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Improvisation, Music Listening, and Debilitating Disorders: A Narrative Review of the Promise of Music Therapy in Addressing Issues of Communication, Emotion, and Neurology
Get PDFAlthough music therapy has been used in numerous ways to address a wide variety of pathologies, the scientific consensus on its efficacy is far from certain. In the hopes of focusing further on music therapy research, this article makes a distinction between active and passive music therapy and how the two types of music therapy have been used to treat disorders of communication, mood and anxiety, and neurological impairment. After a preliminary understanding of music therapy was established with several overview books, a variety of articles were chosen by the researcher that show claims for and against the efficacy of music therapy. All sources were found and acquired through Schaffer Library databases at Union College between September 5th, 2018 and November 14th, 2018. The author reviewed examples of each type of music therapy, including scientific case studies, observational studies, quasi-experiments, and systematic reviews. The studies’ findings and shortcomings were discussed leading to the conclusion that future music therapy research must attempt to maximize sample size and experimental controls. In addition, music therapy would benefit if the effect of music was tested on healthy populations. Music therapy represents another possible tool in relieving significant distress
Teacher Beliefs and Misconceptions Regarding Dual Language Learners in Head Start: An Opportunity for Enhancing Professional Development
Get PDFKnowing Head Start teachers’ existing beliefs can help to tailor the professional development they receive on topics surrounding DLL development and best practices. Teachers who have access to accurate information that strengthens best practices and dispels their misconceptions related to DLLs may be better equipped to provide a quality preschool experience to DLLs in their classrooms. Twenty-three female teachers working in Head Start preschool centers were interviewed on their beliefs regarding DLLs, their development, and DLLs’ instructional practices. Modified consensual qualitative analysis was completed as an inductive, multi-step analysis process to summarize the beliefs of the participating teachers. Six major themes emerged. These themes included: (1) definition of DLL; (2) value of DLLs’ home culture and language; (3) ease of learning English (4) primary classroom language; (5) home language use in the classroom; (6) language difference versus language delay or disorder. Implications and recommendations for professional development will be discussed
Academic Resiliency Among African-American Males in Secondary Schools
Get PDFIn their effort to improve student achievement among low performing students, educators are implementing strategies that build resiliency and promote academic success. This study investigated the relationship between students’ perception of resiliency-building factors, in schools and their levels of academic resilience and academic achievement. The study used a correlational research methodology with a self-report survey to collect data. The sample (n = 107) consisted of African-American male students attending four high schools in a school district located in the southwest region of North Carolina. The results of the analysis show that a significant and positive correlation exists between academic resiliency and GPA. Also, the findings reveal that there is a relationship between the perception of resiliency-building factors and academic resiliency. Subsequent discussions include literature related to academic resilience and resiliency-building strategies, implications of the study, and recommendations for educators
The Power of Stories to Transform and Guide White People Toward an Anti-Racist Activism
No full textIn her college courses on the psychology of racism, Tatum (1997) noted that when confronted with the reality of racism in U.S. history past and present, White students were often overwhelmed by a strong experience of guilt and a deep sense of powerlessness. Tatum found it helpful to provide her White students with role models of White anti-racist allies and give them sense of hope that they could contribute to positive change in their lives and in society at large.
People have used stories to define personhood, and moral/spiritual values, and to raise awareness and facilitate efforts toward social change (Smith, 2007). For Whites seeking to develop an anti-racist identity and feel empowered to challenge the current white supremacist, hegemonic structures in U.S. society, stories have been helpful in providing guides and role models in anti-racist work (Neile, 2009). In this article the author shares how he has used stories of white allies to help White folks gain a deeper sense of their role in the struggle personal and institutional racism
Poking the bear: Feminist online activism disrupting conservative power
Get PDFThis is the time for a critical digital pedagogy that simultaneously recognizes the potential inherent in social media to challenge power and build movements alongside the dangers lurking in a fake news era that spreads hate, division and distraction. This paper explores how Canadian digital feminist activists challenged conservative power over three federal elections with innovative creativity using what I have termed, critical pedagogical humour, resulting in a spontaneous online social movement that helped oust the Prime Minister. Using a social-justice qualitative mixed-methods approach, this study informs online political practice and pedagogy drawing three conclusions: 1) Social media makes responsive activism possible, lifting most barriers, and enabling risk-taking; 2) Social justice struggles rely on informal education based on truth-telling, rooted in values and deliberately using humour for its innocuous delivery that disarms and opens doors and; 3) Social media provides unique opportunities to respond to events in real-time while creating a historical record documenting government activity and resistance
Lifting the Veil: Reflections on Privilege and Reciprocal Pedagogy as a White Adult Educator
Get PDFThis reflective essay addresses the themes of racialization and privilege that lead me on the path to become an educator in one of the nation\u27s oldest public institution degree completion programs for adult students. It provides background information and contextualizes my own racialized experiences as a white, first generation student from a lower-/working-class background, all of which have consequently informed my teaching approaches to working with adult students in both online and blended (mixture of online and in-person classes) formats. Additionally, it also presents my concept of reciprocal pedagogy, which informs my pedagogical and curricular choices in working with adult students. Lastly, it provides a framework for educators who work with adult students, whether online or in-person, to think about and reflect upon their own positionalities as well as what informs the pedagogical and curricular choices we make
Community College Transfers, Engagement, and Bachelor\u27s Degree Completion
Get PDFCommunity colleges provide affordable options for students beginning higher education. However, there are concerns about the rate of community college students who do not complete bachelor’s degrees. Previous research studies have found that student engagement on campus at four-year institutions can improve student retention. The purpose of this research was to determine if there is a mediating effect from community college transfer students engaging with on-campus educational activities on improving the likelihood that they will graduate with a bachelor’s degree. This research utilizes data from the 2002 Educational Longitudinal Study and includes a structural equation model using maximum likelihood estimation. The results indicate starting at a community college has no effect on completing a bachelor’s degree, though socio-economic characteristics and grades can negatively affect the likelihood of degree completion. Overall, when institutions assist community college transfer students with support services and opportunities, they can help strengthen student retention