Documents found
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3871.More information
Music education is a subject that is generally thought to have much physical activity involved. However, virtual learning has been mandatary applied to most schools worldwide due to the COVID-19 pandemic. The landscape of music learning has had to be switched to online distance learning (ODL), where students learn music virtually using technological tools. Gifted students are among those affected by the implementation of music ODL throughout 2020. Thus, the purpose of this study is to identify the effectiveness of music ODL on gifted students’ motivation. The researchers framed this quantitative study by involving 81 secondary gifted students, aged 13 years, from 13 states in Malaysia. The sample was selected through random sampling, and a preexperimental design was applied to conduct the study. Respondents had been exposed to the music ODL intervention for a month. Data were collected through an adapted questionnaire, namely, the MUSIC Inventory, with a five-point scale. Data were further analysed by descriptive and inferential statistics, integrating two-way MANOVA, using SPSS Statistics version 23. Results reveal that an ODL approach to music classes is significantly effective to enhance gifted students’ motivation domains of empowerment, usefulness, success, interest, and caring. Yet, no significant difference was found in gifted students’ genders and locations on the four domains. Different approaches in music teaching could be further explored for music ODL to gifted students in future studies.
Keywords: music education, distance learning, COVID-19, preexperimental, two-way MANOVA, online learning
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3872.More information
School closures during the COVID-19 pandemic have shown the importance of distance education, and teachers have been tasked with designing and delivering online courses in a short amount of time without much preparation or deliberation. As the future generation of teachers, preservice teachers need to be prepared to teach online, and their motivation to do so is a key factor in how successfully they do it. The community of inquiry framework provides researchers and practitioners with a framework for designing and delivering online courses, while self-efficacy and utility value are important motivational constructs predicting future engagement and success in tasks. In this cross-sectional survey study, we investigated preservice teachers’ (n = 344) perceptions of their self-efficacy, utility value, the importance of the three components of the community of inquiry framework: teaching presence, social presence, and cognitive presence. Our results show that overall, preservice teachers had high motivation to teach online and high perceptions of the three presences. Our regression analyses indicated that while preservice teachers’ self-efficacy was a significant predictor of teaching presence, utility value only significantly predicted social presence. We discuss the implications of these findings for teacher education programs, including a holistic approach to teaching online learning and instructional design.
Keywords: distance education, teacher education, community of inquiry, self-efficacy, utility value
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3873.
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3875.More information
Keywords: microblogue, improvisation, Twitter, numérique
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3876.More information
Objective – This study seeks to investigate the degree of counterproductive workplace behaviors (CWB) experienced by library and information science (LIS) professionals and how these behaviors contribute to physical, mental, and chronic health outcomes. While health outcomes may be present independent of CWB, this study seeks to explore the relationship between the two to provide context to the growing incidence of burnout among academic LIS professionals. Methods – This quantitative study analyzed 327 responses to a survey about colleague behavior and health sent to LIS professionals through library community electronic mailing lists. The survey contained demographic questions, questions about CWB, questions about health experiences, and questions about the perceived relationship between work and health. Counterproductive workplace behaviors were rated on a seven-point Likert scale. A behavior score was calculated by adding the Likert values of the 12 behavior questions. This score was used when comparisons about CWB were compared by demographics and health responses. Statistical analysis of survey results was performed using RStudio. Results – The mean total behavior score was 39. 107 respondents’ total behavior scores fell in the low range, 202 in the moderate range, and 18 in the high range. There was no significant relationship found between demographic factors and behavior score. A negative relationship was observed between duration of employment in an academic library and presence of mental health issues (F(5, 310) = 10.114, p = 5.5e-09). A similar relationship was observed between duration of employment in the respondents’ current library and presence of mental health issues (F(5, 311) = 9.748, p = 1.15e-08). Level of CWB experienced was found to have a relationship with the perceived ability to maintain good mental (F(2, 324) = 36.34, p = 5.75e-15), physical (F(2, 324) = 23.82, p = 2.24e-10), and chronic health (F(2, 323) = 13.04, p = 3.57e-06). Generally speaking, lower levels of CWB were associated with fewer challenges maintaining health. Conclusion – Low to moderate levels of CWB are common in academic libraries. These behavior levels are associated with an increase in health challenges. LIS professionals perceive work as being a factor that contributes to having trouble maintaining good mental and physical health and toward successfully managing chronic health conditions. Further study is needed to determine the degree to which experiencing CWB in the workplace affects health. Further study is also needed to determine if certain behaviors impact health outcomes more than others.
Keywords: burnout, counterproductive workplace behavior, academic libraries
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3877.More information
Presented as a missing link between the police and social workers outside the walls, night correspondents have recently appeared in French-speaking Switzerland. This study, conducted in two urban locations, describes the interweaving of the work of these street actors. It shows that the arrival of the latter has raised questions about their legitimacy in relation to the former, already present, both from the point of view of their activities (the conduct of projects) and the space invested (the neighbourhoods). It also indicates that a number of activities help to draw professional boundaries between the two types of actors, particularly with regard to the different way of exchanging information or interacting with the police. Finally, it highlights that each system is based on a local logic, the actors maintaining peaceful relations in the peripheral city while their collaboration is more strained in the central city. Thus, the professional boundaries remain blurred between the two groups of actors while the process of professionalizing their work is underway.
Keywords: mediación social, social mediation, médiation sociale, corresponsal nocturno, night correspondent, correspondant de nuit, travailleur social, social worker, trabajador social, professionalization, professionnalisation, profesionalización, Suisse romande, Suiza francófona, French-speaking Switzerland
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3879.More information
“Making” is used to engage young people into ways of collaborative learning using materials, resources, and equipment in makerspace environments. In this paper we attempt to interrogate the popular maker movement’s “state-of-the-actual” in education with respect to its criticality. We begin by conceptually clarifying the movement with respect to its semantic disarray. Next, we situate maker and production pedagogies philosophically, and discuss how their thrust and emphasis create both hidden and overt curricula that can either cultivate or silence criticality. Finally, we problematize the effects of uncritical exuberance for educational making, and propose concrete strategies in which educators can nudge their own makerspaces into more state-of-the-art environments that promote criticality.
Keywords: makerspaces, maker movement, critical education, praxis, poesis, production pedagogies, makerspaces, mouvement maker, éducation critique, praxis, poesis, pédagogies de production, makerspaces, movimiento de creadores, educación crítica, praxis, poesis, pedagogías de producción
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3880.More information
In Spain, in the 1950s, informal social agents lacking in most cases of theoretical background and technical instruments, developed sociocultural work in the community. They were the forerunners of many current sociocultural professionals. Over the years, there have been fundamental changes in lifestyles and relationships. Sociocultural professionals are a response to those changes, but they are also the result of colonization of everyday life spaces by professionals? Do they adapt to sociocultural issues that appear along with these sociocultural changes, or are they a creative response from the institutions or the professionals themselves? Analysis suggest that sociocultural professionals have been an adapted response to the problems appeared in developed societies over recent decades, using creativity in their actions.
Keywords: Profesiones socioculturales, Sociocultural professionals, Professionnels du socioculturel, sociocultural intervention, intervention socioculturelle, intervención sociocultural, sociocultural changes, cambios socioculturales, changements socioculturels