Editorial

SECTION ONE: ISSUES AND RESEARCH 1. Policy Frameworks, Research and K-12 Schooling 2. MENC: A Case in Point 3. Recent Trends and Issue in Policy-making 4. Law Research and Music Education INTRODUCTION: TOWARD AN UNDERSTANDING OF THE 'AIMS OF MUSIC EDUCATION' 1. Contemporary Curriculum Practices and Their Theoretical Bases 2. Theory, Research, and the Improvement of Music Education 3. A Comparative Review of Human Ability Theory: Context, Structure, and Development 4. Critical Thinking 5. Improvisation 6. Improvisation and Curriculum Reform 7. Adult Education 8. Music and Early Childhood Education 9. Systematic Research in Studio Instruction in Music 10. Philosophical Issues in Curriculum 11. Educating Musically 12. Distance Learning and Collaboration in Music Education SECTION THREE: MUSICAL DEVELOPMENT AND LEARNING Introduction: Issues in Perception, Cognition, and Development 1. Learning Theories as Roots of Current Musical Practice and Research 2. Systematic Instruction 3. Behavioural Research on Direct Music Instruction 4. Self-Regulation of Musical Learning: A Social Cognitive Perspective 5. Motivation and Achievement 6. Developmental Characteristics of Music Learners 7. Creative Research in Music, Visual Arts, Theater, and Dance 8. Computer-based Technology and Music Teaching and Learning SECTION FOUR: MUSICAL COGNITION 1. The Neurobiology of Music Cognition and Learning 2. Cognitive Constraints on Music Listening 3. The Development of Musical Abilities 4. Making Music and Making Sense of Music: Expressive Performance and Communication 5. Taking an Acquired Skills Perspective on Music Performance SECTION FIVE: SOCIAL AND CULTURAL CONTEXTS 1. The Sociology of Education and Connections to Music Education Research 2. Sociology of Music 3. Social Psychology and Music Education 4. Music, Culture, Curriculum and Instruction 5. Feminism, Feminist Research and Gender Research in Music Education 6. The Social Construction of Music Teacher Identity in Undergraduate Music Education Majors 7. Transforming Research in Music Education History 8. Music Transmission and Learning: A Conspectus of Ethnographic Research in Ethnomusicology and Music Education 9. Community Music: Toward an International Overview SECTION SIX: TEACHER EDUCATION Introduction: Fuzzy Teacher Education 1. Reform-minded Music Teachers: A More Comprehensive Image of Teaching for Music Teacher Education 2. Teaching as a Profession: Two Variations on a Theme 3. Changing Concepts of Teacher Education 4. Strengthening the Teaching of Music Educators in Higher Education 5. Research by Teachers on Teacher Education 6. Research in Music Student Teaching 7. Professional Development SECTION SEVEN: MUSIC EDUCATION CONNECTIONS Introduction: The Growing Impact of Partnerships: A Reason for Research 1. Policy Issues Connecting Music Education and Arts Education 2. The Evaluation of Arts Partnerships and Learning Through the Arts 3. The 'Use and Abuse' of Arts Advocacy and its Consequences for Music Education 4. Research in Visual Arts Education: Implications for Music Education 5. A Review of Research in Theater, Dance, and Other Performing Arts Education: Implications for Music SECTION EIGHT: NEUROSCIENCE, MEDICINE, AND MUSIC 1. Music and Neuroscience 2. Performing arts Medicine 3. Musicians' Health MIRIAM HENOCH, AND JOHN HIPPLE SECTION NINE: INSTRUMENTAL OUTCOMES 1. Nonmusical Outcomes of Music Education: Historical Considerations 2. Teaching Other Subjects Through Music 3. Research: A Foundation for Arts Education Advocacy SECTION TEN: RESEARCH DESIGN, CRITICISM, AND ASSESSMENT IN MUSIC EDUCATION 1. Philosophical Perspectives on Research 2. Maintaining Quality in Research and Reporting 3. Trends in Data Acquisition and Knowledge Development 4. Assessment's Potential in Music Education 5. Contemporary Issues in Qualitative Research and Music Education

Reviewed by: Prairie Bohemian: Frank Gay's Life in Music by Trevor W. Harrison Justina Watt Prairie Bohemian: Frank Gay's Life in Music. By Trevor W. Harrison. Edmonton: University of Alberta Press, 2015. ix +217 pp. Illustrations, notes, bibliography, index. $25.00 paper. In Prairie Bohemian: Frank Gay's Life in Music, Trevor Harrison weaves multiple accounts of Frank Gay's life as a luthier, musician, and local character, together with his own personal memories. Using these personal accounts along with interviews, transcriptions, and family photographs, Harrison strikes out to distill fact from the mythologies and the anecdotes concerning Gay in Edmonton's music community that have been circulating for years. Harrison tends to indulge in speculation throughout the book rather than letting the accounts of Gay's life speak; at times the narrative is a little disjointed with what seems like unnecessary detail and too many anecdotal snippets. However, this does not entirely detract from the strengths of the book, such as the quotes from Gay's contemporaries, other guitarists, people in the music business, and visitors to his garage; for example Dave Hamel and Evelyn Popwich's accounts (38, 41). While Harrison warns the reader of the possibility of false memory (ix), these colorful personal accounts are what inspired the author's interest in his subject. Through Harrison's exploration of Gay's life, Prairie Bohemian also illuminates the social and musical history of the prairie towns and cities that Gay called home. His upbringing in rural Saskatchewan is documented in the early chapters, and Edmonton's musical-social history is woven into the account of his adulthood in the city, providing glimpses of the places and people that came in and out of Gay's life, and the dive bars and classy hotels like the Hotel MacDonald that still exist today. As an Edmontonian, I found especially interesting the history of the Ninety-Seventh Street and Chinatown neighborhoods, Gay's south-side 1960's bungalow (93), and Gay's travels across Canada, migrating east early in life but returning to the prairies. While documenting Gay's history, Prairie Bohemian also provides an account of the built and social history of Edmonton in the early to mid-twentieth century. Harrison's effort here is an enjoyable read that includes compelling images of his subject. Harrison compiles fact, mystery, and multiple personal retellings of Gay's life into one volume, and, while attempting to separate fact from fiction, he comes to the somewhat comforting conclusion that no life, here Frank Gay's, is totally uncomplicated (181). Despite Harrison's struggle for accuracy, he does not try to reconcile the various personal perspectives, lived experiences, and memories shaped by emotion and time. Harrison presents his version of fact but also allows other accounts to exist side by side. While this lack of firm, fact-based conclusion could be unsatisfying to the reader, Harrison's account of Gay's life, awash with personal, emotional, and creative struggles, reminds us that speculation and subjective exploration of a life can be as valuable as the fact-finding mission that began it all. Justina Watt Edmonton Arts Council Edmonton, Alberta Copyright © 2017 Center for Great Plains Studies, University of Nebraska–Lincoln

It may be argued that any discussion on crime prevention and community safety necessarily involves engagement with wider criminological, and indeed, social and political debates about the nature of the state, the relationship between the state and civil society and the manner through which security as a ‘public good’ is produced and distributed. At least within the criminological field, crime prevention and community safety have emerged as part of what may be imagined as the ‘preventative turn’ (Hughes, 1998; 2007) – as a means of capturing the governmental tendency towards the decentralisation of crime control from central institutions and towards the outer edges of the criminal justice system. Critics of such localising agendas argue that it is not only an extension of governing rationalities - ‘government at a distance’ (Garland, 2000) - but also a part of broader neo-liberal agendas to dismantle welfare apparatuses in favour of ‘governing through crime’ (Simon, 2007). In this regard, the re-socialisation of the subject as ‘self-governing’ is, in effect, a path towards creating the conditions for private security proliferation (Rose, 1999). Furthermore, critical realist authors on community safety have argued that this neo-liberal model of crime control is subject to regional and national variations, shaped by professional habitus as a function of practice cultures and local political traditions (Edwards and Hughes, 2005; Hughes 2007). Hence social research in this field needs to identify the ‘deep grammar’ of ‘practice-in-context’ in order to capture the nuanced and eclectic nature of crime prevention and community safety in different settings (Stenson, 2008).Bearing in mind these wider debates, the present chapter attempts to discuss the history and development of crime prevention and community safety in Northern Ireland and the Republic of Ireland – as two distinct, yet closely related jurisdictions –aiming to identify convergences and divergences, continuities and discontinuities. In relation to Northern Ireland, where police reform has been a central component underlying the transition from conflict, the chapter identifies the recent history of crime prevention and community safety together with a critical appraisal of key developments. Critical here is the existence of an active, grass-roots civil society as a key factor underpinning community safety at the level of government policy. In the Republic where police reform has been a more muted affair, crime prevention and community safety is an emerging area of practice, related to funding, government and governance arrangements including drug prevention, youth justice and urban regeneration. While taking note of recent analyses of crime prevention and community safety in the UK and Ireland, the chapter plots the nature and scope of crime prevention and community safety through case studies of Ireland, North and South. These show that in practical terms, crime prevention and community safety are uniquely shaped by the circumstances in which they are conceived (Edwards et al., 2013; Hughes and Edwards, 2013; Gilling et al., 2013).A central contention of the chapter from the outset, underpinned by its layout, is the fact that the two jurisdictions have developed (in a community safety sense) in an entirely distinct fashion. It is therefore contended that a simple thematic or comparative approach defies the complex evolution of the preventative turn within the two jurisdictions. In this regard, the evidence presented highlights that community safety is in fact a function of governmental agendas and policy, rather than rational or criminological approaches to dealing with late modern society (Garland, 2001).

The purpose of this study is to identify a process of forming professional career thinking and teachers beliefs. The process is creating on mapping approaches in upbringing in the process of professional thinking of novice teachers. The primary objective of this study is to show methodological possibilities of mapping the process of forming professional career thinking and beliefs of future teachers in the undergraduate training. Undergraduate training then, in relation to the nature of the study, can be simply described as the process of transition from education to the subjective theory of general formal representation of knowledge based on universally shared semantic structure. The study is conducted with the participation of 5 (small focus group) novice teachers on Czech Republic. Novice teachers write essays on the theme “Education process of my beliefs after a one year work on school” and write report (free literacy form) on the questions: “What do you think education is?” “Who participates in education?” “How does education work?” Then was the report of analyses by Meaning Constitution Analyses (MCA) method and its software version Minerva is based on a self-report of an examined person.

The growing emphasis on 21st-century skills in Indonesian education underscores the importance of fostering critical thinking among university students. While curriculum reforms have been implemented, concerns remain about the effectiveness of these changes in developing students' critical thinking abilities, particularly in the context of argumentative writing. This study investigated the level of critical thinking demonstrated by 33 fourth-semester English Education students at UIN Raden Intan Lampung in their argumentative essays. Employing a descriptive-quantitative research design with content analysis, the study utilized the Marguerite and Ennis (1993) rubric to assess students' performance across six aspects of critical thinking: focus, supporting reasons, reasoning, organization, conventions, and integration. Findings revealed that students generally performed well in focus, supporting reasons, organization, and conventions, exhibiting well-developed proficiency in these areas. However, reasoning emerged as a significant area of weakness, with a substantial portion of students demonstrating only developing-level skills. The overall average score indicated a well-developed level of critical thinking, yet the persistent challenges in reasoning highlight the need for targeted pedagogical interventions that specifically address this crucial aspect. This study provides valuable insights for educators seeking to enhance critical thinking instruction and assessment within Indonesian universities, emphasizing the importance of fostering not only technical writing skills but also the deeper cognitive processes that underpin genuine critical inquiry.

teachers, the ideas of Bennett Reimer have been a constant presence influencing our planning with colleagues, preparation for instruction, daily interaction with students, and our criteria by which we assess our programs and students. In a real sense, many of my colleagues and I grew up professionally with Reimer's ideas as our essential guides to good classroom practice. Despite the tendency among teaching practitioners to scoff at the philosopher's lack of pragmatism, I am staunchly confident that Reimer's contributions have been far more than just words, having real consequences for real students and teachers. Through his many published materials, Reimer has given us a mental framework through which we clarified our values and beliefs about music learning. His ideas provided a tacit backdrop against which we judged the effectiveness of our actions. The spirit of this essay, then, is to convey a sense of being there by describing the influences of Reimer's philosophy and curriculum development on learning in the music classroom and on the thinking of the music teacher. It will focus on two of Reimer's works that have had the most direct bearing, in my experience, on what happened in music classrooms.

According to the regional economic characteristics and actual industry background, combining with automatic professional features, this paper firstly has analyzed shortage of original automation curriculum system. Moreover, the new curriculum reform has been proposed in the light of the guiding principles of new cultivation program. Finally, the specific implementation of automation curriculum reform has been described for four modules which include direction mode, general cultivation, professional curriculum set and teaching practice. The author has illustrated necessity and significance of each reform in detail, and a feasible curriculum system is ultimately given. In the new situation, the curriculum reform possesses some reference value for designing professional curriculum of automation in Mine University.

A critical shortage of teachers became apparent following World War H. Although a number of fac tors contributed to this situation, the decreased birth rate during the depression years of the 1930's with its resulting decline in the supply from which to recruit potential teachers, and the increased birth rate during the 1940's with a growth of ele mentary school enrollments six year s later have doubtless been primarily responsible for our great need for teachers. The current shortage of teachers is stimulating many individuals as well as countless organizations and groups to try to recruit young for the teaching profession. Increasingly one hear s and reads of the term selective recruitment. In or der to develop or improve recruitment techniques it becomes necessary to try to find out why students now in teacher education programs in college have chosen to become teachers. This article compares the results of three investigations, the first of which was conducted in 1946** and repeated in 1948 and in 19562 to see if differences or similarities exist during a ten-year span in the opinions expressed by college students on why they had chosen to enter the teaching profession. In trying to secure information on the qu e s t i o n Why do young men and women choose to teach? a teacher recruitment committee prepared a check list of sixteen statements of possible factors which might have influenced college students to choose teaching as a profession. This check list, prepared by the committee in 1946, was administered to 177 men and 108 women students in the C o liege of the Pacific, Chico State College, and the College of Ag riculture of the University of California. In 1948 it was given to 240 men and 227 women students in the College of the Pacific, Chico State College, and Sacramento State College. The 1956 administration was confined to the College of the Pacific with 103 men and 123 women students involved. In each case the sixteen statements were used in an opinion sur' vey of full-time college students actually enrolled in teacher education courses. The students were asked to check all of the statements that might have influenced them in their choice of becoming teach ers. The lists were returned unsigned to avoid any suggestion that the responses would be used to judge individual motives. As indicated in Table I, the responses to the check list are fairly equally divided between the two sexes, with 520 men and 458 women students. A chi square (X = 15.966), indicates a signficant difference in the ratios of men and women f or the three investigations pointing to the necessity of treating the two sexes separately rather than as a single group. For purposes of this report, each of the sixteen items of the check list has been conde nsed into a brief, self-explanatory phrase as it appears in Table H. The statements of the opinion survey are arranged in this table in order of their percentage rank of the 1956 replies of 103 men. A chi square for both men and women indicates nosignificant variation of ratios of students to the number of questions which they checked in the three studies. The results of the three studies are summarized in Table II. The per cent of individuals checking each item of influencing factors is presented for each of the surveys made in 1946, 19 4 8, and 1956 with differentiations for men and women. For example, 68 per cent of the men checked ''Interest in children and young people in 1 9 46 as a reason for choosing to become a teacher, 74 per cent in 1948, and 77 per cent in 1956. For the same item 90 per cent of the women marked this in 1946, 80 per cent in 1948, and 93 per cent in 1956. This factor was given the highest rating by both men and women in all three studies. There was no signifi cant shift for either men or women from one study to the next. Three other items in the check list remained consistently high for both men and wo m en. These

The research aims to identify the performance of teachers, graduates of Al-Quds Open University, and the performance of teachers who are graduates of formal education, according to the standards in Palestinian Commission for Developing the Teaching Profession in the fields of "knowledge and understanding", "professional skills" and "professional trends and values." The researcher used the descriptive and analytical method for its suitability for the objectives of the research. A questionnaire was distributed to the sample of (268) distributed among (182) school principals and (86) educational supervisors. The study found that there are statistically significant differences at (α≤0.05) between the point of view of the educational supervisor and the school principal in favor of the school principal in terms of the availability of professional standards for the teacher and for all these skills. The study also found that teachers who graduated from regular universities possess more knowledge, understanding and professional skills than al-Quds Open University graduates do, while the standards related to professional trends and values ​​were difficult to differentiate between them. The study recommended the need on creating a compulsory educational qualification program in regular and open universities for everyone who wants to work in the teaching profession and to coordinate between universities and the Palestinian Commission for Developing the Teaching Profession on the skills that should be trained and focus on them in university courses related to the teaching profession.

Agents’ social imagination: The ‘invisible’ hand of neoliberalism in Taiwan's curriculum reform

Background/Context How students develop a capacity to examine and imagine the past impacts how they think about the present and imagine the future. This study contributes to research about teachers’ beliefs and practices about teaching United States history through cultural encounters and nontraditional historical narratives. Although there is a small but growing body of research concerning teachers’ beliefs and practices regarding historical thinking and inquiry, little research exists on teachers’ beliefs and practices about history teaching from a cultural encounters perspective. Purpose/Objective/Research Question/Focus of Study The study examined teachers’ perspectives of a professional development effort designed to promote their students’ historical thinking within a cultural encounters curriculum. This curriculum emphasized the role of perspective and historical narrative. The research questions were: (1) What were the K–12 participants’ specific examples of lessons and units related to historical cultural encounters? (2) How did they conceptualize their teaching for historical cultural encounters? (3) How did they begin to reconceptualize their views about a cultural encounters history curriculum? Research Design The study used a qualitative design to examine perceptions of 21 K–12 teachers. A conceptual framework about history teacher thinking and reconceptualization informed the design. Three forms of data— surveys, individual interviews, and lesson plans—were collected about teachers’ perceptions of practice and their applications of those perceptions in their classrooms. The surveys were administered throughout the 3-year program cycle and at the final evening colloquium. Interviews were conducted with the 21 teachers approximately 3 months after the end of the project. Lesson plans that teachers constructed at different points in the professional development project were analyzed after its conclusion. Conclusions/Recommendations The teachers in this study were each situated differently in their perceptions of a cultural encounters approach to teaching history. Their conceptual frameworks toward history, grounded in their own professional knowledge and teaching expertise, were an important factor in how they reconceptualized their views of curriculum. In addition, their discussions of both intended and enacted teaching provided a forum within which to experiment and try to solve emergent challenges and dilemmas that grew from their perceived changes in their views of practice. As they examined and in some cases began to teach history through often-excluded historical stories and voices, they confronted in differing ways their own stories and narratives in relation to traditional U.S. history.

In this paper, we present and illustrate four principles used to develop discipline-specific academic language tutorials for students who enter university with low levels of academic language proficiency. The tutorials are part of a university-wide language support program following a post enrolment language assessment (PELA). The principles respond to recent arguments about the importance of post-PELA language support being integrated into the overall university curriculum, being directly relevant to students’ needs, and being discipline and context specific. Drawing on sociocultural theories of language learning, we outline each principle and then illustrate them with practical frameworks and activities used in academic language development tutorials at a university in Australia. We also provide a discipline-specific language development tutorial plan that incorporates all four principles. These principles will be of interest to practitioners both in English Language Intensive Courses for Overseas Students (ELICOS) centres and in university language programs planning discipline-specific language development activities.

I was born in 1967 in the city of Qufu in Shandong province, the hometown of Confucius, the great philosopher and educator in China. This was the year the Cultural Revolution broke out; I spent my elementary school in the turbulence. In 1978, my last year in the elementary school, Deng Xiaoping regained political power and China reregulated the education system, resuming the national higher education entrance examination. Like most Chinese students, I strived to board the examination train when it was my turn to sit. Unfortunately, I did not do well enough in the first year to go to a good university. I summoned the courage to re-sit the exam in the second year. I was admitted into the early childhood education program in Shandong Normal University. This exam had rewritten the life track of my ancestors who, generation after generation, had been peasants, surviving through farming. I departed from the countryside where Confucius had resided and adventured to the capital city of the province, then to Beijing, the capital of China. The frustration I felt at the university entrance exam left me with a permanent psychic scar. Even till I was middle-aged, I was frequently haunted and awakened by the nightmare of the exam.

Mesocurriculum modernization of a chemical engineering program: The case of a high-impact regional university in Colombia

This article considers the musical lives of eleven US-based families, micro-communities of sorts, as they were affected by the COVID-19 pandemic and associated physical isolation directives. With a focus on family pods as sites and sources of community, we employed processes of virtual ethnography including interviews, observations and the distribution of cameras to help empower participants, especially the children, to become active collaborators in a research study called Project COPE. Families indicated that musical practices during this time of learning, listening, moving and creating with instruments, voices and one another served a variety of purposes. These included self-regulation, identity formation, transmission, social cohesion, emotional bonding, embodied communication, well-being and a recognition of communal music expression as a human need. We note that in some cases, this rupture has been an opportunity for refocusing, reworking and re-envisioning in ways that impact community music practice. In returning to in-person music making, practitioners should be aware of the creative ways in which families were musically active during this time apart. We urge diligent community musicians to continue responsive practices in relation to the ways in which families facilitate their own musical lives and community in the home.