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Author: Efren De La Mora Velasco Publisher: ISBN: Category : Languages : en Pages : 122
Book Description
Current studies have suggested that music has a great impact on many peoples' lives, however, scholarship on the effects of music on human learning has yielded inconclusive results. The present work examines the use of background music (BM) to facilitate learning. This dissertation includes three independent, yet interrelated studies that synthesized scholarship to characterize the methods, and BM characteristics that have been manipulated in primary research, to identify trends, patterns and gaps. Then, it integrates findings of experimental studies that reported influences of music on cognitive performance to inform future research and theory. Lastly, this dissertation reports a design-based research study aimed at improving an online learning environment with the use of BM to enhance students' motivation, engagement and knowledge retention.
Author: Efren De La Mora Velasco Publisher: ISBN: Category : Languages : en Pages : 122
Book Description
Current studies have suggested that music has a great impact on many peoples' lives, however, scholarship on the effects of music on human learning has yielded inconclusive results. The present work examines the use of background music (BM) to facilitate learning. This dissertation includes three independent, yet interrelated studies that synthesized scholarship to characterize the methods, and BM characteristics that have been manipulated in primary research, to identify trends, patterns and gaps. Then, it integrates findings of experimental studies that reported influences of music on cognitive performance to inform future research and theory. Lastly, this dissertation reports a design-based research study aimed at improving an online learning environment with the use of BM to enhance students' motivation, engagement and knowledge retention.
Author: Todd Rose Publisher: HarperCollins ISBN: 0062358383 Category : Psychology Languages : en Pages : 174
Book Description
Are you above average? Is your child an A student? Is your employee an introvert or an extrovert? Every day we are measured against the yardstick of averages, judged according to how closely we come to it or how far we deviate from it. The assumption that metrics comparing us to an average—like GPAs, personality test results, and performance review ratings—reveal something meaningful about our potential is so ingrained in our consciousness that we don’t even question it. That assumption, says Harvard’s Todd Rose, is spectacularly—and scientifically—wrong. In The End of Average, Rose, a rising star in the new field of the science of the individual shows that no one is average. Not you. Not your kids. Not your employees. This isn’t hollow sloganeering—it’s a mathematical fact with enormous practical consequences. But while we know people learn and develop in distinctive ways, these unique patterns of behaviors are lost in our schools and businesses which have been designed around the mythical “average person.” This average-size-fits-all model ignores our differences and fails at recognizing talent. It’s time to change it. Weaving science, history, and his personal experiences as a high school dropout, Rose offers a powerful alternative to understanding individuals through averages: the three principles of individuality. The jaggedness principle (talent is always jagged), the context principle (traits are a myth), and the pathways principle (we all walk the road less traveled) help us understand our true uniqueness—and that of others—and how to take full advantage of individuality to gain an edge in life. Read this powerful manifesto in the ranks of Drive, Quiet, and Mindset—and you won’t see averages or talent in the same way again.
Author: Natalie Wexler Publisher: Penguin ISBN: 0735213569 Category : Education Languages : en Pages : 354
Book Description
The untold story of the root cause of America's education crisis--and the seemingly endless cycle of multigenerational poverty. It was only after years within the education reform movement that Natalie Wexler stumbled across a hidden explanation for our country's frustrating lack of progress when it comes to providing every child with a quality education. The problem wasn't one of the usual scapegoats: lazy teachers, shoddy facilities, lack of accountability. It was something no one was talking about: the elementary school curriculum's intense focus on decontextualized reading comprehension "skills" at the expense of actual knowledge. In the tradition of Dale Russakoff's The Prize and Dana Goldstein's The Teacher Wars, Wexler brings together history, research, and compelling characters to pull back the curtain on this fundamental flaw in our education system--one that fellow reformers, journalists, and policymakers have long overlooked, and of which the general public, including many parents, remains unaware. But The Knowledge Gap isn't just a story of what schools have gotten so wrong--it also follows innovative educators who are in the process of shedding their deeply ingrained habits, and describes the rewards that have come along: students who are not only excited to learn but are also acquiring the knowledge and vocabulary that will enable them to succeed. If we truly want to fix our education system and unlock the potential of our neediest children, we have no choice but to pay attention.
Author: Nelson Cowan Publisher: Psychology Press ISBN: 1317232380 Category : Psychology Languages : en Pages : 238
Book Description
The idea of one's memory "filling up" is a humorous misconception of how memory in general is thought to work; it actually has no capacity limit. However, the idea of a "full brain" makes more sense with reference to working memory, which is the limited amount of information a person can hold temporarily in an especially accessible form for use in the completion of almost any challenging cognitive task. This groundbreaking book explains the evidence supporting Cowan's theoretical proposal about working memory capacity, and compares it to competing perspectives. Cognitive psychologists profoundly disagree on how working memory is limited: whether by the number of units that can be retained (and, if so, what kind of units and how many), the types of interfering material, the time that has elapsed, some combination of these mechanisms, or none of them. The book assesses these hypotheses and examines explanations of why capacity limits occur, including vivid biological, cognitive, and evolutionary accounts. The book concludes with a discussion of the practical importance of capacity limits in daily life. This 10th anniversary Classic Edition will continue to be accessible to a wide range of readers and serve as an invaluable reference for all memory researchers.
Author: Susan Call Publisher: ISBN: Category : Environmental music Languages : en Pages :
Book Description
Music has been used for teaching concepts and helping us to remember important information in the classroom. Music can also be used as background while students are studying, doing creative writing or art work, taking tests and altering moods of relaxing. Research projects have been published that study the use of background music in the classroom. Many teachers do not have training in music and have difficulty knowing which music to use for a desired result. This project was to create a guide book to give a research background for using music in the classroom. It would also identify some styles of music and their possible uses. The guide book will list specific composers and recordings that can be used in the classroom as well as the results that can be expected. There are also suggestions as to where to purchase music and suggested prices for the music. A listing of web sites has been included for use with the Internet. The evaluators concluded that this would be a helpful and easily understood guide book for the elementary classroom teacher to promote the use of using background music in the classroom.
Author: Michael Damien Griffin Publisher: Createspace Independent Publishing Platform ISBN: 9781481946735 Category : Music Languages : en Pages : 0
Book Description
"Learning strategies for musical success presents an overview of concepts that will enhance the lifelong enjoyment of learning music. It is geared towards classroom and studio music teachers, music students and parents" -- Introd.
Author: Maria Hargrove Publisher: ISBN: Category : Languages : en Pages : 0
Book Description
The effects of music on student achievement have been widely researched, but implementing rigorous programs can be expensive. Since schools are often operating on tight budgets, music programs may not be realistic additions, making low-cost options such as playing background music appealing. The purpose of this study is to answer the question: To what extent does background music affect student productivity in the elementary classroom? The researcher looked at the effects of live music and recorded music since all prior research looks at recorded background music only. Prior research found that background music has some effect on student productivity, but the field of research is still relatively unexplored. To add to the existing field of research, this convergent parallel mixed-methods study was conducted on 21 first-grade students from one classroom to examine how background music affected student productivity. Quantitative data was collected through student surveys and qualitative data was collected through coded observations of student behavior. Through the use of comparative analysis, common themes emerged and the results were compared to the current body of research. Results found that background music may help student productivity and that live music is marginally more successful at decreasing distractive behaviors, such as talking and touching, in comparison to recorded music. Key findings found that when students preferred a type of music, instances of off-task behavior decreased. This suggests that student productivity may increase when students are allowed to choose the music played in the background. Since student preference appears to have an effect, it is recommended that students be given headphones or earplugs when teachers play background music so they can either choose the music they like or work in relative silence. The study concluded that background music has at least a limited positive effect on student productivity. While it is compelling to think something as simple as background music may help student success, it is important to keep in mind that other factors may play a larger role. For example, teacher expertise or access to outside resources may have a greater effect on student success. Although further research is needed, it is exciting to know that background music appears to affect student productivity because it is something almost any teacher can do.
Author: Ryan M. Zellner Publisher: Universal-Publishers ISBN: 161233752X Category : Languages : en Pages : 124
Book Description
The purpose of this study was to explore the possible relationship between instrumental music education in Grades 8 and 11 and critical thinking as assessed by the Pennsylvania System of School Assessment. The subsets that were examined included Reading (B): Interpretation and Analysis of Fictional and Nonfictional Text, which assesses the academic standards 1.1, Learning to read independently; standard 1.2, Reading critically in all content areas; standard 1.3, Reading, analyzing and interpreting literature, and Mathematics, sections C.1 Geometry- Analyze characteristics of two and three dimensional shapes, D.2 Algebraic concepts- Analyze mathematical situations using numbers, symbols, words, tables and/or graphs, and E.1 Data analysis and probability- Interpret and analyze data by formulating answers or questions (Pennsylvania Department of Education, 2009-2010). The sample consisted of Instrumental students (N = 50) and Noninstrumental music students (N = 50) over 2 graduated high school classes. The results indicated that the Instrumental music sample consistently outscored the Noninstrumental music sample when comparing the Reading B, Mathematics M.C.1, M.D.2, and M.E.1 subsections of the Pennsylvania System of School Assessment with significant increases noted from 8th to 11th grade.
Author: Efren De La Mora Velasco
Author: Efren De La Mora Velasco
Author: Glenn H. Buck
Author: Todd Rose
Author: Natalie Wexler
Author: Nelson Cowan
Author: Susan Call
Author: Michael Damien Griffin
Author: Maria Hargrove
Author: Ryan M. Zellner
Author: Stacey Springer