Globalization,values education,and school music education in China

This paper examines music education’s legitimation of values as a means of preparing students for entry into the new ‘knowledge society’ of the People’s Republic of China in a global age. It explores the ways in which values education relates to the teaching of both musical and non‐musical meanings in the dual context of nationalism and globalization, and discusses some problems that values education faces in school music classrooms. It examines the ways in which globalization has pressured values education into resolving the apparent contradiction between national identity and national unity in the ever‐changing play of Chinese history and politics. It concludes with a discussion of how music education might juggle three pairs of apparently contradictory relationships in the curriculum: between contemporary cultural and social values on the one hand, and traditional Chinese and Communist ideologies on the other; between collectivism and individualism; and between national and global cultures.     

Is the Simple View of Reading too Simple?

According to the Simple View of Reading (SVR), reading comprehension is the product of word decoding ability and linguistic comprehension (R = D × C). However, there is also evidence showing that an additive model (R = D + C) explains just as much or even more of the variance in reading comprehension than the product model. To further evaluate these models, 467 Norwegian students in grade 6 were administered measures of reading comprehension, decoding ability, listening comprehension, phonemic awareness, and rapid digit naming. Hierarchical regression analyses were conducted to evaluate the explanatory power of each model, in addition to the influence of phonemic awareness and rapid naming. The preliminary hierarchical regression analyses were replicated among Swedish students. According to the present study, the additive model explained more of the variance in reading comprehension than the product model, and only rapid naming contributed significantly to explain variance in reading comprehension, above and beyond that explained by the SVR.     

Changes in the Multi‐Level Effects of Socio‐Economic Status on Reading Achievement in Sweden in 1991 and 2001

This study examines the changes in educational inequality at the school‐ and individual‐levels in 1991 and 2001. Comparisons are made between the IEA Reading Literacy Study 1991 and the so called 10‐Year Trend Study in PIRLS 2001. The between‐school differences in reading achievement variance and the size of the relationship between SES and reading achievement at school‐level are the two main focuses. Applying a two‐level structural equation modeling technique, it was found that the between‐school differences in reading achievement were greater in RLS 2001 than in RLS 1991, and the school SES effect has been strengthened over time. These changes indicate that educational inequality in Sweden has increased over time. Some possible explanations to these changes are discussed with reference to school reforms and demographic changes.     

DEN HERBARTSKE PEDAGOGIKKS INNFLYTELSE I NORGE

Gill, P. E. 1976. The Relationship Between Mental Ability and Eight Background Variables. Scand. J. educ. Res. 20, 135‐145. Multiple regression is seen as a search technique when applied to IQ. test data. The results from such a search are stochastic rather than deterministic. Because of this it is imperative that comprehensive samples be studied. The sample in this study (n = 3,695) was representative of the population of Irish 6‐ to 12‐year‐olds. The results are surprising in that the total variance explained by predictors such as SES, sex, family size, position in family, absenteeism and urbanity is never more than 8 %. Differences in how predictors behave with IQ and Vocabulary are noted. SES, family size and urbanity are the most significant predictors. When Vocabulary is the criterion, sex differences (in favour of girls) emerge consistently. It is contended that pupils of low intelligence go absent more often than their peers. The total variance explained was increased when homoscedasticity was reduced by stabilizing criterion variance (by reducing age span).     

A Review and Meta-Analysis Examining the Relationship of Music Content with Sex,Race, Priming,and Attitudes

This meta-analysis (k = 35, N = 11,629) examines the effect that listening to music, particularly popular music, has on consumers. Results demonstrate that listening to music generates an effect on listeners consistent with the content of the music (average r = .210, k = 35, N = 11,629). This effect was similar when considering survey research (r = .227) or experimental research (r = .265). The tenets of excitation transfer theory received some support, particularly when considering the effects of music as a priming material (r = .399), demonstrating the impact of music as a means of establishing mood, and ultimately the subsequent reactions of individuals. One conclusion is that efforts toward media literacy or education may prove far more productive than media content restrictions when attempting to curb potential undesirable media effects. Additional implications for policy and theory are discussed.     

The Role of the Year Leader: an Analysis of the Perceptions of Year Leaders and Deputy Heads in 8‐12 Middle Schools

Today's school leaders are searching for a way to give value to and effectively manage a school's intangible assets to create a more holistic picture of student success. Schools establish partnerships with community organizations towards this end and to ultimately impact student learning. Utilizing the framework of principals as knowledge managers, this paper describes how school principals involved in a university partnership developed a tool to manage and intentionally utilize the intangible assets of the school–university partnership to increase student learning. Included are examples of how the tool was applied and suggestions for adapting the tool to any school partnership.     

OLDER ADULTS' PARTICIPATION IN UNIVERSITY CLASSES: COGNITIVE,MORALE, AND FAMILY CORRELATES

The number of older adults taking advantage of courses offered by institutions of higher learning is increasing. Despite this trend in university and college enrollment, educators know little about the reasons why adults aged 55 years and over are making the decision to return to school. This paper describes the results of an exploratory study about: (1) educational motivations of older students; (2) effect of involvement in university classes on older adults' attitude toward aging; and (3) impact of older individuals' participation in university classes on marital relations.

Interviews were_ conducted with twenty‐one married couples, aged 55 years and older (X = 68.54), with one spouse attending university classes. In order to compute life satisfaction analyses, a control sample was secured. This group consisted of 33 married couples, 55 years and over (X = 70.93), with neither spouse participating in continuing education.

Results indicated that older students viewed intrinsic learning goals to be significantly more important than extrinsic incentives (p<.01). Student couples reported significantly more positive attitudes toward growing older than did nonstudent couples (p<.05). Although participation in university classes had only a minimal impact on members' marital interaction, student couples express satisfaction with this effect.

Recommendations suggested the construction of assessment measures of older adults' self‐initiated versus externally reinforced learning goals. It is advised that pre‐ and posttest interview schedules be used when determining the impact on family solidarity of older adults' pursual of further learning. Future research is suggested which explores whether participation in continuing education provides skills or information for older persons to adjust to their changing environments which in turn would have an influence on level of morale.     

Theme and variations: one middle school’s interpretation of mandated action research

In the current climate of accountability, action research is one way for teachers to evaluate instructional changes designed to improve assessment results. It may become increasingly common for administrators to mandate teacher involvement in action research, yet few studies have been conducted in such settings. This article focuses on one middle school where the principal mandated action research for all teachers. Projects were carried out within academic departments, and department chairs were given latitude in how to organize and implement projects. This study explores project implementation and teacher perceptions of the action research. Interviews were used as an appropriate tool to explore teacher perceptions, with document analysis providing triangulation. Results from interviews of administrators, department chairs, and department members suggest an overall positive attitude toward action research, as well as variation in how action research projects were carried out. Differences occurred across several dimensions of action research, including context, motivation/ purpose, definition of action research, and organization of projects. Variations appeared to be influenced by each department chair’s experience with action research and approach to departmental work, and each department’s history of working together on instructional improvement efforts. This study suggests that administrators who mandate teacher participation in action research projects need to think about both the positive (providing teacher ownership and interest within the mandated context) and problematic (possibly leading to variation in the instructional impact of projects) aspects of project variation.     

Effective special teacher characteristics: perceptions of preschool special educators in Greece

The aim of the present study was to evaluate six characteristics of effective special pre‐school teachers, similar to those used in the relevant literature. The study participants were all special teachers (n = 226), serving in Greek state and community pre‐primary educational institutions (i.e. kindergartens and day nurseries) for children with learning disabilities. Data were collected through a two‐part questionnaire sent to the targeted special teachers (response rate 100%) and through focused group discussion with teachers. Three characteristics emerged as salient features of an effective teacher: love for the children; competent pre‐service training and ongoing professional development; and professionalism and commitment. The remaining three characteristics assessed (i.e. effective communication skills, a well‐rounded personality, and instructional ability) were also judged to be essential. Based on each characteristic’s analysis, the paper discusses the implications of pre‐service and in‐service training for special teachers.