While many music educators learn how to teach through teacher training programs, the standard mode of transmission in which piano teachers learn to teach applied piano is through proficiency of the instrument under the guidance of a master teacher. This tacit development of pedagogical knowledge occurs through the master-apprentice model of pedagogy. The purposes of this study were (a) to explore how piano teachers learn how to teach from, and independent of, piano pedagogy coursework, overcome challenges, and continue to add to their pedagogy knowledge, and (b) to explore topics that would be most useful in a piano pedagogy course or program. This exploratory research design consisted of a series of semi-structured interviews. Piano teachers of varying ages, educational levels, and years of teaching experience (N = 12) were interviewed as to their experiences as students, autonomous transition into the teaching role, and the informal or formal learning opportunities which contributed to their development as piano teachers. Upon reflecting on their experiences in higher education compared to their professional lives as piano teachers, interviewees were asked to make suggestions for the future of piano pedagogy and the piano curriculum in general. In analyzing the data, 11 major themes emerged in the interview transcripts which revealed aspects of the interviewees' transition into the teaching role and development as piano teachers: (1) piano teachers were autonomously resourceful when transitioning into the teaching role, (2) experiential learning (i.e., learning by doing, gaining experience, and trial-and-error), (3) piano teachers evoke memories (of former teachers, materials played, and experiences as students) in transitioning into the teaching role, (4) piano teachers emulate former teachers + a mix of elements in developing their teaching style, (5) overcoming challenges and seeking out resources, (6) formal learning experiences (including piano pedagogy coursework), (7) partnership of learning and teaching (apprenticeship and cognitive apprenticeship), (8) support in the field (including the role of professional activities), (9) teaching confidence, (10) reflective practice, and (11) reflections and suggestions for the future. The pianists interviewed experienced an autonomous transition into the teaching role as they received no formal teacher-training and very little guidance when beginning to teach. Although the master-apprentice model is often attributed as the primary means in which piano teaching is disseminated, experiential learning (e.g., learning by doing, gaining experience, and trial-and-error) factored just as prominently into the pianists' transition into the teaching role and early development as piano teachers. Additionally, apprenticeship (i.e., guided teaching) and cognitive apprenticeship (i.e., formal learning combined with authentic hands-on teaching experiences) were two facilitative modes of learning to teach experienced by some of the interviewees. The pianists interviewed demonstrated incredible personal initiative in navigating their autonomous transition into the teaching role and development as piano teachers (e.g., teaching style, teaching confidence, teaching identity, and reflective practice) by deriving meaning through the process of overcoming challenges, seeking out resources and support in the field, monitoring and correcting their own performance, and finding measures to continually refine their teaching. The importance of pedagogical coursework and increased teacher-training experiences in the higher education setting were emphasized by all piano teachers interviewed, especially when combined with opportunities to observe expert piano teaching and gain authentic hands-on teaching experiences. Similarly, some piano teachers described teaching while pursuing their degree(s) as a means of learning from an academic and career standpoint, as they could immediately apply what they were learning to their own teaching. Piano teachers emphasized the need for business skills for running a successful studio, performance skills beyond the traditional classical repertoire, functional skills to make a viable living (e.g., accompanying, improvisation, harmonizing melodies, and playing for church services), as well as techniques, materials, and special considerations for teaching across the entire lifespan (i.e., "cradle to grave") for a wider variety of learners (e.g., beginning, intermediate, advanced, pre-school age through mature adult, and those with special needs). This exploratory study provided a detailed perspective as to the induction experiences of the piano teacher. It is proposed that further exploration into the pianist's transition into the teaching role could inform the development and restructuring of pedagogical coursework and a wealth of pedagogical materials for practitioners in the field as well as the framework for piano teacher training.

本研究旨在探討國民中小學師傅校長教導課程與校長專業能力之間的關係。除探討國民中小學師傅校長教導課程內涵及其現況，瞭解背景變項在知覺師傅校長教導課程重要性得分的差異情形外，亦分析師傅校長教導課程與校長專業能力指標之相關程度，並探討師傅校長教導課程對校長專業能力的預測情形。 本研究係以台北縣、台北市、宜蘭縣、基隆市四縣市之國民中小學校長、主任、組長為研究對象，以「師傅校長教導課程與校長專業能力指標調查問卷」為工具進行研究，內含基本資料、師傅校長教導課程問卷及校長專業能力指標問卷三部分，具有良好的信度、效度。預試有效樣本137位，以因素分析、積差相關、信度分析，研究預試問卷的信度、效度；正式施測有效樣本536位，分別以描述分析、t考驗、變異數分析、積差相關分析、多元逐步迴歸分析等統計方法進行分析，並得到以下數項結論： 一、國民中小學校長、主任、組長在「師傅校長教導課程問卷」的總得分上，屬於中上程度，在各向度之得分中，以「化解衝突」最高；其次依序為「推動校務」、「瞭解學校」、「生涯發展」，最低則是「就任校長」；在「校長專業能力指標問卷」的總得分上，屬於中上程度，在各向度之得分中，以「行政管理」最高；其次依序為「校務發展」、「專業責任」、「公共關係」，最低則是「教學領導」。 二、背景變項中，學校層級及學校所在地在師傅校長教導課程問卷上，均具有顯著差異，性別、職務、服務年資則無顯著差異。 三、師傅校長教導課程問卷得分之低、中、高三組在校長專業能力及各向度上，均有顯著差異；同時，不論在「校長專業能力」或「校長專業能力各向度」的得分上，高分組均顯著優於中、低分組；中分組顯著優於低分組。 四、師傅校長教導課程及其各向度，與校長專業能力及其各向度間呈現出顯著的正相關，亦即知覺師傅校長教導課程之瞭解學校、就任校長、推動校務、化解衝突、生涯發展的重要性愈高，則對知覺校長專業能力之校務發展、行政管理、教學領導、公共關係、專業責任的重要性也愈高。 五、在探討師傅校長教導課程各向度中，以推動校務、化解衝突、瞭解學校及生涯發展四者對校長專業能力之聯合預測力最佳，尤以推動校務最具有預測力。 最後，本研究擬根據上述研究結果進行分析討論，以形成結論及建議，並提供教育行政機關、國民中小學校長及未來相關研究之參考。 關鍵字：認知學徒制、師傅校長、師傅教導、校長專業能力 / The purposes of this study were to explore relationships between principal’s mentoring courses and principals’ professional competence in elementary schools and junior high schools. The fist was to explore the reality of principals’ mentoring courses and principals’ professional competence. Secondary, the researcher also investigated the differences of background variables among principals’ mentoring courses and principals’ professional competence. Thirdly, analyze the relationships among principals’ mentoring courses. Finally, explore predictive power of principals’ mentoring courses on principals' professional competence. This study employed the survey method. The subjects were 536 principals and directors randomly sampled from 48 elementary schools and 32 junior high schools in Taipei City, Taipei County, Yilan County and Keelung City. Data were analyzed by using the method of descriptive and inferential statistics, including Frequencies, t-test, ANOVA, Correlation analysis, and Multiple stepwise regression analysis. The major findings were: 1. There is above average perception for principals’ mentoring courses and principals’ professional competence among the elementary and junior high school principals and directors. 2. Significant difference existed among the school level and school location for principals’ mentoring courses. 3. Significant difference existed among low, middle, and high perception of principals’ mentoring courses for principals' professional competence. 4. Significant positive correlation between principals’ mentoring courses and principals' professional competence. 5. In regression forecast of principals’ mentoring courses to principals' professional competence, especially the variable of school administration impetus the largest predictability. Based on the results of this study, make some suggestions for the educational administration, elementary and junior high school principals and future studies. Keywords: cognitive apprenticeship, mentor, mentoring, principals' professional competence

New advances in computer programming and more powerful technology have opened up new opportunities for learning though immersive virtual reality simulations. This research highlighted the importance of the role of a lecturer in fostering learning in a technology rich learning environment. Undergraduate business studies students worked collectively to try resolve a problem depicted through an immersive simulation involving a burning factory. The simulation provided a rich personal experience that enabled students with lecturer support to generate effective strategies to address the problem.

One of the principles regarding our knowledge about life on earth is that no organism can be fully understood without taking into account its surrounding environment. This study examines the extent to which ecosystem-focused field studies may be associated with students' academic performance and potential to contribute to the advancement of science and conservation. Pilot studies conducted in Panama and California established methods used in this project from 1993-2003. Two hundred and sixty-seven students conducted field studies in either Kenya or Costa Rica. Students worked in cognitive apprenticeships, in which research staff trained each student to conduct field research. At the conclusion of their fieldwork, the research staff assessed the students written field reports. The students' reports were then sorted according to the extent to which their studies were ecosystem-focused. Data analysis through nonparametric, Kruskal-Wallis statistical tests revealed no significant difference in academic performance on field study reports, in regards to whether the studies were narrow in scope (species-specific) or broad (ecosystem-focused). Marginal significance was revealed between ecosystem-focused studies and the potential for students' fieldwork to contribute to the advancement of science and conservation. Also addressed in the data were injuries, disease, and potential hazards, which were influenced by prudent and decisive leadership. Successful field studies require consideration of the content, context, and design of the intended field projects. Many of the solutions to environmental problems on the planet will come from the working hands of teachers and students that conduct explorations in the field. / Life Sciences in Education / D. Phil. (Mathematics, Science and Technology Education)

Computer supported collaborative learning, CSCL, is a relatively new focus for research within Instructional technology. It focuses on the process of learning in a computer supported collaborative environment. In this report I will use a model for designing effective learning-environments, called Cognitive Apprenticeship to highlight areas of importance when arranging CSCL-environments. Cognitive apprenticeship is an attempt to combine apprenticeships and in-school-work. It focuses on the facilitation of development of theoretical and practical skills in an in-school-setting. But even though the model has been described as successful, there are some drawbacks. Different conditions for school and work makes it difficult to transfer the successful apprenticeship-model to an in-school-setting. / Computer Supported Collaborative Learning, CSCL, är ett relativt nytt forskningsområde inom undervisningsteknologi. Dess fokus ligger på lärandeprocessen i en läromiljö där samarbete är grundläggande och helt eller delvis sker med hjälp av datorer. I denna rapport ska jag, med hjälp av en modell kallad Kognitivt lärlingsskap (Cognitive apprenticeship), belysa områden som är av vikt när CSCL-miljöer designas. Kognitivt lärlingsskap är ett försök till att kombinera traditionellt lärlingsskap med skolarbete. Kombinationen ska underlätta utvecklandet av teoretiska och praktiska kunskaper. Modellen har beskrivits som framgångsrik men det finns vissa skillnader mellan lärlingens lärandemiljö och elevens lärandemiljö som gör det svårt att applicera lärlingsmodellen i skolmiljön.

Thesis (M.T.S.C.)--Miami University, Dept. of English, 2008. / Title from first page of PDF document. Includes bibliographical references (p. 80-84).

This study traces the development of music education in Nigeria from its origins to the present day and clarifies how certain ideas and practices in Nigerian music education have originated. The study includes the discussions of the historical roots of modern music studies as based on indigenous African philosophy of education, later influenced by Islam and Islamic philosophy of education and Western systems of music education. The thesis looks historically and analytically at some problems of music education policy implementation and their implications or consequences (intended and unintended). Working from a postcolonial discursive perspective, the study narrates the story of Nigeria’s colonial encounters in a way that gives prominence to issues of educational policies and music curricula content that have, to date, been kept on the periphery of the education debate. This study examines the postcolonial Nigerian governments’ attempts to promote African cultures and traditions and efforts to expand as well as reform the education sector to reflect the Nigerian heritage and culture. The efforts to expand have outstripped the efforts to reform The efforts to reform the modern educational enterprise have led to the emergence of National Policy on Education, the Cultural Policy for Nigeria, the central control of education, and the provision of national music curricula. This study investigates the development of music education, policies and curricula since Nigeria’s independence in 1960, examines its current states and concludes that the attainment of independence has done little to erase the footprints of colonial music education ideology in Nigeria. Following an introduction to the music profession in Nigeria, the study provides an overview of the changes to tertiary music education since 1961 and analyses major issues currently faced by Nigerian tertiary music educators and scholars including: a shortage of qualified music academics, inappropriateness of imported music curriculum to the socio-cultural peculiarities of the Nigerian society, the unfit marriage of academic teaching and professional training in the music curricula, inability to produce realistic music teachers, policy makers, music education administrators, and learning texts, inadequate music research, and insensitivity to needs of the labour market. The study finds out that Nigeria has a rich musical heritage which includes the indigenous African, Afro-Islamic and Euro-American music. She has viable indigenous African philosophy, modes, and models of music education which is capable of imparting the modern African person with the human values and theoretical imperatives that can make the modern Nigerian person practice music in the modern global context. This legacy, which should empower the modern Nigerian person educationally to demonstrate national identity and mental authority locally and globally, is however, being repressed in schools and colleges curricula. Nigeria continues to struggle with music curricula that were laid down by colonial regime in the past but still continues to govern the development of musical life of Nigerian people. It is the finding of this study based on the analytical perspectives it adopts that the National University Commission (NUC) music curriculum content does not measure up with the criteria of validity, significance, interest, learnability, utility, contemporariness, relevance and consistence with social realities. The analysis of the curriculum content with Holmes (1981) theories also reveals that it is essentialism, encyclopaedic and less pragmatic in orientation while its objectives are more subject-centred than society-centred and student-centred. The study obtains evidence from observation of about 100 music lessons in ten tertiary departments of music, a tracer study of 400 music graduates, 105 students’ evaluation of institutional resources, and 28 practitioners’ and 22 academics’ (50) rating of capabilities they considered essential in a music graduate. It sources further evidence from 15 employers’ of music graduates who identified some strengths and weaknesses of music graduates they employed. From an evaluation of this evidence, the quality of the present tertiary music curriculum is judged to be generally poor and uninspiring. The study posits that tertiary music education in Nigeria needs a fundamental improvement. Based on its findings, the over-riding recommendations of the study are that all aspects of music education in Nigeria should be indigenous music research-based, indigenous culture-sourced and continuously evaluated to insure that music education programmes in Nigeria are as effective as possible in the context of Nigerian experiences and aspirations as with Nigerian students and other shareholders. It further recommends that music educators must adapt both music curricula and methods to the cultural backgrounds and needs of a changing Nigeria’s student population. / Thesis (DMus)--University of Pretoria, 2007. / Music / unrestricted

The purpose of this qualitative case study was to define and describe the work of external instructional design consultants. Study participants included seven instructional designers with varied educational backgrounds and work experience who work in a variety of contexts supporting clients in the design and delivery of learning experiences. All seven participants completed an initial survey with demographic and background questions. Five participants then took part in semi-structured interviews. Collected data was coded using both deductive and inductive methods with each case considered individually before combining the data for analysis across cases. Study findings support previous research suggesting that the work of instructional designers is dependent on context. Results further indicated that external instructional design consultants regularly engage in project management, communication and collaboration, and the analysis and evaluation components of the instructional design process, all in keeping with existing literature. External instructional designers differed in that they do more sales-related work, and, in the analysis process, focus more on client needs than learner characteristics. Study participants were invested in creating high quality, engaging learning experiences, while also willing to accommodate the unique challenges facing any given client. The study findings suggested that prospective employees' instructional design knowledge is of limited value during hiring interviews; instead, participants reported being more likely to hire former educators and subject-matter experts who can be trained to do instructional design work. Two broad themes emerged from the study's findings: 1) instructional designers can be organized into instructional designer and manager roles with corresponding responsibilities; and 2) the question of how best to prepare instructional designers is a question of what knowledge and skills are needed and where those skills should be developed. These themes formed the basis of five instructional design personas that resulted from this study, as well as a proposed program for preparing instructional design professionals.

This study sets out to answer the call for explicit instruction in critical thinking for ELL. Using action research and qualitative methodology, I examine the effect of implementing the cognitive apprenticeship paradigm with ELL studying in a mainstream secondary English class using the American curriculum. I center instruction on authentic texts and scaffold critical literacy and thinking tasks for instructional interventions. The data generated by the study includes written responses and reflections by the participants. This data is analyzed using research into cognitive theory and critical thinking pedagogy. The results support the cognitive apprenticehip model as one means for improving the higher literacy of ELL, regardless of level and background. The findings of this study contribute to the discussion of how to bridge the achievement gap between ELL and their native speaking peers and provide an avenue to advance their academic success. / English Studies / M.A. (with specialisation in TESOL (Teaching English to Speakers of other languages))

This study sets out to answer the call for explicit instruction in critical thinking for ELL. Using action research and qualitative methodology, I examine the effect of implementing the cognitive apprenticeship paradigm with ELL studying in a mainstream secondary English class using the American curriculum. I center instruction on authentic texts and scaffold critical literacy and thinking tasks for instructional interventions. The data generated by the study includes written responses and reflections by the participants. This data is analyzed using research into cognitive theory and critical thinking pedagogy. The results support the cognitive apprenticehip model as one means for improving the higher literacy of ELL, regardless of level and background. The findings of this study contribute to the discussion of how to bridge the achievement gap between ELL and their native speaking peers and provide an avenue to advance their academic success. / English Studies / M.A. (with specialisation in TESOL (Teaching English to Speakers of other languages))