Public School Music Teacher

Public school music teachers often face struggles during their first few years of teaching. Many music teachers are expected to be the lone experts of their curriculum area in their school buildings, which can lead to feelings of isolation within their own schools—feelings that are compounded by the historical marginalization of music within school curricula. This dissertation uses portraiture to illuminate the support structures for North Carolina’s beginning music teachers. The researcher interviewed three beginning music teachers and used the data from these conversations to create narrative portraits of the participants’ career journeys. Each portrait brings to light the positive experiences of the teacher’s journey alongside their struggles. The researcher then conducted a focus group of all three participants and created a narrative composite that brings light to the aesthetic whole of beginning music teachers’ experiences. The dissertation ends with an aspirational portrait of an imagined beginning music teacher, one that could become reality if the researcher’s recommended best practices are in place. The researcher hopes that the proposed practices will lead new music teachers toward long and successful careers and help ensure that music continues as a valuable part of the curriculum for decades to come.Public school music teachers often face struggles during their first few years of teaching. Many music teachers are expected to be the lone experts of their curriculum area in their school buildings, which can lead to feelings of isolation within their own schools—feelings that are compounded by the historical marginalization of music within school curricula. This dissertation uses portraiture to illuminate the support structures for North Carolina’s beginning music teachers. The researcher interviewed three beginning music teachers and used the data from these conversations to create narrative portraits of the participants’ career journeys. Each portrait brings to light the positive experiences of the teacher’s journey alongside their struggles. The researcher then conducted a focus group of all three participants and created a narrative composite that brings light to the aesthetic whole of beginning music teachers’ experiences. The dissertation ends with an aspirational portrait of an imagined beginning music teacher, one that could become reality if the researcher’s recommended best practices are in place. The researcher hopes that the proposed practices will lead new music teachers toward long and successful careers and help ensure that music continues as a valuable part of the curriculum for decades to come.

While English has been the primary foreign language to learn in junior high schools and high schools in Japan, it was introduced to elementary schools as an ”optional activity” in 2002. According to the Japanese Ministry of Education, ”MEXT,” about 97.1 percent of elementary schools throughout Japan engaged in some kind of ”English activity” with an average of 15.9 hours per year (for 6th graders) in 2007. Although these figures may indicate an increase in interest in teaching English at elementary school level, additional data suggest serious concerns among elementary school teachers. One of the main sources of the concerns is the fact that most English activities are taught by homeroom teachers who do not hold any formal teaching credentials in English. However, the MEXT has announced that English will become a ”mandatory activity,” not an academic subject. in elementary schools in 2011, which may trigger more problematic situations. This paper addresses the issues related to the implementation of elementary school English in Japan from the following perspectives: (1) Role and relevance of English in an Asian context, (2) Importance of coherent education from elementary to tertiary level, (3) Brief history and current status of elementary school English in Japan, (4) Professional competencies for elementary school English: pedagogical competency and English ability. Although English is recognized as the most widely used language of international communication, there has been no consensus of opinion about the purpose and goal of English education at elementary school level yet in Japan. In principle, teacher training and induction will not be offered to elementary homeroom teachers. In addition, the requirements for teachers of elementary school English have not yet been clarified by the MEXT. Main findings of the survey with 600 elementary school teachers, conducted in 2006 and 2007, and suggestions for designing of elementary school curriculum, teaching materials, and teacher education will also be discussed for further research.

The purpose of this study was to examine the perceptions of music teachers in urban elementary schools. Title I public elementary schools (N = 221) in two counties in the Southeastern United States were surveyed for demographic information, and 71 of the music teachers from those schools participated in the survey designed for this study. The Doyle (2009) survey reported an overall Cronbach’s alpha of 0.91. The survey was intended to accumulate data representing urban music education in respect to the independent variables of student demographics, teacher demographics, student/teacher demographic differences, teacher preparation, and teacher support; the dependent variables examined were teacher attitudes about urban elementary music teaching and teacher expectations of their urban elementary music students. Results indicated that most of the teachers mismatched demographically with their students. Teacher/student socioeconomic matches were correlated with Attitudes; teacher/student ethnicity and socioeconomic status matches were correlated with Expectations. Professional support was positively correlated with preparation. Support was negatively correlated with the socioeconomic variables, and positively correlated with both attitudes and expectations.

First Public School Music Teacher

This quantitative study aims Exploring Teachers’ Awareness and Attitudes Toward Career Counseling Services in Primary Education, with the intention of influencing elementary school policy and practice. Career counseling is regarded as a very important element for students. Teachers' perceptions of the need for career counselling services at the elementary school level are examined in this study, with a focus on the link between their opinions and their perceptions. Two primary goals serve as the foundation for this study: 1) to examine the perception of teachers towards the current status of career counseling services at elementary level and 2), to identify the perception of teachers towards the need of career counseling services at elementary level .Quantitative research design used in the present study. 378 elementary public school teachers and 44 public schools were overall population of the study at sector Nilore Islamabad. Target population was 180 elementary public school teachers. Sample of the pilot study was 21 elementary public school teachers from 6 public elementary school. Final study of sample was 123 elementary public school teachers from 35 public elementary schools at sector Nilore Islamabad were selected. Simple random sampling technique was used for the selection of sample from public elementary schools. Questionnaire was developed and distributed among teachers in order to collect data. According to 87.0% of respondents, a significant percentage believe that career counselling services are crucial for supporting and improving academic achievement for both boys and girls. The broad belief that career advice is crucial for fostering students' future success is demonstrated by the 84.3% of respondents who agreed. There is broad agreement on the importance of career counselling, as seen by the 83.6% of respondents who agreed. 74.7% shows that there is broad agreement about the need of offering counselling services tailored to a student's gender in order to better meet their unique needs for career development. According to 72.6% of respondents (Agree + Strongly Agree), career counselling programs are essential in reducing elementary school pupils' likelihood of committing crimes. Very few people answered 1.4 percent (2 individuals) strongly disagree. According to 2.1% (3 respondents), there is minimal opposition to the idea that career coaching aids students in overcoming their challenges. The results showed that although teachers acknowledge the value of career counselling in promoting students' growth and directing their future goals, many of them claim a dearth of official programs and inadequate training. Their views of the need for improved counseling services are influenced by this disparity. The study comes to the conclusion that in order to effectively assist students in their career exploration, career counseling has to be improved via focused professional development and resource allocation. To build a supportive atmosphere for professional development in primary school, recommendations include putting in place training programs for teachers, setting up organized counseling services, and encouraging community involvement.

There is a misconception about elementary school geometry material that makes the teacher's scientific attitude in implementing learning in the classroom still not optimal and causes the application of IT transformation to be uneven. This research aims to describe the misconceptions about geometry among elementary school teachers, the scientific attitudes of elementary school teachers in the process of learning geometry, and how elementary school teachers overcome misconceptions and optimize scientific attitudes learned from the role of IT. The subjects of this study were 171 teachers from 18 districts and cities. The research was conducted in a descriptive qualitative form by giving questionnaires about elementary school geometry concepts and teachers' scientific attitudes toward learning, analyzing answers according to criteria, and exploring the relationship between misconceptions and scientific attitudes learned from IT transformation. The results of this study indicate that conceptual errors were found in the research subjects, which included generalization and specialization misconceptions; the teacher's scientific attitude influences the misconceptions experienced; and the role of IT can help calculate and visualize abstract things in learning. The application of IT in the learning process shows good results for overcoming teachers' misconceptions and scientific attitudes, and of course, it can be an option for teachers to be able to apply it with various IT-based learning media that attract students' learning interests.

Existing meta-analyses have shown that active learning strategies are effective in improving students’ learning performance. However, their implementation may vary across school levels. This study investigated differences among elementary, middle, and high school teachers in the use of teaching strategies, including those that promote active learning and pedagogical beliefs. We also explored differences in the relationships between beliefs about teaching and learning, teaching experience, and teaching strategies for active learning across school levels. An online survey was conducted with 550 in-service elementary, middle, and high school teachers. Participants completed a questionnaire that measured their teaching strategies, beliefs about teaching and learning, and teaching experience. The results revealed differences in the frequency of use of six teaching strategies, including those that promoted active learning. Elementary school teachers used teaching strategies that promoted active learning most frequently, followed by middle and high school teachers. There were no differences in teachers’ beliefs about teaching and learning across school levels. Multigroup structural equation modeling indicated no differences in the influence of beliefs about teaching and learning on active learning teaching strategies among school levels, except that the traditional conception was negatively associated with the implementation of active learning in middle school. Constructivist beliefs were positively associated with active learning strategies across all levels, whereas teaching experience was negatively associated with teaching strategies that promoted student output at the higher school level. These findings have implications for the implementation of active learning, particularly at higher school levels.

Vocal Tract Discomfort Symptoms in Elementary and High School Teachers

This study was conducted to examine factors related to the current mental health level andjob stress of elementary, middle, and high school teachers, using the Brief Mental DiagnosisScale and the Job Stress Scale to examine the teacher's gender, school type (private and public),and years of service. We wanted to look at the impact of this. For this purpose, a survey wasconducted from March 10 to September 21, 2020, targeting 562 elementary, middle, and highschool teachers nationwide, based on gender, school type (private vs. public, elementary,middle, and high school, and years of service). The purpose was to examine the impact onmental health and job stress. For this purpose, as a result of t-testing the gender meandifference, it was found that the mental health scale was higher for female teachers and the jobstress scale was higher for male teachers. In addition, as a result of the F-test and Scheffe posthoc test to determine differences between groups, mental health according to years of workshowed significant results in interpersonal sensitivity in those under 10 years and over 20 years,and in depression, in those under 10 years and over 20 years. Significant results were found inless than a year. Additionally, job stress was found to be higher in private than in public. Inaddition, middle school teachers were found to be more stressed by loss of authority thanelementary school teachers, and high school teachers were found to be under more timepressure than elementary school teachers.

Implementation of character education will create superior human resources in all aspects of personality. This study aims to explore the essential core of character education in elementary schools and explore the similarities and differences in character education applied in elementary schools in Malaysia and Indonesia. This research used a descriptive qualitative approach with the comparative method, and the type of research used was library research. Data collection techniques included researching and identifying data through various documents from scientific publications in journals, national and international articles, and applicable laws and regulations. The results of a literature review on character education in elementary schools in Malaysia and Indonesia show similarities and differences in the concepts, programs, and implementation of character education in the two countries.A comparison of character education in Indonesia and Malaysia can be a valuable basis for improving these two countries' character education systems and drawing lessons that can be applied in other countries.

Within the physical education literature, there remains to be contentions between the effectiveness of sporting- and movement-based approaches. Whilst both have noted strengths and weaknesses, there is little research into whether either is leading to quality physical education in Australian elementary schools. This paper therefore examines two of the common models based approaches to teaching physical education in elementary schools against the five interrelated propositions of the Australian Curriculum to determine if either pedagogical approach is leading to quality physical education. This paper draws on current literature, curriculum frameworks and pedagogical recommendations to determine the value of a models based approaches to physical education in relation to quality. Examinations indicate that both the sports and movement based approaches can address the five key propositions that underpin the Australian Curriculum, however quality is dependent on appropriate implementation by qualified and skilled teachers. Teacher education and pedagogical knowledge is paramount for the implementation of quality physical education. Further investigation and exploratory research is required to determine if the model based approaches are being effectively being introduced by both generalist and specialist health and physical education teachers in elementary school settings.

This study is mainly aimed at the research on the reorganization and its influential factor of the elementary schools within the indigenous regions which adopted Miaoli and Taichung Counties as examples to conduct the related survey research. In this study, 245 principals, teachers and educational personnel from Miaoli and Taichung Counties were applied as the samples in order to implement the general survey. In addition, in terms of the methods of data collection, the statistical measures, such as Descriptive Statistical Analysis, Factor Analysis, Questionnaire Reliability Analysis, Independent-samples t-Test, One-way ANOVA, Pearson Product Moment correlation coefficient, and stepwise multiple-regression analysis were used to process the analytic induction. The research findings are shown as follows: 1. Teachers of those indigenous elementary schools in Miaoli and Taichung Counties have a higher level of common consensus for the school reorganization. 2. Teachers of those indigenous elementary schools in Miaoli and Taichung Counties have a higher level of cognition for the influential factor of their reorganization. 3. Teachers of those indigenous elementary schools in Miaoli and Taichung Counties with different sex, status, education background and current job have no significant difference in cognition of reorganization for teachers of those indigenous elementary schools in Miaoli and Taichung Counties. 4. Teachers with different ages of those indigenous elementary schools in Miaoli and Taichung Counties have a significant difference in the cognition of their organization. 5. Teachers of those indigenous elementary schools in Miaoli and Taichung Counties with different sex, status, education background and current job have no significant difference in cognition of reorganization for teachers of those indigenous elementary schools in Miaoli and Taichung Counties. 6. Teachers with different teaching seniority and different ages of indigenous elementary schools in Miaoli and Taichung Counties have a significant difference in the cognition of influential factor of their reorganization. 7. For those indigenous elementary schools in Miaoli and Taichung Counties, their reorganization has significantly influenced by the factors of principal’s leadership, organization member, organizational culture and external environment. 8. For those indigenous elementary schools in Miaoli and Taichung Counties, their influential factors have a significant forecasting capability to their reorganization. 9. For those indigenous elementary schools in Miaoli and Taichung Counties, the influential factors of their reorganization, such as “organization members” and “principal’s leadership”, have the key forecasting function on overall and individual aspect.

This study aims to find out whether there is significant difference of pedagogical challenge and resilience between English elementary, junior, and senior high school teachers or not; and to find out the correlation between teachers’ pedagogical challenge and teachers’ resilience. This study is quantitative research. Two kinds of questionnaires were administered to find out data about pedagogical challenge and resilience. Sample of this study was 84 English teachers consists 11 elementary schools teachers, 52 junior high schools teachers, and 21 senior high schools teachers. Data was analyzed by using descriptive statistic, t-test significance and Pearson correlation. The findings show that: (1) there is no significant difference of pedagogical challenges between elementary, junior, and senior Islamic school teachers, (2) there is no significant difference of resilience between elementary, junior, and senior Islamic school teachers, and (3) there is no correlation between teachers’ pedagogical challenges and teachers’ resilience.

This is a book of primary interest to teachers and school administrators. As such, it can be recommended without reservation. It is prepared by a recognized authority, with assistance and collaboration from many competent advisers. It has as basic chapters the nature of health education in school and community; the health needs of the growing child; home, school and community health needs; educational principles and procedures, and planning for health education within the school. From this point the author proceeds to present guides to health teaching in elementary schools and in secondary schools. There is an excellent chapter on audiovisual materials and a good chapter on evaluation of progress in health education. A chapter is devoted to co-workers, that is, professional official and voluntary health agencies, and their cooperative role in health education. In the appendix is a rich list of general references, sources of free and inexpensive health education

The purpose of this study is to determine the technological pedagogical content knowledge of pre-service elementary school and preschool teachers. The fundamental problem of the study consists of the investigation of teachers' TPACK by their year of study and fields. This is a descriptive study. It was conducted using the survey model because it aimed to determine TPACK of the 995 pre-service elementary school and preschool teachers who participated in the study. They were in the departments of elementary school teaching and preschool teaching at three state universities in the spring term of the 2014-2015 academic year. The study found the means of junior (third year) and senior (fourth year) pre-service teachers in the departments of elementary school teaching and preschool teaching to be high. Their means were also high in the sub-dimensions of TPACK competence. The TPACK means of the pre-service elementary school and preschool teachers were found to be high. The TPACK means of senior pre-service elementary school and preschool teachers were determined to differ from those of junior pre-service preschool teachers. It can be stated that this difference resulted from technology and material development courses taken by the pre-service teachers in different semesters. Their pre-service education had positive effects on their TPACK. Providing pre-service technology education and practice as part of relevant courses will not be adequate. Along with the education, pre-service elementary school and preschool teachers should be provided with opportunities to use technology. These opportunities should go beyond the basis of courses that they take. It should be supplemented with practice in teaching practicum courses and should be included in practice evaluation forms as a criterion. The subdimensions of TPACK can be examined, and TPACK competency can be assessed in specific teaching programs in further studies.