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Six Original Music Programs Created for Elementary Children
Title
Six Original Music Programs Created for Elementary Children.
Creator
Murphy, Sarah Jane, Robinson, Kenneth H., Florida Atlantic University
Abstract/Description
There is a lack of creative material for classroom and music teachers to use. Teachers do not often have the creative ability or the time required to create their own materials; therefore, the author felt a need existed for an in-depth study of elementary music programs. The themes of the programs chosen were such that they correlate closely with social study units. Considerable research was conducted to find the most appropriate songs and dances from many sources. Vhen there were none, the...
Show moreThere is a lack of creative material for classroom and music teachers to use. Teachers do not often have the creative ability or the time required to create their own materials; therefore, the author felt a need existed for an in-depth study of elementary music programs. The themes of the programs chosen were such that they correlate closely with social study units. Considerable research was conducted to find the most appropriate songs and dances from many sources. Vhen there were none, the author composed or created new material which was made available for elementary teachers. These programs may be adapted to meet the needs of individual schools. Teachers could modify or expand them to meet their own classroom situations. It was discovered that there was little related literature directed to the problem of preparing music programs for the elementary school. Dissertation Abstracts, issues of the Journal of Research in Music Education and Music Educators Journal were reviewed and it was found that an apparent void existed in this area. Additional programs may be developed in many other areas of the elementary music curriculum by those who are interested in this area of research.
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Date Issued
1969
PURL
http://purl.flvc.org/fau/fd/FA00000639
Subject Headings
Music--Instruction and study, Education, Elementary--Curricula
Format
Document (PDF)
Preparing Pre-service Teachers to Educate Emerging Bilingual Students: A Textual Analysis of Teacher Education Curriculum in Elementary-Level Language Arts Methods Textbooks
Title
Preparing Pre-service Teachers to Educate Emerging Bilingual Students: A Textual Analysis of Teacher Education Curriculum in Elementary-Level Language Arts Methods Textbooks.
Creator
Mann, David A., Schoorman, Dilys, Florida Atlantic University, College of Education, Department of Curriculum, Culture, and Educational Inquiry
Abstract/Description
Drawing on the principles of critical multicultural teacher education, Teaching English to Speakers of Other Languages (TESOL) and bilingual education, this study examined how pre-service teachers were prepared to educate Emerging Bilinguals (EBs) in ESOL-infused teacher education programs in Florida universities. The textual analysis of a purposeful sample of five elementary-level English Language Arts (ELA) methods textbooks, utilizing a combination of quantitative and qualitative methods,...
Show moreDrawing on the principles of critical multicultural teacher education, Teaching English to Speakers of Other Languages (TESOL) and bilingual education, this study examined how pre-service teachers were prepared to educate Emerging Bilinguals (EBs) in ESOL-infused teacher education programs in Florida universities. The textual analysis of a purposeful sample of five elementary-level English Language Arts (ELA) methods textbooks, utilizing a combination of quantitative and qualitative methods, revealed that authors overwhelmingly referred to EBs as English learners or English language learners, rather than bilinguals or dual language learners, and devoted less than 5% of the total content of four textbooks to topics about teaching methods, curriculum, and assessment for EBs. Evidence of five forms of curriculum bias was found, including invisibility, linguistic bias, fragmentation and isolation, stereotyping, and imbalance and selectivity. The findings suggest that textbook authors value knowledge about teaching EBs less than knowledge about teaching native English-speakers. EBs were stereotyped as a homogenous group of struggling readers and essentialized in terms of their limited English proficiency. One author conflated students’ language differences with physical limitations and learning disabilities, a troubling mischaracterization in the context of the overrepresentation of EBs in special education. Meanwhile, a preference shown for ESL methods over bilingual methods, based upon misconceptions about how EBs learn, suggests that textbook authors undervalue the cultures and linguistic skills that students bring from home. The hidden curriculum in ELA methods textbooks may influence a majority of pre-service teachers, who are typically monolingual and raised in the English-dominant mainstream culture, to develop a deficit view of EBs and utilize a one-size-fits-all approach towards ELA instruction. In order to prepare pre-service teachers to educate EBs for academic success, the teacher education curriculum must include material that explains linguistically responsive instruction and describes effective bilingual education models, within a critical pedagogical framework. Without this knowledge, pre-service teachers may continue instructional practices that contribute to a persistent “achievement gap” experienced by EBs. A transformation of the ELA methods curriculum is required so that pre-service teachers are prepared to implement a humanizing pedagogy that facilitates positive identity formation as it develops bilingual and biliterate students.
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Date Issued
2016
PURL
http://purl.flvc.org/fau/fd/FA00004747, http://purl.flvc.org/fau/fd/FA00004747
Subject Headings
Education, Bilingual., Second language acquisition., Language arts (Elementary)--Curricula., Education, Elementary--Curricula., English language--Study and teaching (Elementary)--Foreign speakers--Curricula., Teachers--Training of--Curricula., Psycholinguistics.
Format
Document (PDF)
Elementary School Teachers’ Perceptions Regarding the Inclusion of LGBTQ Themed Literature
Title
Elementary School Teachers’ Perceptions Regarding the Inclusion of LGBTQ Themed Literature.
Creator
Grasso, Dominic, Baxley, Traci P., Florida Atlantic University, College of Education, Department of Curriculum, Culture, and Educational Inquiry
Abstract/Description
This critical explanatory mixed methods study examined elementary teachers’ perceptions regarding the inclusion of LGBTQ-themed literature in the curriculum. An electronic survey questionnaire and focus group sessions were used to collect both quantitative and qualitative data that described the perceived benefits and barriers of LGBTQ-themed literature and teachers’ level of interest in attending professional developing on this topic. The sample population for this study consisted of 100...
Show moreThis critical explanatory mixed methods study examined elementary teachers’ perceptions regarding the inclusion of LGBTQ-themed literature in the curriculum. An electronic survey questionnaire and focus group sessions were used to collect both quantitative and qualitative data that described the perceived benefits and barriers of LGBTQ-themed literature and teachers’ level of interest in attending professional developing on this topic. The sample population for this study consisted of 100 participants. All 100 participants completed the electronic survey questionnaire, and a subset of 10 of the survey respondents participated in focus groups to explore further the perceived benefits and barriers relating to the inclusion of LGBTQ-themed literature. There were five key findings that emerged in relation to the research questions for this survey: (1) although teachers perceive parental backlash and insufficient training as the two most significant barriers preventing them from including LGBTQ-themed literature in their classroom, their beliefs and comfort levels surrounding LGBTQ individuals and topics are significant barriers as well; (2) participants felt there were many significant benefits that might result from the inclusion of LGBTQ-themed literature, including building an increased awareness of diversity among students and less bullying in regards to sexual orientation/gender expression; (3) participants felt that parents and administration have significant control over what teachers can teach in their classrooms, and that their autonomy and choice was straightjacketed by the demands of the parents and administrators; (4) participants were interested in attending professional development training focusing on the inclusion of LGBTQ-themed literature; and (5) Black respondents expressed more hesitation towards the inclusion of LGBTQ-themed literature as well as towards attending LGBTQ-themed professional development than other demographic subgroups.
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Date Issued
2016
PURL
http://purl.flvc.org/fau/fd/FA00004742, http://purl.flvc.org/fau/fd/FA00004742
Subject Headings
Education, Elementary--Curricula., Sexual minorities' writings, American., Sexual minorities in literature., Human rights in literature--Study and teaching.
Format
Document (PDF)