In-Service Conference Research Articles

Resource supervision and teaching effectiveness: Perspectives of physical and health education lecturers in train-the-trainer institutions in Nigeria

The study assessed perspectives in the supervision of human and material resources and its contribution to the teaching effectiveness of Physical and Health Education Lecturers’ in Colleges of Education in South-South region of Nigeria. Two null hypotheses were formulated based on the specific objectives of the study. A 35-item questionnaire was developed by the researchers and used for data collection. A sample of 69 Physical and Health Education lecturers from 7 colleges out of 12 who offer Physical and Health Education were selected through the status sampling technique. Pearson Product Moment correlation was used in data analyses. It was revealed that teaching effectiveness of Physical and Health Education lecturers had significant relationship with the supervision of human resources in the colleges of education; also, involvement of lecturers in facilities supervision had significant influence on Physical and Health Education lecturers teaching effectiveness. Based on the findings, it is concluded that human resource and facilities supervision are institutional predictors of Physical and Health Education lecturers teaching effectiveness in these colleges of education. It was recommended that staff selection process should strictly be supervised by credible academics and recruitment based on merit. In addition, that lecturer (human resource) should be given opportunity to develop their professional capacities, through in-service training, conference and workshop. Thirdly, Lecturers of Physical and Health Education should be made to participate in practical supervision of equipment, facilities and other materials used in the facilitation of physical and health education activities.

CAUSES OF STUDENTS POOR PERFORMANCE IN MATHEMATICS. A CASE OF SEFWI BONWIRE D/A JUNIOR HIGH SCHOOL IN THE WESTERN REGION OF GHANA

This study sought to examine the causes of students poor performance in Mathematics. A case of Sefwi Bonwire D/A Junior High School in the Western Region of Ghana. The study was a survey in which questionnaires were administered to 80 respondents. Data analysis and interpretation was conducted through frequency tables and percentages. The study revealed that, students study habits was the major cause of their poor performance in Mathematics. It was also revealed that, problem-based learning was the main activity-based teaching method that could improve upon Mathematics education in the school. It was finally revealed that, teaching effectiveness was the major factor that affected Mathematics education in the school. Attainment of the goals of Mathematics education is largely dependent on the quality of teachers. Therefore, there should be quality teacher development. Opportunities to enrich teachers practices and competencies through in-service training, conferences, seminars and workshops should be provided on a regular basis to help them keep abreast with recent developments in the field of Mathematics education and broaden their knowledge of the subject matter. There should be proper staffing of schools in terms of quality and quantity. Good practices for effective implementation of inquiry-based Mathematics education must be identified and properly implemented. There should also be provision of modern teaching-learning resources in terms of quality and quantity as students need a variety of materials to engage in inquiry-centered learning environment. Finally, if Mathematics courses are properly taught from the lower level, this will lay a sound foundation for Mathematics education at the higher level.

Understanding the Process of Proximate Change Following Music Teachers’ Participation in Large-Scale Conferences: A Grounded Theory

Abstract The purpose of this study was to understand the process of proximate change following music teachers’ participation in large-scale conferences (i.e., the near-term integration of conference learnings into classroom practice). I conducted 60 interviews with 32 active music teachers who attended three selected music conferences: the Midwest Clinic, the National Association for Music Education In-Service Conference, and the Texas Music Educators Association Clinic/Convention. Three waves of grounded theory analysis (Corbin & Strauss, 2015) revealed a three-phase process: consideration, realization, and decision. The core category was identified as convergence and represented participants’ pursuit of relevance, practicability, and impact in their conference professional development (PD) experiences. Contextual conditions included participants’ perceptions of and histories with PD, as well as the influence of policy on their PD participation. Dimensionalized quotes, an integrative diagram, theoretical propositions, implications, and recommendations for further research are put forward.

Knowledge and beliefs of classroom teachers about dyslexia: the case of teachers in Turkey

ABSTRACT Dyslexia is a specific learning disability that is neurobiological in origin, is characterised by difficulties with accurate and/or fluent word recognition and by poor spelling and decoding abilities and is encountered in one in every five children. Teachers’ pedagogical knowledge plays an important role in the education of students with dyslexia. Dyslexia is a very new topic in Turkey. For this reason, scientific research in the field of dyslexia in the country is currently very limited and teachers have very limited knowledge about dyslexia. Due to the lack of such studies, this study was conducted with teachers who worked directly with individuals with dyslexia. The objective of this study was to analyse the knowledge levels of 260 primary school teachers on dyslexia and factors that may be associated with it as determined by their scores on the Knowledge and Beliefs about Developmental Dyslexia Scale. The results show that these classroom teachers were not knowledgeable enough about dyslexia and did not feel ready to teach students with dyslexia. For this reason, it would be beneficial to attach importance to the professional development of teachers by improving their knowledge through inservice training programmes, seminars, and conferences. The findings are discussed within the framework of extant literature.

The Benefit of a Formal Plastic Surgery In-Service Conference

Annually, residents are expected to take an in-service examination to gauge their understanding of plastic surgery knowledge and prepare them for the American Board of Plastic Surgery written examination. In addition, in-service score are now being used as an assessment tool for fellowship applicants. Because of the breadth of Plastic Surgery material, it is difficult to prepare a resident for such a comprehensive examination. At the University of Utah, a weekly conference was instituted to help prepare residents for the in-service and board examination with the goal of improving scores. A weekly 90min review conference was initiated at the University of Utah in an effort to improve in-service scores. Residents along with a member of the faculty reviewed old in-service examination questions and discussed the selected topics in depth. The residents' examination score averages per PGY level were compared from years before and after initiation of the conference. In addition, examination scores for each individual were compared before and after initiation of the conference. Paired t-test comparisons were performed to analyze the results. Statistically significant improvement in residents examination scores averages were observed from years before and after initiation of the conference after the second year of training (42% vs 62%, p = 0.03). Furthermore, examination scores for each individual obtained the years before and the year after initiation of the conference significantly improved (31% vs 71%, p = 0.01). When comparing individuals in years prior to implementation of the conference there was no statistically significant improvement from year to year. Implementation of a formal weekly in-service conference significantly improved performance on the in-service examination. Improvement was found when comparing between PGY training level after the second year of training and individually for residents. These results advocate for a focused educational conference for preparation for the in-service examination.

Good News in Inclusive String Music Education

There has been a paradigm shift in the field of string instrument instruction and working with students with disabilities over the past 25 years. The previously reported lack of educational preparation for teachers in including students with disabilities in string classrooms and ensembles seems to have been improved upon through teacher training programs, in-service conferences, clinics, and videos. Furthermore, on a closer—illustrated—look, teaching strategies used in early stages of string instruction easily transfer to working with students with disabilities. The increase in interest, participation, and success of students with disabilities in the strings classroom has clarified the need for a body of empirical research in this area.

See You in Nashville for NAfME’s 2015 National In-Service Conference

See You in Nashville for NAfME’s 2015 National In-Service Conference

Continuing Transitions: Creating New Traditions

In the October 2010 issue of General Music Today, I talked about various transitions our profession is currently experiencing. Some are cyclical in nature—such as the change of board members—whereas others are of a more permanent and lasting nature—such as the employment transitions that many of us are, or have been, facing. MENC-sponsored professional development opportunities are also in a state of transition. In an effort to create a new type of professional development conference, MENC has shifted its focus from the traditional spring biennial in-service conference to a set of academies offered annually during the summer—June 2011 will mark the third Music Education Week (MEW). MEW is structured around a series of academies. Planned according to music educators’ areas of teaching— choral, band, jazz, general music, and so on—each 2-day academy has a series of sessions specific to the teaching focus. The idea is to provide participants with a more in-depth exploration of topics suited to their teaching contexts as well as flexibility in the time length of the sessions. At the time of this writing, the General Music Academy for MEW 2011 is being planned by the Society for General Music (SGM) with assistance from the Early Childhood Special Research Interest Group (Early Childhood SRIG) and will focus on music in early childhood. While early childhood traditionally encompasses birth to age 8 years, we are planning to expand the academy focus to include the transition from early childhood into middle elementary, thereby expanding the targeted student population to birth to age 9 years. The General Music Academy will be organized by the manner in which children engage in music: singing/ chanting, playing, moving, listening, and creating. Within each mode of engagement, music development and instructional techniques will be presented. Again, the philosophy behind the academy format is to give participants a more in-depth experience so session lengths may vary depending on the needs of the particular topic. A change in tradition is not always an easy one. Some will miss the mixing and mingling of all music educators— preK through university—typically experienced at the biennial in-service conference. Others may miss the ability to attend sessions in a variety of teaching areas such as band, choral, jazz, urban, and small school. MENC’s Professional Development Committee is trying to address these issues in the context of the academies. Although some overlap in academy attendance may be possible, it will not be as fluid as during the biennial conference. However, you will still find the biennial format at the division and state conferences. Finally, in addition to the change in format, the other substantial change is that of time and location. The new tradition is June in Washington, D.C. SGM serves a very large population and understands that not everyone is able to travel to Washington, D.C.—especially on an annual basis. We are continually seeking ways to provide professional development support to our wide expanse of members and are hoping to help facilitate an event in 2012 in a more western location. Please “stay tuned” for further developments. Many of you are soon to attend your state and/or division conferences this winter and spring. If you are interested in attending MEW 2011 this summer, please go to menc.org for session and registration information. Regardless of the conference you attend, best wishes for a professional development experience that leaves you refreshed and reenergized.

The Rewards of Teaching Music in Urban Settings

great deal has been written about the challenges facing music educators who work in urban settings.1 The scarcity of instruments, textbooks, and other resources; a lack of parental and administrative support; and difficulties with classroom management are just a few of the issues that confront mu sic teachers who work in urban communities.2 However, many music educators who teach in urban settings find their work to be a source of deep satisfaction and pride. Their positive stories have been noticeably absent from pub lished writings about urban music education. This article presents a conversation among five music teachers who work in two large cit ies in the northeastern United States as a way of highlighting the rewards of teaching music in urban settings. The discussion took place at a recent panel session at a state in-service con ference for music educators. I served as the facilitator for the panel, which was attended by more than fifty music educators from across the region.3 Three main themes emerged from the discussion:

Content Analysis of Four National Music Organizations' Conferences

We examined the content of the 2002 and 2004 National Biennial In-Service Conferences of MENC: The National Association for Music Education; the 2002 and 2004 Midwest Clinic: An International Band and Orchestra Conferences; the 2002 and 2004 Orff-Schulwerk Conferences; and the 2003 and 2005 American Choral Directors Association Conventions. Each of the 2,302 sessions was examined and classified according to category, subject area, and focus. The largest proportion of categories of sessions at the MENC (74.2%), Midwest (4 7.5%) and Orff-Schulwerk (80.3%) conferences was education, while performance (56.9%) was the largest proportion at ACDA. The predominant subject areas within education were performance for ACDA (53.3%) and Midwest (42.8%), general music (47.1 %) for Orff-Schulwerk, and industry (42.3%) for MENC. The proportion of industry to non-industry sessions at MENC was more than double any of the other conferences examined.

2006 Senior Researcher Award Acceptance Address: Observations about Music Education Research in MENC'S First and Second Centuries

Jere T. Humphreys is the recipient of the MENC 2006 Senior Researcher Award. The following speech was presented on April 20, 2006, at a special session of the Society for Research in Music Education at the National Biennial In-Service Conference of MENC: The National Association for Music Education, held in Salt Lake City, Utah.

The Healthcare-associated training calendar: An innovative approach to infection control education

ISSUE: Teaching the principles of infection control to a large number of individuals from various educational backgrounds at a chronic care facility can be difficult. We developed an educational tool to assist the infection control director in this endeavor. PROJECT: A calendar featuring a monthly infection control topic is used to teach employees. A large calendar is displayed in the employee meeting room, where it was clearly visible to staff. Each calendar month features a osocomial disease/condition historically likely to be present in the facility during that timeframe. Identification numbers from the infection control manual matching the monthly topics are listed as a reference for employees. Lectures and demonstrations are also posted on the calendar, including the times and locations of presentations. Additional educational information, such as leaflets and audiovisual aids, are made available when appropriate. For example: October is pediculosis/head lice/scabies month. Many aspects of the monthly topic are presented, including residential cleaning practices, recognition of symptoms, handling of outerwear, prevention practices, and treatment. Other monthly topics include: influenza, methicillin-resistant Staphylococcus aureus (MRSA), aspiration pneumonia, and hand hygiene. RESULTS: Employee awareness of the infection control topics has improved, as evidenced by an increase in the volume of clients being brought to the infirmary for diagnosis and treatment of the “disease of the month.” In-service educational conferences are well attended; review of institutional policies and procedures have resulted in appropriate modification to those items. LESSONS LEARNED: The healthcare-associated training calendar is an efficient tool for educating employees at our chronic care facility. Raising awareness of employees to various diseases and infection control procedures should lead to better care of residents.

A Matter of Perspective: Thoughts on the Multiple Realities of Research

Patricia Shehan Campbell is the recipient of the MENC 2002 Senior Researcher Award. The following speech was presented on April 12, 2002, at a special session of the Society for Research in Music Education at MENC's National Biennial In-Service Conference in Nashville, Tennessee.

MENC 2000 National Biennial In-Service Conference: A Content Analysis

The 413 sessions of the 2000 MENC National Biennial In-Service Conference were classified according to category, which included educational sessions, concerts and sessions that included performances, and general sessions. They were also grouped according to subject areas, including general music, performance, administration, research, technology, industry and exceptionalities. By far the largest proportionate category of sessions was education (65%), followed distantly by sessions including performances (17%). Promotion of industry products dominated, accounting for 29% of all sessions and 40% of the content of educational sessions. Technology sessions represented 25% of all subjects and 71%) of industry sessions. Performance-focused sessions comprised just over 20%). A continuation of trends of high industry representation and increasing technology, along with decreasing performances and performance-oriented sessions, was found. A single session on inclusion resulted in the exceptionalities category forming 0.4% of total conference offerings.

Call for Performing Groups for the 58th MENC National Biennial In-Service Conference

Call for Performing Groups for the 58^th MENC National Biennial In-Service Conference

On Publishing, Pluralism, and Pitching

John M. Geringer is the recipient of the MENC 2000 Senior Researcher Award. The following speech was presented on March 10, 2000, at a special session of the Society for Research in Music Education at MENC's National Biennial In-Service Conference held in Washington, D. C.

Personal Perspectives on Research: Past, Present, and Future

Rudolf E. Radocy is the recipient of the MENC 1998 Senior Researcher Award. The following speech was presented on April 16, 1998, at a special session of the Society for Research in Music Education at MENC's National Biennial In-Service Conference held in Phoenix, Arizona.

“The Future of Scholarly Inquiry in Music Education”: 1996 Senior Researcher Award Acceptance Address

Cornelia Yarbrough is the recipient of the MENC 1996 Senior Researcher Award. The following speech was presented on April 19, 1996, at a special session of the Society for Research in Music Education at MENC's National Biennial In-Service Conference held in Kansas City, Missouri.

“The Need to Know”: 1994 Senior Researcher Award Acceptance Address

James C. Carlsen is the recipient of the MENC 1994 Senior Researcher Award. The following speech was presented on April 8, 1994, at a special session of the Society for Research in Music Education at MENC's National Biennial In-Service Conference held in Cincinnati, Ohio.

An Update Conference for Earth Science Teachers – Experiences at the University of Northern Iowa

Teachers of middle-, junior-high, and high-school earth science are eager to receive updated information and to participate in hands-on learning experiences. To serve this interest and need, the Department of Earth Science at the University of Northern Iowa hosts an annual inservice conference for Iowa teachers. The UNI Update Conference for Earth Science Teachers focuses on lectur/discussion presentations and hands-on activities to provide updated information on developments in the earth sciences (astronomy, geology, meteorology, and oceanography). Teachers appreciate learning of activities and ideas that they can incorporate directly into their teaching. A typical conference includes presentations by UNI staff members, scientists from state agencies, and teachers of secondary-school earth science. A conference of this nature is self-supporting with a modest registration fee. The UNI Update Conference can serve as a model for other earth science or geology departments interested in serving the needs of a...