El regeneracionismo y la dimensión educadora de la música en la obra de Felip Pedrell

La intención pedrelliana de conseguir instrumentos ideológicos para definir la identidad musical del país, que él mismo llamó «escuela nacional», se inscribe en un movimiento anterior de más amplio alcance, el regeneracionismo; con ello, Pedrell utiliza la música -previa construcción de sus fundamentos- para ponerla al servicio de la educación de la sociedad, y la convierte en un signo de identidad cultural y social de un pueblo; ello se ve perfectamente en el ideario pedrelliano: poder comunicar, a través de la educación, el valor de la voz propia para hacerla oir en el arte universal. El Cancionero Musical Popular Español, como modelo de recopilación, investigación y reconstrucción del legado español es, según la autora de esta ponencia, el medio más idóneo para lograrlo. (F.B.B.)L'intention de Pedrell d'obtenir des instruments idéologiques permettant de définir l'identité musicale du pays, que lui-même appelait «école nationale», s'inscrit dans un mouvement antérieur de plus longue portée, le mouvement régénérateur; grâce à quoi Pedrell utilise la musique - après avoir jeté ses fondements - pour la mettre au service de l'éducation de la société et la transformer en un signe d'identité culturelle et social d'un peuple; cela apparaît clairement dans l'idéologie de Pedrell : pouvoir communiquer à travers l'éducation la valeur de la propre voix pour la faire entendre dans l'art universel. Le Cancionero Musical Popular Español, en tant que modèle de recueil, de recherche et de reconstruction de l'héritage espagnol est, selon l'auteur de cet exposé, le moyen le plus sûr pour y parvenir. (F.B.B.)The Pedrellian intention of obtaining ideological instruments to define the musical identity of a country, which he himself called "national school", is part of an earlier movement with a much wider scope: regeneracionismo. Through this, Pedrell uses music (after first constructing its foundations) to serve the education of society, converting it into a sign of a nation's cultural and social identity. This can be clearly seen in Pedrellian ideology: the ability to communicate, through education, the value of one's own voice to make it heard in universal art. The Cancionero Musical Popular Español, as a model of compilation, research and reconstruction of the Spanish legacy is, according to the author, the best means of achieving it. (F.B.B.)Die Absicht von Pedrell, ideologische Instrumente zu erhalten, um die musikalische Identität des Landes zu definieren, die er selbst «nationale Schule» nannte, wird Teil einer früheren, bedeutenderen Bewegung, die Reform; damit verwendet Pedrell die Musik - nach vorherigem Aufbau ihrer Fundamente - um sie der Bildung der Gesellschaft zur Verfügung zu stellen, und verwandelt sie in ein Zeichen kultureller und sozialer Identität eines Volkes. Dies sieht man auf perfekter Weise in der Ideologie von Pedrell: über die Bildung den Wert der Stimme selbst mitteilen zu können, um sie in der Weltkunst hören zu lassen. Das Cancionero Musical Popular Español (spanische, volkstümliche, musikalische Liederbuch), als Modell der Sammlung, Untersuchung und des Wiederaufbaus des spanischen Erbes ist, gemäss der Verfasserin dieses Referats, das idealste Mittel, um dies zu erreichen. (F.B.B.

Broadening the Scope and Increasing the Usefulness of Learning Analytics: The Case for Assessment Analytics

This paper argues that the role that assessment could play within a learning analytics strategy is both significant and, as yet, underdeveloped and underexplored. It proposes that assessment analytics has the potential to make a valuable contribution to the field of learning and academic analytics by both broadening its scope and increasing its usefulness. In doing so it considers issues of operationalization and then moves on to define what we might understand as assessment analytics

Ear- and hearing-related impact on quality of life in children with cleft palate : development and pretest of a health-related quality of life (HRQOL) instrument

Objectives: To investigate to what extent middle ear problems and associated hearing loss affect quality of life (QoL) of children born with a cleft palate. Methods: Fifty-five children aged between 6 and 18 years, born with non-syndromic cleft palate +/- cleft lip (CP/L) were included. A new health-related quality of life (HRQOL) questionnaire was generated with consideration of the following domains of QoL: communication, hearing loss, physical symptoms, limitation of activities and socio-emotional impact. Results: Major psychosocial problems were not reported in the majority of children as a result of their ear and hearing problems. However, according to their parents, 2 out of 3 children, had difficulty speaking clearly and understandably. These communication problems led to behavioural problems and social isolation in 1 out of 5 children. Scholastic achievement was negatively influenced by two factors: hearing loss and sleep disturbance due to ear problems. Conclusions: To our knowledge this is the first study to quantitatively measure the ear- and hearing-related impact on QoL in children born with CP/L. Large-scale, multicentre studies are needed to further research and expand on the findings of this pilot study

Team entitativity and teacher teams in schools: Towards a typology

In this article we summarise research that discusses ‘teacher teams’. The central question guiding this study is ‘What types of teacher teams are there in schools and can they rightfully be called ‘teams’ or are they merely groups?’. We attempted to answer this question by searching literature on teacher teams and comparing what these articles present as being teacher teams. We attempt to further grasp the concept of teacher teams by creating a typology for defining different types of teacher teams. Overall, the literature pertaining to teacher teams appeared to be characterised by a considerable amount of haziness and teacher ‘teams’ mostly do not seem to be proper ‘teams’ when bearing the criteria of a team as defined by Cohen and Bailey (1997) in mind. The proposed typology, characterising the groups of teachers by their task, whether they are disciplinary or interdisciplinary, whether they are situated within or cross grades en by their temporal duration, seems to be a useful framework to further clarify different sorts of teacher ‘teams’.