| Papers [1-15] of 100 :: [Page 1 of 7] | | Go to page : 1 2 3 4 5 6 7 —> | Search results on "MUSIC CLASSROOM LEARNING EXPERIENCE": |
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Music in the Classroom and Learning Experience, 2000.
An extensive report on a study conducted on high school students to test the soothing and calming effects of music.
5,000 words (approx. 20.0 pages), 28 sources, $ 126.95
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Abstract
This study is an attempt to research the effect that music has on student learning and behavior. The paper uses the existing body of knowledge and practical observation to find out if the use of music in learning situations, used both as a supplement to interdisciplinary studies and as a ?background? can help students improve their learning and retention, provide a calming tone to the environment to set the tone for learning, as well as make learning and taking part in the institutional social experience more enjoyable for students. In other words, does the purposeful introduction of music into the classroom and institutional environment have a noticeably positive effect on the aforementioned three areas of the learning curriculum?
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Formal Classroom Learning for Adults, 2008.
An analysis of the benefits of formal classroom learning for the adult student population.
22,389 words (approx. 89.6 pages), 61 sources, APA, $ 249.95
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Abstract
This paper discusses the study of formal classroom learning and its impact on students' learning. It looks at both formal and informal classroom learning and the debate regarding the most effective method. The paper particularly focuses on the adult learner population. The paper discusses formal classroom learning for both accelerated learning and suggestopedic learning.
Table of Contents:
Chapter One - Introduction
Statement of the Problem
Purpose of the Study
Importance of the Study
Scope of the Study
Rationale for the Study
Overview of the Study
Chapter Two - Review of Related Literature
Accelerated, Suggestopedic, and Cooperative Learning
Statistics, College, and Remedial Education
Student Opinions
Teacher Interest and Implementation
Adult Learners
The History of Learning
Pre-Entry Attributes
Social Integration
Academic Integration
Characteristics of Successful/Unsuccessful Learners
Student Expectations of Courses
Academic Expectations of Adult Learners
Academic Integration - How Professor Involvement Impacts Student Involvement
Attrition Rates
Education is Changing
Motivation
Chapter Three - Methodology
Research Design and Approach
Population and Sample
Collection and Tabulation of Data
Data Analysis Procedure
Limitations of the Study
Chapter Four - Data Analysis
Introduction
Description of Findings
Chapter Five - Summary, Recommendations, and Conclusions
Conclusions
Future Implications
Recommendations
Summary
From the Paper
"However, it is still important to be careful about traditional classroom learning and accelerated or suggestopedic learning because these can be damaging as well if they are used in the wrong way. Traditional classroom learning should be specific to the learner, should not be something that turns into a competition with other individuals in the classroom, and should be specific to the task at hand. An instructor who simply says that a learner has done a good job does not really indicate what the learner has done a good job at or that he or she has noticed anything specific that the learner is actually accomplished. If accelerated or suggestopedic learning are to be used, instructors must be careful as to how these are utilized with other adult learners, since favoritism can create animosity, ridicule, and other problems."
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The Importance of Listening and Conversation in the Learning Experience, 2002.
A discussion of the relation of communication to effective classroom experience.
3,825 words (approx. 15.3 pages), 9 sources, $ 135.95
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Abstract
Discusses the relation of communication to effective classroom experience. Need for teacher to be an effective listener; formal & informal learning process. Teaching as a complex process. Teacher-student relationship. Dynamic function of teacher conversation with students. Ethical issues & teaching. Responsibilities of teachers.
From the Paper
"This paper is a discussion of the importance of listening and using conversations as part of the learning experience. It uses Mary McCaslin and Thomas L. Good's text, Listening in Classrooms, as the primary reference and considers their principal thesis: that listening helps facilitate both the formal and the informal learning process and that the student-teacher relationship, built and enhanced through conversation and interchange, is the key to an effective classroom experience. The book attempts to provide specific techniques to build these relationships through listening, rather than simply suggesting that teachers hear what their students are saying. This exchange of communications, while apparently simple, is actually quite complex and requires a sophisticated degree of skill in order to be used well. Effective listening requires..."
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Classroom Learning Community and Biology, 2002.
A literature review of developing a learning community in the classroom and how this can be applied to biology instruction in high school.
8,524 words (approx. 34.1 pages), 19 sources, MLA, $ 180.95
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Abstract
This paper begins by providing an in-depth definition of a "learning community", summarized as curricular/instructional structure that provides students with opportunities for deeper understanding and integration of the material they are learning, as well as more interaction with one another and with their teachers who are viewed as fellow participants in the learning enterprise. This paper reviews the existing literature on learning communities and applies this literature to high school biology instruction. The review is presented in two parts: An examination of the literature indicating those conditions needed to establish a classroom as a learning community; and a review of instructional strategies that have been successful in getting students to achieve in the biological sciences. The review ends with the formulation of conclusions about developing learning communities in the classroom in general and in the biology classroom in particular, and those instructional strategies that might be best used in the classroom learning community.
From the Paper
"Kellog (1999) reports that the notion of a learning community was originally conceived by Alexander Meiklejohn who, at the University of Wisconsin, gathered both students and faculty together to study and discuss classic Greek literature during their first year of college and compare it to the contemporary American literature information which they studied in their second-year of college. Students were required to connect the ideas they learned in both literature classes. They wrote a paper during the summer between the first and second years and another paper at the end of the second year in which they compared what they had learned. This initial learning community established by Alexander Meiklejohn lasted for about six years. Today the concept of the learning community includes many different models; however, Kellog (1999) notes that, in general, regardless of the type of model used, learning communities produce several benefits to students, to staff and faculty and to the schools using the model. For students, these benefits include: increased academic achievement, improved retention, increased motivation, gains in intellectual development and greater involvement in learning itself."
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Classroom Environment and Learning Disabilities, 2004.
A research design that proposes to determine the most effective classroom environment for students with learning disabilities.
1,380 words (approx. 5.5 pages), 8 sources, APA, $ 47.95
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Abstract
This research design proposes to determine the most effective classroom environment for elementary-school students with learning disabilities by comparing three different classroom environments: Self-contained special education, an inclusive traditional classroom, and an inclusive constructivist classroom.
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Classroom Modifications for Learning Disabilities, 2005.
This paper is a research proposal to study the effects of modifications made for students with learning disabilities in inclusive classroom settings.
3,230 words (approx. 12.9 pages), 6 sources, APA, $ 93.95
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Abstract
This paper explains that, from the literature review, it is apparent that modifications made for learning disabled students in a general education, inclusive classroom may be of several types: Self-monitoring, ELO-types of teacher conduct, technology and the presence of para-educators. The author points out that, while each of these has been assessed in isolation by other researchers, it would be interesting to assess the comparative effects of each one in order to ascertain which offered the best outcome for the greatest number of students. The paper proposes the use of both quantitative and qualitative methods as well as extensive use of instructional interviews to assess students' understandings of the subject matter covered in the classroom during the modification or intervention period.
Table of Contents
Introduction
Literature Review
Research Question
Method and Design
From the Paper
"Multiple researchers also found that self-monitoring procedures were easy to learn and to use, convenient for classroom use and did not require the teacher to take much time from general studies to monitor the students; in addition, it did not require the use of new instructional materials or alteration of general instructional methods. "The results of this study indicate that general academic improvements were achieved without backup consequences," although they did suggest that it was possible use of extrinsic consequences might have resulted in more consistent improvements across all subject areas. In fact, the inconsistencies in the subject matter improvement was regarded by the authors as a limitation to the study."
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Correspondence Courses vs. Classroom Learning, 2005.
A comparative analysis of traditional classrooms and correspondence courses.
675 words (approx. 2.7 pages), 0 sources, $ 26.95
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Abstract
This paper examines how traditional classrooms and correspondence courses are similar in offering different types of learning styles. It also looks at how they are different in that students taking correspondence courses must be actively involved in their learning and motivated, they must communicate with their instructor outside the normal environment such as through e-mail, they must learn to be flexible with different types of technology, and be dedicated in their desire to get their degree.
From the Paper
"While many people may question getting their education through correspondence courses, research shows that correspondence courses have been an educational option for many years. "The earliest form of distance learning took place through correspondence courses in Europe" (Sherry, 1996, p. 337). Correspondence programs continue to be an option for many people today. Actually, these schools and traditional schools and colleges have many similarities when it comes to learning. Correspondence schools and other distance learning programs have benefits that make it possible for some people to obtain their degrees. Traditional classrooms and correspondence courses are similar in offering different types of learning styles, yet they are different in that students taking correspondence courses must be actively involved in their learning and motivated, they must communicate with their instructor outside the normal environment such as through e-mail, they must learn to be flexible."
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The Technology Classroom - Positive Learning Advances, 2008.
A look at the impact of technology in the classroom.
941 words (approx. 3.8 pages), 3 sources, APA, $ 33.95
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Abstract
This paper discusses the remarkable technological advances in America's classrooms over the past ten or fifteen years that have changed the way teachers teach and the way students learn.
Outline:
Overview
Duhaney's Article Shows What Trained Teachers Can Do
Traditional vs. Innovative - and Innovative Wins
Using Technology to Pinpoint Specific Student Needs
From the Paper
"OVERVIEW: The remarkable technology advances in America's classrooms over the past ten or fifteen years have changed the way teachers teach and the way students learn. Not every classroom is up to date with high-end digital technology; but many, if not most, teachers have access to the Internet, and other helpful interactive technology tools. Students no longer create essays on typewriters, but instead Apple and Dell and other companies make computers available to schools at low prices. Writers Agapova and Ushakov, in their article, contrast the traditional with the innovative way (through ChemQuest) of teaching in high school chemistry classes. It proved successful. Teacher Mary Rooney in Philadelphia was able to pinpoint exactly where students were falling behind through the use of ISM technology, in Justine Brown's article. And as Devon Duhaney points out in his article, even though some teachers have a fear of new technologies, in a well-planned program by a knowledgeable teacher, there is the opportunity for wonderful interaction between students and teachers utilizing these marvelous technologies. The three articles bring out the point that when teachers have the training they need to implement the technologies fully and fairly, students are more than ready to learn in new and exciting ways. In fact, if teachers and schools do not provide the opportunity for students to learn with up-to-date technologies, students will be bored in a hurry and the learning will be limited."
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Music Teachers and Classroom Strategies, 2002.
Discussing various strategies and theories used by music teachers in the classroom and new developments in the field.
1,285 words (approx. 5.1 pages), 7 sources, MLA, $ 43.95
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Abstract
This paper begins by reveiwing literature on the topic of connections between intelligence and exposure to music (and especially exposure to classical music). But beyond simply reviewing the existing literature, this paper also provides an examination of new primary data into the issue through the inclusion of material taken from interviews performed for this paper with teachers of music who specialize in a range of ages of children and have worked both with those studying music intensively and those exposed to music on a more casual basis.
From the Paper
"While some teachers introduce music into the classroom because they believe that it helps to improve children?s ability to do certain specific intellectual tasks well (usually spatial-intelligence tasks, a point discussed in the next section) others believe that it has an overall beneficial effect of raising students? ability to concentrate."
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Music And Adolescent Classroom Behavior, 2002.
Discusses several research studies on the effect of music therapy programs in schools.
2,250 words (approx. 9.0 pages), 13 sources, $ 79.95
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Abstract
Discusses several research studies on the effect of music therapy programs in schools. Focus is on students with learning disabilities and/or adolescents with emotional disturbances. Indication of studies that music therapy can improve classroom behaviors of students with special needs. Improved learning experience. Various types of music therapy.
From the Paper
"The Effect of Music on Adolescent Classroom Behavior
Since the implementation of Public Law No. 94-142 and its subsequent reauthorization as Public Law No. 104-476, the Individuals with Disabilities Education Act of 1990 (IDEA), many behaviorally or otherwise disabled adolescents are being placed in inclusive educational environments in which they receive a free and appropriate public education in the least restrictive setting (Smith, & Hairston, 1999). Currently, only 6.5 percent of all children and youth with disabilities who require special education are educated in either separate schools or residential facilities. Of the 94 percent who are in regular schools, nearly two-thirds receive much or all of their education in the regular classroom with their peers (Smith & Hairston, 1999).
This paradigm shift has resulted in inclusive practices that in ..."
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Integrated Learning in the Classroom, 2008.
This paper presents classroom strategies that encourage optimal learning for all students.
917 words (approx. 3.7 pages), 3 sources, APA, $ 32.95
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Abstract
The paper relates that since classrooms today cater to students with varying levels of English language ability, there is a need for strategies that can facilitate learning for students at all levels. The paper looks at the incorporation of visual aids, repeat and rephrase techniques and music in the classroom. The paper concludes that these methods when combined will prove exemplary in promoting student learning in integrated classrooms.
From the Paper
"There are many research based ELL strategies that can facilitate greater learning in the classroom for students at all levels described. Pre-instruction activities including graphic organizers, semantic webbing and KWL charts can help students multiple ways. Studies suggest these activities promote greater cooperation in the classroom and create an environment where students are able to create models for learning and absorbing information at a pace that fits them well. These methods can help create a learning environment where "global levels of competence" are possible based on a student's individual skills and ability to discover ways of organizing information that caters to their skill level and ability (Givner, Lane & Pierson, 2003, 213)."
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Learning Disabilities in the Classroom, 2005.
Discusses the variables that affect the academic performance of children with learning disabilities.
900 words (approx. 3.6 pages), 10 sources, APA, $ 31.95
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Abstract
This paper presents a discussion of the variables that affect the learning performance in the classroom for children with disabilities(learning styles, discipline, parent involvement, teaching style). The paper describes the learning and behavioral problems of children with disabilities in the classroom and discusses the need for modifications to the curriculum to serve this student population.
From the Paper
"As a result of their cognitive, social, emotional and behavioral impairments, children with disabilities often exhibit learning and behavioral problems that undermine their learning performance in the classroom. These deficits interfere with their ability to attend to the teachers and complete their tasks. Furthermore, their low tolerance threshold for frustration and rigidities often prevent them from acquiring new knowledge and skills. To address these issues confronted by educators of children with disabilities, researchers have identified variables that affect the learning performance of these children in the classroom."
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Classical Music and Learning, 2002.
Research on the relationship between classical music and learning.
1,900 words (approx. 7.6 pages), 13 sources, $ 71.95
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Abstract
An overall description of the effect of classical music on academic learning taking into focus the Mozart Effect research.
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Negative Impact of Popular Music and Music Videos, 2003.
Investigates the negative impact of popular music and music videos on youth in the United States today.
3,623 words (approx. 14.5 pages), 10 sources, APA, $ 100.95
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Abstract
The music industry spends enormous amounts of money to create music videos that will make a profit, and the one ingredient they have consistently found that helps sell their products is violence; this violence is usually directed toward women. The AAP notes that there is a paucity of research concerning the impact of such gratuitous violence on children and adolescents. To this end, this paper demonstrates this relationship through a critical review of the literature, followed by a summary of the research and recommendations in the conclusion.
From the Paper
"The definitions concerning what constitutes entertainment and what is protected by the 1st Amendment do not necessarily address the underlying problems of violence in the media and sometimes only serve to merely contribute to the statistical haze that surrounds an already complex situation. The recent appearance of national leaders on MTV attests to the importance and power of music videos in shaping the nation?s conscience. Further, while many non-black observers feel that rap music is just ?so much noise generated by angry black youths,? rap music or simply ?rap,? is in actuality a reflection of the current affairs within the communities in which it is performed. Rap is a ?genre of rhythm-and-blues music that consists of rhythmic vocals declaimed over musical accompaniment. The accompaniment generally consists of electronic drum beats combined with samples (digitally isolated sound bites) from other musical recordings? (Bowman, 2003). From this perspective, rap is an extension of the Black Power movement of the 1960s, and has embodied the essence of the young black culture. The first rap recording was made in 1979 and the genre rose to prominence in the United States in the mid-1980s. Although the term rap is often used interchangeably with hip-hop, the latter term encompasses the subculture that rap music is simply one part of. The term hip-hop derives from one of the earliest phrases used in rap, and can be found on the seminal recording ?Rapper?s Delight? (1979) by Sugarhill Gang. In addition to rap music, the hip-hop subculture also comprises other forms of expression, including dance methodologies, art, vocabulary (in the form of slang) and fashion affectations. Despite these contributions to the popular culture, many observers suggest a connection between the music and personification of violence evinced in music videos and rap as a factor contributing to the incidence of violence by young people in the United State today."
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E-Learning With an M, 2006.
This paper examines a relatively new learning technique: Mobile (m)- learning, which is being developed to complement classroom learning by promoting thinking skills, processes and the application of learning in real world contexts.
1,008 words (approx. 4.0 pages), 5 sources, APA, $ 35.95
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Abstract
The writer of this paper explores the effectiveness as well as the development of the m-learning system. The m-learning project is 64 million Euro, three year, pan-European research and development program supported by the European Commission's Information Society Technologies program. The main distinction between electronic (e)-learning and m-learning is one of accessibility, affordability and portability. The m-learning project has demonstrated that this method of learning can be used as more than just a personal enhancement tool. This paper details how competitive and collaborative learning activities can be activated when conducted with a media board. This paper also discusses the downside of this new technology. According to experts, before the full potential of m-learning's rich content can be realized, the limited memory of mobile devices must be addressed.
Table of Contents:
M-Learning Philosophy
Remote Field Trips
The Technical Challenge
References
From the Paper
"The m-Learning Project has demonstrated that m-learning can be used as more than just a personal enhancement tool. Competitive and collaborative learning activities can be activated when conducted with a Media Board. This tool allows users to divide their mobile phone/PDA screens into sectors containing various projects and communicators. Users send comments consisting of text, audio, pictures, and e-mails tailored to the sectors' different interests and levels. Comments may relate to solving problems competitively, communicating with team members collectively by phone, sending multimedia information to the Media Board, and editing the information on the Media Board into a complete multimedia presentation."
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