Learning Rhythms Research Articles

Technological tools for teaching english as a foreign language

The purpose of the research project is to determine the appropriate technological tools for teaching English as a foreign language to the students of the indigenous community of Salasaca. Qualitative research was applied at first, through a bibliographic review, and then quantitative research was applied, as descriptions of the tools were developed and specific data from teachers and students were quantified. The use of technology as a mechanism for learning the English language allows teachers to incorporate in their pedagogical process new ways to make learning more efficient and meaningful, achieving greater effectiveness in students, using modern tools that motivate the student, that encourage autonomous learning and critical thinking, respecting the different learning rhythms.

Tahap Kepuasan Pelajar Terhadap Aplikasi Dalam Talian Dan Si-kap Pensyarah Dalam Pembelajaran Jarak Jauh Di Universiti Tun Hussein Onn Malaysia (UTHM) Semasa Pandemik Covid-19

The era of the Covid-19 pandemic that hit the whole country clearly had a huge impact on the world community in all sectors. Malaysia is no exception to face the disruptive effects of this pandemic, especially on education issues. Therefore, Malaysia had to take drastic measures to curb the spread of this pandemic by enforcing the Movement Control Order (MCO). Among the main essence of MCO is the directive to close institutions of higher education. This matter will cause a huge impact on the country's education system. Therefore, an initiative that is teaching and learning (PdP) virtually or online is fully implemented in the country to ensure that learning activities do not stop due to the spread of this pandemic. The study found that students began to lose interest in virtual learning. Students begin to feel less confident with online learning sessions. Indirectly, student’s disciplinary problems will increase thus affecting student’s mental health issues. In addition, new norms in living have had a negative impact on student’s learning sessions with lecturers. The attitude of lecturers who do not understand the situation of students is the main challenge of online learning sessions. It will be a problem that students will begin to lose focus, not be able to follow the rhythm of learning and eventually will drop out of knowledge. This study is focusing on student satisfaction with online applications and lecturer’s attitudes towards students should be conducted. Therefore, this study aims to examine the level of student’s satisfaction with online applications and the attitudes of lecturers in distance learning. To achieve this objective, the researcher uses a quantitative method to conduct a survey through a questionnaire using Google Form. This study took a sample of students from Universiti Tun Hussein Onn Malaysia (UTHM), Parit Raja, Batu Pahat, Johor consisting of undergraduate and diploma students. Data collection through Google Form is channeled using the medium of Whatsapp, Telegram and e-mail. This data analysis uses the Statistical Package for Social Science (SPSS 2.3) to strengthen the study. The results of the study found that the students have high satisfaction with the online application conducted by UTHM during Online Distance Learning (ODL). Similarly, the level of satisfaction of the students towards the attitude of the lecturers who were seen to be very satisfied during the learning sessions.

Raising independent-learning awareness: An action research in dance practice course in Indonesia

Students’ independent-learning awareness in dance practice course in Indonesia tends to be weak. Most students only do learning during class meetings with their lecturers. This research aims to raise students’ awareness of independent learning in dance practice course by optimizing daily assessments needed by students as the basis for self-evaluation in conducting learning outside class hours. Lecturer evaluation notes in this daily assessment format were given to students to be used as a reference in improving the weaknesses of each student’s ability to master the course material of each meeting. This research was conducted with an action research design that implements seven stages of critical and reflective learning in a series of three main stages in action research, namely pre-action, action, and post-action. The participants were 37 students at a university in West Java, Indonesia. The research results showed that students in the dance study program did not yet have high awareness of independent learning. This learning condition has a largely influenced the mastery of the keurseus dance material given in the course. However, through action research, we provided treatment to improve students’ learning methods so that their abilities can be further improved by applying several critical-reflective steps. The results of this research illustrate the effectiveness of teamwork in finding learning solutions for students in finding effective learning rhythms outside of class hours.

“We can never close the book and say, ‘We’ll continue next week’” – The rhythms of cooking and learning to cook in Swedish Home economics

ABSTRACT The Swedish school subject Home Economics (HE) covers complex content to do with cooking and sustainable development, but is allocated relatively few hours. I draw on observations of HE lessons and interviews with teachers to show how experiences of time poverty can be conceptualized as arrhythmia in relation to the requirements of the curriculum, scheduling, cultural expectations, and the unpredictable nature of student cooking. By viewing cooking and learning to cook as sets of rhythms, I illuminate the disjoint between the mathematical rhythms of scheduling and recipes on the one hand and the visceral rhythms of students and food on the other. As teachers struggle to translate the vague knowledge goals and linear progression of the syllabus into the cyclical rhythms of meal-centered lessons where cooking is organized as a group activity, they prioritize time-consuming recipes and cleaning over reasoning around sustainability, which may contribute to a feeling of not keeping up with the contents of the syllabus.

MEDIA LITERACY AMONG ADOLESCENTS : PREVENTIVE TO THE IMPACT OF PORNOGRAPHY ON YOUTUBE SOCIAL MEDIA IN SOUTH TANGERANG

The social problem that is rife today is related to the impact of pornography on social media among children and adolescents. Pornography has a very big danger, especially teenagers. Adolescent psychology is still unstable and the growth of sexual hormones in adolescents, making pornography has a danger (negative impact) is very large on adolescents. Not only drugs that contain addictions, pornography also makes viewers addicted / addicted. For teens, addicted to porn sites (cybersex) will make learning rhythm become chaotic. In general, addiction to porn sites will have a negative impact on one's character. Based on research by Bingham and Piotrowski in the Psychological Report entitled On-line Sexual Addiction, the character of people who are addicted to cybersex are: Inadequate social skills, preferring to wrestle with sexual fantasy, engrossed in communication with the characters created by him. own imagination, and unable to control themselves not to access porn sites and forget time. The results of a Child Protection Commission (KPA) survey of 4,500 teenagers revealed, 97 percent of teens had watched or accessed pornography and 93 percent kissed their lips. Like chemical addiction, pornography addicts tend to replace something important with sex or other forms of pornography. People who are addicted to pornography usually use media such as magazines, porn videos or most often is the internet. Adolescents who generally still live with parents, therefore the role of supervision from parents is needed to provide an understanding of the use of social media wisely and directed to use social media positively. Parents can only provide gadgets as an easy access for their children to explore YouTube social media, but basically they also lack understanding about the media so there is still a lack of awareness for parents to control the content that their children see and consume on social media YouTube. Therefore, the need for media literacy training among adolescents is a form of prevention of the impact of pornography on YouTube social media in Kembangan Utara.

APPLICATION OF MODERN TEACHING TECHNOLOGY IN COVID-19 CRISIS CONDITIONS

Modern technology enables a more creative organization of online educational processes, monitoring of all its stages and a special rhythm of learning adapted to the abilities of each student. Modern teaching technology is imperative today and a challenge for every teacher. Especially in the crisis conditions caused by the Covid-19 pandemic, it is important to achieve the best result with the digitalization of the teaching process. The paper analyses advantages and disadvantages in the application of modern teaching technology in general, as well as during Covid-19 crisis. The paper reveals the importance of new modern teaching technology models for improving online education, obtained by digital education tools, in Covid-19 crisis conditions.

Prospective Teachers' Perspective on the Role of Instructor in Fostering Their Mathematical Disposition

Continuous treatment is needed in developing mathematical dispositions. Even at the higher education level, some prospective teachers still need proper treatment in developing their mathematical dispositions. This study tries to reveal instructors' role in fostering their students' mathematical disposition to better didactical situations. This study is qualitative research with a content analysis approach. The results obtained in this study indicate that the instructor's role is still needed in the classroom regardless of the students' mathematical disposition. Instructors ' expected learning role becomes diverse based on the mathematical disposition grouping between good, moderate, and less mathematical dispositions. For prospective teachers who have an excellent mathematical disposition, the instructor's role is to confirm a theorem, confirm answers to questions, and the benefits of contextual topics. For prospective teachers who have a satisfactory mathematical disposition, the instructor's role is to motivate, direct the learning, and keep the classroom conductivity. Whereas for prospective teachers deficient in mathematical disposition, the instructor's role is needed as a direct learning source, structured learning director, and an enjoyable learning rhythm.

Clinical governance and continuous Quality Improvement in the veterinary profession: A mixed-method study

96% of the veterinary profession agrees that Quality Improvement improves veterinary care. While clinical governance is an RCVS professional requirement, over the last year only 60% spent up to 3 days on the quality improvement activities which allow clinical governance to take place. 11% spent no time on it at all. A lack of time, know-how and organisational support were among the barriers preventing its adoption in practice.
 Rather than being an individual reaction to a problem, Quality Improvement is a formal approach to embedding a set of recognised practices, including clinical audit, significant event audit, guidelines and protocols, benchmarking and checklists. This framework should be applied within a just culture where errors are redefined as learning opportunities, and precedence is given to communication, team-work and team-morale, patient safety, and distributed leadership.
 Addressing this gap will require evolution – rather than a revolution. Persistent packages, given enough time and addressing the whole flow of the patient journey, trump one-off ‘heroic’ and narrowly-focused interventions. Creating a rhythm of learning alongside stability of practice allows lessons to be absorbed and improvements routinised. Doing good things well is better than doing perfect things sporadically and helps address the widespread concern that there is insufficient time for QI by making the time commitment more predictable and manageable.
 The research provides a robust, evidence-based, roadmap for the entire sector including professional organisations, educators, those in management positions and care providers.
 

Secondary school students’ perception according to their learning style of a mathematics Flipped Classroom

The Flipped Classroom (FC) has been gaining prominence over the past few years. Many articles have shown that the FC increases the interaction between students and between the teacher and students, allowing different learning rhythms, facilitating access to materials, increasing collaboration between students and enhancing active learning. The present research looks at how students perceive the FC based on their learning style. The research was carried out with a sample consisting of two groups of third-year compulsory secondary education students (37 students in total) in the subject of mathematics. A quantitative methodology was used. At the beginning of the term, all students were given a questionnaire (CHAEA) to determine their learning style. At the end of term they were given a questionnaire (Driscoll) on their perception of the FC . The results show that students with a theoretical style of learning value the uses of the FC more positively and perceive greater interaction with peers and the teacher. However, students with a reflective learning style rate the FC lowest and have a the worse perception of the different key characteristics of the FC. In all statements, most students answered that they agree or very agree. These results are in line with those obtained by other authors in other contexts. This study brings certain nuances to the existing literature on the perception of the FC based on the students’ learning style.

Manajemen Pembelajaran Keterampilan sebagai Persiapan Pekerjaan Anak Tunagrahita Ringan Jenjang SMALB

The Extraordinary School for mentally retarded is a formal education that aims to develop and optimize their potential. This study aims to describe the learning skills management as a preparation for work carried out in SLB Sukagalih and SLB ABC YPLAB Lembang. The method used was descriptive method with a qualitative approach. The results showed that; the teachers in the two schools have implemented learning management. However, the implementation is not optimal and the preparation of materials still uses general patterns. The teachers stated that they had organized the field of study and the accommodation of the curriculum was done through duplication, substitution, modification, omission, and individual programs, and order of study material characteristics, but it was not well documented. The implementation of learning has no individual tutoring in accordance with the ability and learning rhythm of mentally retarded children. Various attempts have been made by the teacher to overcome these difficulties, but the results are not as expected.

Improving Students’ Aural Skills on the AP Music Theory Exam

In the past six years, more than 40,000 students have failed the AP Music Theory Exam. Students have struggled especially when sight-singing or taking melodic dictation in compound meter and minor tonality. Research has shown that students can improve these specific aural skills through learning pitch and rhythm patterns, improvisation activities, and learning from musical literature. This article includes research-based practical applications for helping students improve their aural skills for the AP Music Theory Exam.

La Atención a la Diversidad Funcional en Educación Primaria

Pese a los múltiples estudios que confirman la pertinencia de dar valor a la diversidad presente en las aulas a través de estrategias orientadas a la educación inclusiva todavía encontramos manifestaciones evidentes de segregación escolar. El presente estudio, a través de la técnica del Grupo Focal, identifica apoyos y obstáculos presentes en el ámbito de educación primaria que percibe el equipo educativo. Para ello se analizan cuestiones vinculadas al imaginario social de la diversidad, actitudes, demandas, mitos, prejuicios y limitaciones tanto internos como externos, entre otros. Destaca la tendencia a vincular el concepto de diversidad a la diversidad funcional (que marca el resto del análisis de la realidad del presente estudio), la dificultad de adaptar la heterogeneidad en los ritmos de aprendizaje a la homogeneización de resultados académicos exigidos, la preponderancia de contenidos formales frente a los transversales y una burocracia que incentiva a las adaptaciones curriculares formales. En la comunidad educativa, identifican situaciones de rechazo y actitudes discriminatorias transmitidas por parte de los familiares de alumnado normotípico sobre la diversidad funcional y una implicación insuficiente en la consolidación de espacios escolares inclusivos en un porcentaje considerable del profesorado. Se requiere, por tanto, una puesta en valor de la diversidad y de los beneficios de la inclusión para el conjunto de la sociedad.

Where’s the body? Reconsidering the concept of pedagogical content knowledge through research in music education with Dutch specialist preschool music teachers

AbstractThis article reports an investigation into the pedagogical content knowledge (PCK) of Dutch specialist preschool music teachers with regard to teaching and learning rhythm skills from an embodied cognition perspective. An embodied cognition perspective stresses the intimate relationship between body, mind and environment. Through stimulated recall interviews, video analysis tasks, notebooks and semi-structured interviews, the PCK of six music teachers was explored. Regarding the content, a new form of bodily based PCK was found in the data: instructional gestures, representational gestures and guiding gestures that facilitate the learning of rhythm skills of preschoolers. Regarding its nature, this study demonstrated that the music teacher’s PCK presents itself as a multimodal form of knowing, distributed over language, sound, gestures, body positioning and physical actions. This study raises the question whether the body is marginalised in current conceptualisations of PCK.

Rhythm pattern discrimination by primary school students

Ascertaining the most effective modes of presenting rhythmic information to students is extremely important in order to facilitate rhythm training. This study examines the effects of different bimodal presentations of rhythmic information on the discrimination of rhythm patterns by primary school students. A 2 × 2 factorial design was conducted with two variables – audiovisual and audio-textual – each using two levels (static and dynamic). Four experimental conditions were designed: (1) static audiovisual, (2) dynamic audiovisual, (3) static audio-textual and (4) dynamic audio-textual. Data were collected by administering a rhythmic discrimination test to intact classes in second grade ( N = 83; 40 boys and 43 girls; 7–8 years old; medium socio-economic level) at two public primary schools from Comunitat Valenciana, Spain. Fourteen rhythmic patterns were presented to each group in each condition. Each pattern was played three consecutive times. The test consisted of comparing the third presentation of each pattern to the first two presentations – thereby exposing the sample pattern – and deciding whether the third was the same or not. The following covariates were measured: age, previous rhythmic skills, musicians in the family environment, out-of-school music studies and grades earned in music school classes during the previous year. The test scores show significant statistical differences between dynamic audiovisual and static audio-textual ( g = 1.25), as well as between dynamic audio-textual and static audio-textual ( g = .90). Furthermore, the audiovisual presentation mode was superior to its audio-textual counterpart ( g = .46) and the findings showed that the dynamic presentations were more effective than the static ones ( g = .69). The implications for teaching and learning rhythm are discussed.

Rol del pedagogo infantil en procesos de inclusión

Este texto deviene de la investigación realizada en el segundo semestre del año 2018 y el primero de 2019, titulada “Orientaciones pedagógicas para el fortalecimiento de la expresión emocional en población infantil con Trastorno del Espectro Autista - TEA - del Gimnasio Campestre de Guilford”, institución de educación inclusiva que tiene como misión ofrecer una formación integral propiciando un ambiente académico emocional y social, desde el desarrollo cognitivo, físico y socio afectivo, respetando ritmos de aprendizaje, la formación en valores, el reconocimiento a las diferencias individuales y el desarrollo de la autonomía; escenario educativo que propone un diseño curricular flexible y que permite formación a partir de las condiciones particulares de los estudiantes. El objetivo del estudio fue diseñar orientaciones pedagógicas que fortalezcan las habilidades de expresión emocional de la población infantil de la institución educativa participante y a su vez favorecer los procesos de inclusión. Las orientaciones pedagógicas son entendidas para esta investigación como pautas que apoyan la praxis del docente en el aula, desde el perfil del Pedagogo Infantil y buscan ser una guía para fortalecer la expresión emocional en los niños, aspecto concebido como eje fundamental de la dimensión social y afectiva del ser humano, que asegura el desarrollo integral de la infancia. En términos metodológicos este estudio es básico de corte cualitativo y trabaja el método estudio de caso, con técnicas e instrumentos como la observación participante a través de un registro, entrevista semiestructurada a docentes con guion de entrevista y matrices de sistematización y análisis. Los resultados están enmarcados en la caracterización de habilidades de expresión emocional de la población infantil con TEA, en procesos de inclusión, de la institución educativa participante, así como las apreciaciones de los docentes para identificar los rasgos distintivos en cuanto a la expresión de emociones en la muestra poblacional, permitiendo la construcción de pautas pedagógicas como propuesta de reflexión y observación soporte, para la aplicación – a partir de las orientaciones - desde la mirada del docente en el aula, que aporte a potenciar la expresión emocional de los niños desde el perfil del profesor.

Effects of The Lexical Rhythm Learning Strategy on Music Teacher Candidates’ Success in Rhythm Dictation

Rhythm is a fundamental subject in music education. In general, voluntary, and occupational education between pre-school and higher education, rhythm instruction is included in music education either through instrument training or music theory. This study determines the effects of the lexical rhythm learning strategy on music teacher candidates’ success in rhythm dictation. It also presents the study group’s views and opinions about the strategies they used in learning rhythm. The study group (n=20) consisted of first year music teacher candidates registered in the Musical Hearing, Reading, and Writing II course in the Music Education Programme in the Department of Fine Arts Education at the Mugla Sitki Kocman University, Faculty of Education during the 2016-2017 academic year. The research used quantitative and qualitative methods. “The Rhythm Dictation Test” was used to test the research hypotheses. In addition, an interview form was administered at the end of both the pre-test and post-test to ascertain subjects’ strategies of writing dictates and their perception of the difficulty of the rhythm dictation. A significant difference was found between experimental and control groups in their total rhythm dictation scores, in favour of the experimental group. The lexical rhythm learning strategy was adopted by the entire experimental group, it was effective in the perception of rhythm patterns, and it made dictation easier. As a result, effectiveness of the lexical rhythm learning strategy in dictating compound rhythm patterns was highlighted.

Dyslexia: ways to identify and address it

Dyslexia is a reading and write-related learning disorder that affects many children, who are mostly untreated and treated to reduce the problems this represents and not become a barrier to those who have it because they are not aged Did it on time. The analysis through the bibliographic review of various authors, is the method used to make a study of the incidence of dyslexia, through this it is considered to review the styles and rhythms of learning since different problems arise from this such as aspect analyzed, it is also known what causes children to present these characteristics, what the consequences are and how the teacher can detect in order to use different measures. Several conclusions are obtained by being the most relevant that teachers have to have knowledge and preparation to be able to care for children with this difficulty.

Una experiencia para atender a la diversidad en la Universidad

This work shows an experience carried out in the subject of the fourth year of the Early Childhood Education degree called Pedagogical Fundamentals of Educational Needs in Childhood. Our main intention is to attend in the most adequate way to the university students offering at the same time inclusive strategies in an experienced way that they can transfer with the necessary adjustments to their classrooms in the future. To do this, we studied different methodological models with the following criteria: that they adapt to our context, that they respect the different learning rhythms, that will help in the management of the great ratios, that will make it possible to respond to the interests of the students and that in turn enhance interpersonal knowledge, because one of the needs expressed by students is that after four years living in a classroom they do not know each other. Thus, we conducted a literature review in relation to groups and methodologies favoring attention to diversity, marking us as objectives: to meet the needs and interests of students, promote the meeting and experience inclusive strategies

Experiencias reales de aula invertida como estrategia Metodológica en la Educación Universitaria española

El modelo educativo está en constante evolución, prestándose a un cambio de paradigma. Se busca un enfoque educativo, en el que se fomente el trabajo cooperativo y colaborativo, la participación del alumnado, la adaptación a distintos ritmos de aprendizaje, clases más prácticas y experimentales, que impulsen la autonomía, y la autorregulación en el aprendizaje. Nuevas metodologías, como la flipped classroom o aula invertida, pueden dar respuesta a algunas de estas necesidades. Este artículo presenta resultados de una investigación llevada a cabo en el Grado en Educación Primaria de la Facultad de Ciencias de la Educación de la Universidad de Málaga. El objetivo marcado ha sido analizar y conocer los resultados obtenidos, tras haber realizado la inversión de aulas, de dos asignaturas distintas en diferentes cursos, Didáctica de la Medida y Tecnologías de la Información y la Comunicación para la Educación. Se ha llevado a cabo la triangulación de resultados mediante un exhaustivo análisis cualitativo y cuantitativo, a partir de los datos obtenidos de entrevistas y cuestionarios. De esta forma, se pretende conseguir una imagen completa de la propuesta a estudio, mediante la comprensión de dos planteamientos metodológicos. Los resultados obtenidos concluyen que, el alumnado ve con satisfacción la introducción de una metodología que le proporciona mayor participación en el aula, que le facilita el acceso a contenidos didácticos en un formato más cercano, que puede consultar cuándo y cómo quiera, adaptándose a sus necesidades y ritmos de aprendizaje. Consideran que el tiempo en el aula es más eficaz, estiman que realizan un mejor aprovechamiento del tiempo y que además mejora su aprendizaje y la compresión de contenidos. Estos resultados, se suman a diversos estudios realizados por otros investigadores, en distintas etapas educativas.

Radiosynthesis and in vivo evaluation of 11C-labeled BMS-193885 and its desmethyl analog as PET tracers for neuropeptide Y1 receptors

BackgroundNeuropeptide Y (NPY) has been implicated in a wide variety of physiological processes, including feeding, learning, memory, emotion, cardiovascular homeostasis, hormone secretion, and circadian rhythms. NPY Yl receptor (NPY Y1-R) is the most widely studied NPY receptor, and is involved in many of these processes. BMS-193885 (1) was previously developed as a potent and selective NPY Y1-R antagonist, which has good systemic bioavailability and brain penetration. To evaluate the characteristics of 1 in vivo, we developed 11C-labeled BMS-193885 ([11C]1) and its desmethyl analog ([11C]2) for potential use as two new positron emission tomography (PET) tracers.Results[11C]1 was synthesized from [11C]methyl iodide using 2. [11C]2 was synthesized from [11C]phosgene using its aniline and amine derivatives. The mean ± S.D. decay-corrected radiochemical yields of [11C]1 and [11C]2 from 11CO2 at the end of radionuclide production were 23 ± 3.2% (n = 6) and 24 ± 1.5% (n = 4), respectively. In biodistribution on mice, radioactivity levels for both tracers were relatively high in the kidney, small intestine, and liver at 60 min post-injection. The radioactivity levels in the kidney, lung, and spleen of mice at 30 min post-injection with [11C]1 were significantly reduced by pretreatment with 1 (10 mg/kg), and levels of [11C]1 in the brain of mice were significantly increased by pretreatment with the P-glycoprotein and breast cancer resistance protein inhibitor elacridar (10 mg/kg). In metabolite analysis using mouse plasma, [11C]1 and [11C]2 were rapidly metabolized within 30 min post-injection, and [11C]1 was mainly metabolized into unlabeled 2 and radiolabeled components.Conclusion[11C]1 and [11C]2 were successfully synthesized with sufficient amount of radioactivity and high quality for use in vivo. Our study of [11C]1 and its desmethyl analog [11C]2 was useful in that it helped to elucidate the in vivo characteristics of 1.