Mr. Murray Schafer, listen, they are talking about you: a systematic review of the conceptual representations of your ideas in the context of 21st-century education

Education has undergone a dizzying change, moving from face-to-face to virtual learning due to the isolation generated by the pandemic. In the documentary study, a systematic review and analysis of the literature is made with the objective of making an assessment of the technological tools in the learning of mathematics in the 21st century. The results describe the importance of four key factors for learning mathematics online: it is necessary to have a culture of good handling of technological tools, a predisposition of positive emotions, knowledge of research and a mathematics teacher adapted to virtual reality.

SECTION ONE: ISSUES AND RESEARCH 1. Policy Frameworks, Research and K-12 Schooling 2. MENC: A Case in Point 3. Recent Trends and Issue in Policy-making 4. Law Research and Music Education INTRODUCTION: TOWARD AN UNDERSTANDING OF THE 'AIMS OF MUSIC EDUCATION' 1. Contemporary Curriculum Practices and Their Theoretical Bases 2. Theory, Research, and the Improvement of Music Education 3. A Comparative Review of Human Ability Theory: Context, Structure, and Development 4. Critical Thinking 5. Improvisation 6. Improvisation and Curriculum Reform 7. Adult Education 8. Music and Early Childhood Education 9. Systematic Research in Studio Instruction in Music 10. Philosophical Issues in Curriculum 11. Educating Musically 12. Distance Learning and Collaboration in Music Education SECTION THREE: MUSICAL DEVELOPMENT AND LEARNING Introduction: Issues in Perception, Cognition, and Development 1. Learning Theories as Roots of Current Musical Practice and Research 2. Systematic Instruction 3. Behavioural Research on Direct Music Instruction 4. Self-Regulation of Musical Learning: A Social Cognitive Perspective 5. Motivation and Achievement 6. Developmental Characteristics of Music Learners 7. Creative Research in Music, Visual Arts, Theater, and Dance 8. Computer-based Technology and Music Teaching and Learning SECTION FOUR: MUSICAL COGNITION 1. The Neurobiology of Music Cognition and Learning 2. Cognitive Constraints on Music Listening 3. The Development of Musical Abilities 4. Making Music and Making Sense of Music: Expressive Performance and Communication 5. Taking an Acquired Skills Perspective on Music Performance SECTION FIVE: SOCIAL AND CULTURAL CONTEXTS 1. The Sociology of Education and Connections to Music Education Research 2. Sociology of Music 3. Social Psychology and Music Education 4. Music, Culture, Curriculum and Instruction 5. Feminism, Feminist Research and Gender Research in Music Education 6. The Social Construction of Music Teacher Identity in Undergraduate Music Education Majors 7. Transforming Research in Music Education History 8. Music Transmission and Learning: A Conspectus of Ethnographic Research in Ethnomusicology and Music Education 9. Community Music: Toward an International Overview SECTION SIX: TEACHER EDUCATION Introduction: Fuzzy Teacher Education 1. Reform-minded Music Teachers: A More Comprehensive Image of Teaching for Music Teacher Education 2. Teaching as a Profession: Two Variations on a Theme 3. Changing Concepts of Teacher Education 4. Strengthening the Teaching of Music Educators in Higher Education 5. Research by Teachers on Teacher Education 6. Research in Music Student Teaching 7. Professional Development SECTION SEVEN: MUSIC EDUCATION CONNECTIONS Introduction: The Growing Impact of Partnerships: A Reason for Research 1. Policy Issues Connecting Music Education and Arts Education 2. The Evaluation of Arts Partnerships and Learning Through the Arts 3. The 'Use and Abuse' of Arts Advocacy and its Consequences for Music Education 4. Research in Visual Arts Education: Implications for Music Education 5. A Review of Research in Theater, Dance, and Other Performing Arts Education: Implications for Music SECTION EIGHT: NEUROSCIENCE, MEDICINE, AND MUSIC 1. Music and Neuroscience 2. Performing arts Medicine 3. Musicians' Health MIRIAM HENOCH, AND JOHN HIPPLE SECTION NINE: INSTRUMENTAL OUTCOMES 1. Nonmusical Outcomes of Music Education: Historical Considerations 2. Teaching Other Subjects Through Music 3. Research: A Foundation for Arts Education Advocacy SECTION TEN: RESEARCH DESIGN, CRITICISM, AND ASSESSMENT IN MUSIC EDUCATION 1. Philosophical Perspectives on Research 2. Maintaining Quality in Research and Reporting 3. Trends in Data Acquisition and Knowledge Development 4. Assessment's Potential in Music Education 5. Contemporary Issues in Qualitative Research and Music Education

This paper presents a Systematic Literature Review (SLR) about pedagogical innovation and disruption in music education. A rigorous SLR process was applied to the selection of papers related to innovative practices in music education at different educational levels and in a range of contexts. Although there are similar studies on innovation in education, there is no SLR on pedagogical innovation and disruption in music education using this method. The purpose of this study is to present an example of how to do an SLR and to share the findings of the review itself. We also provide a snapshot based on a tight SLR process of some instances of innovation in music education that, in some way, are drawing the paths to be followed in future investigations. According to the categories of innovation that we have established to analyze our corpus of papers, disruption is produced by modifying four fundamental factors in the act of learning (purpose and context learning, teacher/student relationship, and learner role). These factors can contribute to developing a more flexible and open curricula incorporating a holistic, collaborative, and interdisciplinary vision of learning. We consider that the value of this study lies in reflecting a systematic methodological process for the analysis of the scientific literature as well as the findings.

Performance Management (PM), in all its guises, is a core business practice across the majority of organizations; whether this occurs formally through an official organizational process or informally through daily dialogue. Given its inherent importance our aim was to understand how academics have explored PM and therefore we conducted a Systematic Literature Review (SLR) of the scholarly PM literature over a period of more than 11 years, resulting in 219 articles from X different journals. The prevalent themes related to the role of organizational culture, the psychometric properties of Performance Appraisals (PAs) and the linkage of the PM system to other human resource management (HRM) systems; but what we saw was a gap in the scholarly literature as it relates to how we enact PM in practice. Therefore, we conclude with a suggested future research agenda to bridge this research-practice gap, with an emphasis on moving scholarly research from a focus on performance appraisal (or annual performance review) to PM.

Homeopathy, a “helpful placebo”; or an unethical intervention? Edzard Ernst Reply

Purpose: Introductory or preparatory courses are often provided to international students in Australia as means to help them adjust to a new cultural and communication environment and a foreign educational setting. However, there is very little evaluation research on these introductory courses, especially from students’ perspectives, on their merits and demerits. Methods: This research utilised primary and secondary research methods. Firstly, a systematic review of the literature was undertaken to identify international students’ perspectives of education in Australia. Secondly, using qualitative and quantitative research methods, international postgraduate physiotherapy students’ perspectives of an introductory course at an Australian educational institution was identified. Results: Literature evidence from the systematic review of the literature identified that international students in Australia are confronted by a range of issues. These multidimensional issues reflect a range of concerns including those intrinsic to education itself (such as learning style, educators) as well several extrinsic issues ranging across a wide spectrum (such as cultural and social). Primary research evidence on the evaluation of an introductory course point to mixed findings. While students valued the introductory course, they also identified numerous areas for improvement. Key themes identified included repetition, workload, altering expectations, lack of learning support, and value for money. Conclusion: Findings from this research indicate that international students are confronted with numerous concerns when embarking on education in Australia. While introductory courses address some of these concerns, there are opportunities for improvement. As education moves towards a student-centred model, it is important to recognise and respond to students’ perspectives.

Introduction Multi-source feedback (MSF) imparts feedback from a multidisciplinary group of raters within the trainee's sphere of influence. Faculty involved in residency and fellowship tr...

With the continuous development of the times, music education in primary and secondary schools is constantly innovating in terms of teaching concepts, teaching methods, and implementation methods. The reform of basic music education has aroused the reflection of music teacher education in colleges and universities, and the talent training model of music teachers has become a hot issue that has been widely concerned in the new era. To explore the educational significance and influencing factors of entrepreneurship education in college music education and examine the mediating role of self-efficacy and gender adjustment in entrepreneurial education, based on the analysis of music education and entrepreneurial talent training in colleges and universities, a questionnaire survey, statistics, and data processing were adopted in this work. In this work, a path model was established based on the mediating effect and the moderating effect, and the equation model was tested. The results show that music education has a positive correlation with entrepreneurial self-efficacy and a negative correlation with entrepreneurial intention, which has not been proved to have a certain effect on entrepreneurial intention. Entrepreneurial self-efficacy has a positive correlation with entrepreneurial intention, and the mediating effect between music professional education and entrepreneurial intention has also been proved. Since there are gender differences and certain stereotypes that cannot be ignored in music education learning, gender adjustment also has a certain influence on entrepreneurial self-efficacy based on music professional education, thereby having a moderating effect on entrepreneurial intentions. Entrepreneurship education can improve the comprehensive competitiveness of students. As a result, entrepreneurship education can improve the innovation and entrepreneurship education model and the music education system in colleges and universities by combining with the relationship between entrepreneurial efficacy and intention, and it contributes to the overall cultivation of talent in colleges and universities.

Heritage education is very important because it implies a holistic and transdisciplinary approach, where teachers must use resources and educational proposals that promote the conservation, appreciation, and care of heritage. The objective of this study is to analyze heritage education from a global perspective to identify didactic models, areas of educational action, categories, and typologies used in teaching and learning processes. A systematic review of the literature is proposed using the PRISMA methodology in three multidisciplinary databases by carrying out an exhaustive search with inclusion and exclusion criteria. The results highlight that teachers develop learning experiences focused on didactic models with pedagogical intervention in the classroom with formal action, focusing mainly on intangible heritage related to festive acts and rituals; so, they only achieve identity levels and do not reach the heritage levels necessary to create a legacy and promote the appreciation of cultural heritage. The use of digital educational strategies and resources is required to integrate real and simulated spaces with new educational and didactic approaches using virtual technologies. Consequently, this study implies that teachers need to develop digital skills to achieve more effective and meaningful heritage education.

"Introducción: la artritis reumatoide (AR) disminuye la actividad física, afecta la funcionalidad social e incrementa el estrés psicológico, con el subsecuente deterioro de la calidad de vida. Objetivo: caracterizar las publicaciones sobre calidad de vida en pacientes con AR. Materiales y métodos: revisión sistemática de la literatura, en cuatro bases multidisciplinarias de datos, a partir de un protocolo exhaustivo y reproducible; los análisis se basaron en frecuencias. Resultados: se caracterizaron 244 investigaciones; 55,3% hechas en Europa y 25,4%, en Amé- rica, de las cuales el 60% fueron en Estados Unidos; 59% fueron evaluaciones de la calidad de vida como desenlace primario; 29,1%, estudios de intervención con medición de la calidad de vida como desenlace secundario; y 11,9%, estudios de validación de escalas. Los principales instrumentos de medición fueron Medical Outcome Study Short-Form 36 (51,6%) y Stanford Health Assessment Questionnaire (39,7%). Alrededor de la mitad de los estudios no hicieron clasificación clínica de los pacientes con AR. Conclusión: los resultados evidencian el interés creciente por investigar la calidad de vida de pacientes con AR, la disponibilidad de múltiples escalas genéricas y específicas para su estudio y la concentración de las publicaciones en Europa y Norteamérica."

Introduction: This reflection article presents an analysis of innovation with a social and responsible focus from the perspective of higher education. Objective: Likewise, it offers a reflection on the emerging concept of Responsible Social Innovation from the perspective of Higher Education, considering an interdisciplinary approach. Methodology: The research was conducted using a phenomenological design, employing qualitative techniques following an analytical and interdisciplinary approach. A reflection was carried out based on a systematic review of the literature, where theoretical foundations were identified to enable the reflection from the standpoint of Higher Education. Results: The findings show that Responsible Social Innovation is an evolving concept grounded in innovation and social responsibility theories. It also highlights how universities act as change agents, driving such innovations through the creation of startups, business models, and processes with a responsible orientation. Conclusions: The theoretical limitations of Responsible Social Innovation complicate the understanding of this approach. Contributions are needed to promote the generation of models and tools in the design of strategies with this perspective. Universities must design policies that promote innovations with this focus in order to address global issues.

A systematic review of the literature on integrating sustainability into engineering curricula

This systematic review includes a search of the literature covering the period 2005-2021 to understand what preventative teaching approaches and interventions have been developed in higher education to reduce music performance anxiety (MPA). The focus here is on identifying interventions that are applicable to higher education teaching practice, in an attempt to support music educators to reduce the negative effects of MPA, and, by so doing, support better learning outcomes. A systematic review of the literature on MPA (2005-2021) was undertaken to explore the teaching strategies that are used to help students in higher education. The researchers performed independent assessments of the literature based on the inclusion criteria. Discrepancies between the two reviewers were resolved through discussion. Each of the articles that met the research conditions was classified using four treatment modalities: cognitive interventions, behavioural interventions, pharmacological treatment and complementary. The initial scoping resulted in a total of 116 research articles. This was reduced to 18 articles that fully met the inclusion criteria. There is a wealth of literature exploring MPA; however, very few teaching approaches or interventions have been found that can easily be embedded in music education. The findings indicate that interventions deriving from promising reactive treatment have been developed, but that these are rarely generalisable to typical teaching practice.

Most research in music education has so far dealt with music training in institutional settings, such as schools, and is accordingly based, either implicitly or explicitly, on the assumption that musical learning results from a sequenced, methodical exposure to music teaching within a formal setting. However, in order to realise and understand the multidimensional character of music teaching, musical learning should be considered in a much broader and wider context. During the last decade there has been an awakening interest in considering not only the formalised learning situations within institutional settings, but also all various forms of learning that goes on in informal musical learning practices outside schools. The study of informal musical learning outside institutional settings has actually proved to contribute to important knowledge and aspects of music education. The aim of this presentation is twofold: (i) to give a ‘view from the bridge’ about current and potential directions in music education research and practice, and (ii) to illuminate this issue by presenting some current and recent work. I will do this by focusing on two main themes: (i) different aspects of formal and informal learning situations or practices, and formal and informal ways of learning, respectively and (ii) the developing of research methods exemplified by the main results of a meta analysis of qualitative studies on music creativity and composition. By way of introduction, I will start by presenting the definition of the field of research in music education from which I operate. This also involves a view of the relationship between music education as a field of praxis (music pedagogy) and as a field of research, and the relationship between these two facets of music education and the surrounding society.

Procrastination is an important source of losses in organizational productivity. It is also an interpersonal concern in work teams, and often the cause of personal frustration. Rich accounts exist in the scholarly literature about an individual’s personality and behavioral traits able to explain procrastinatory attitudes, but the environmental factors that moderate procrastination are less understood, and especially not so in information technology (IT) research. Our study is a systematic review of the literature in four behavioral sciences. It seeks to organize procrastination-related factors that are external to the individual, and to present implications for the IT workplace. Broadly, we conclude that the IT workplace is a rich tapestry of positive and negative sources of procrastination influences weaved into the timely fulfillment of tasks. We also reach at a surprisingly new understanding of Leavitt’s system model (a model that has been in use for decades in the study of IT phenomena), i.e., the existence of forces that act in opposite directions regarding procrastination.