquity of the genus, dating back at least to early Pliocene and evolution into a number of diagnosable forms. The fossil skulls examined fell outside the two extant forms in the craniometric analysis. Genetic divergence between the two forms was consistent across both nuclear and mitochondrial genomes, and indicated a separation of over a million years. CONCLUSIONS: On re-assessing the taxonomy of the two forms we find them to be morphologically and genetically distinct, warranting the recognition of the taxa formerly designated as subspecies; Ceratotherium simum simum the southern form and Ceratotherium simum cottoni the northern form, as two distinct species Ceratotherium simum and Ceratotherium cottoni respectively. The recognition of the northern form as a distinct species has profound implications for its conservation

Future ethics: risk, care and non-reciprocal responsibility

As the number of intrinsically unknowable technologically produced risks global society faces continues to grow, it is evident that the question of our responsibilities towards future people is of urgent importance. However, the concepts with which this question is generally approached are, it is argued, deficient in comprehending the nature of these risks. In particular, the individualistic language of rights presents severe difficulties. An alternative understanding of responsibility is required, which, it is argued, can be developed from phenomenological and feminist concepts of care. Such concepts privilege an understanding of human beings that is primarily relational rather than individualistic, and show that responsibility is, in the first place, about connection rather than respecting separation. Care, by opening up for us an understanding of the diversity of values that are constitutive of a worthwhile life, also connects us to the future as the future of care. As such, it provides us with ethical resources that can guide us in the face of uncertainty, including general principles of action and the desire for institutions that can articulate them

'Planned and purposeful' or 'without second thought?': formulaic language and incident in Barbour's Brus

The present study investigates formulae – fixed phrases used by an oral poet in composing narrative verse – in the Older Scotts poem known as the Brus, composed (probably in writing) by John Barbour, Archdeacon of Aberdeen, in the last quarter of the fourteenth century. This thesis examines the apparent discrepancy of an oral-derived technique used in a sophisticated poem composed in writing by an educated and literate author. Following the discussion of previous critical approaches to Barbour’s Brus, the present study offers a summary of theories of the formula and formulaic composition relevant to the discussion, before providing examples of three types of formulae found in the Brus: formulae whose primary function is to preserve rhyme and metre in the poem, and which have minimal dependence upon their narrative context (prosodic formulae or fillers); formulae which set-up or provide transition between scenes, and which depend slightly more upon their narrative context (discursive formulae); and formulae which narrate the action of the poem’s plot, and therefore depend greatly upon their narrative context (historic formulae). The thesis then examines recurring incidents such as scenes of individual combat and large-scale battles, identifying the formulaic phrases employed in their construction, as well as the cyclical arrangement of such incidents to impose a specific interpretation of the poem upon the reader or audience. Finally, the present study examines the influence of medieval rhetoric and Latin-derived ‘literate’ culture on Barbour’s poem, uncovering a mixture of ‘oral’ and ‘literate’ modes of discourse which cooperate and complement each other in Barbour’s highly purposeful work of historical fiction. More and more critics are aware of the mixture of ‘oral’ and ‘literate’ discourse in Middle English (see, for example, Coleman 1996); by contrast, this aspect of Older Scotts literature is an understudied topic in an already understudied field. Additionally, no scholar has to may knowledge undertaken a study of the formula in any Older Scotts text. The present thesis will hopefully make a valuable first step in both these areas

Nanotechnology, contingency and finitude

It is argued that the social significance of nanotechnologies should be understood in terms of the politics and ethics of uncertainty. This means that the uncertainties surrounding the present and future development of nanotechnologies should not be interpreted, first and foremost, in terms of concepts of risk. It is argued that risk, as a way of managing uncertain futures, has a particular historical genealogy, and as such implies a specific politics and ethics. It is proposed, instead, that the concepts of contingency and of finitude must be central to any understanding of the ethical significance of nanotechnologies, as these concepts can be used to understand the basis of recent work in science and technology studies, and the sociology of knowledge more widely, which details the multi-dimensional social nature of technological uncertainty