Traditional School Settings Research Articles

The Multifaceted Impact of Music on Learning in Traditional and Music Schools

This paper attempts to delve more into the complex role that music education plays in both traditional and music schools. Beyond teaching skills, music education frames children’s personality and helps them fit in future working environments. Nurturing environments, modelled after music schools, emphasize comprehensive development, integrating cognitive, psychomotor, socioemotional, and artistic aspects. Beyond conventional lines, a holistic approach to education fosters creativity, emotional intelligence, and cross-cultural understanding. Music emphasizes the importance of self-expression and encourages individuals to explore their own unique voice. It also promotes collaboration and teamwork, as musicians often work together to create harmonious melodies. Additionally, music education has been shown to improve cognitive abilities such as problem-solving and critical thinking skills, which can be applied to various areas of life beyond the realm of music. Music schools emphasize immediacy and subjectivity, whereas traditional schools emphasize different feedback mechanisms. Aligning these components have the potential of enhancing learning opportunities and encourage a more comprehensive approach to learning and evaluation in the traditional school setting. Keywords: music education, traditional schools, music schools, learning mechanisms.

Considerations of Academically Talented Students’ Homeschooling Families for Returning to Traditional Schools

Parent-led, home-based education, or homeschooling, has grown rapidly over recent decades with participation rates increasing more than 100-fold to now nearly one in 25 students nationwide in the United States. However, the research base has not grown correspondingly, and homeschoolers remain understudied. We systematically surveyed a population of homeschooling families ( N = 881 responses) who had reported homeschooling a high-ability student to learn more about their characteristics and perceptions. Specifically, we report a mixed-methods analysis of the survey responses addressing whether and why these parents would or would not consider returning their child to a traditional school setting. Respondents were predominantly mothers who reported a high level of formal education and who were primarily responsible for implementing homeschooling with their child. Qualitative thematic analysis of open-ended responses yielded five main themes: preference, academics, concerns about future educational opportunities, satisfaction, and well-being. Findings both support and extend prior research with this population.

Bridging Gaps: A Study on the Satisfaction Levels in Modular Distance Learning

The Philippine Department of Education adapted to pandemic circumstances by implementing various learning modalities, including Modular Distance Learning, where Self-Learning Modules serve as the primary instructional medium. As the traditional school setting undergoes a paradigm shift, parents play a crucial role as educational partners with teachers. Despite their vital role, there's a research gap in parent satisfaction with modular learning, particularly in the Indian context. This study aimed to assess parent and student satisfaction with modular distance learning, using a quantitative, descriptive research design. The study included 150 parents and 150 pupils randomly selected from grades 4-6. Findings revealed a significant difference in satisfaction levels between parents and students across areas such as learning experience, teacher assistance, module quality, school support, and overall learning quality. Parents expressed low satisfaction with the learning experience, average satisfaction with the teacher's assistance and learning quality, and high satisfaction with module quality and school support. Recommendations underscore the need for school administrators to implement enhancement programs and revisit curricula to boost satisfaction levels. This study sheds light on the evolving dynamics of education during challenging times and emphasizes the importance of collaboration between parents and schools in ensuring effective learning experiences.

Cultivating virtue literacy in visual arts classes: Reflection on a fine-arts intervention aimed at moral education in a lower-secondary school in Iceland

ABSTRACT In this paper, I discuss the results of focus-group interviews with teachers and pupils in Iceland who participated in an intervention in visual arts classes aimed at cultivating virtue literacy, critical thinking, and moral deliberation through pupils’ creativity and discussions regarding moral topics. Pupils and teachers generally welcomed the ethical approach of the project, but thematic analysis revealed challenges to implementing moral education in a traditional school setting. The results suggest that although the value of the arts for moral reflection and deliberation is widely recognised, interventions for moral education need to consider the existing national educational framework, general educational aims, local school culture and the diverse characteristics of pupils and teachers.

The value of communal and intergenerational settings for studying social and emotional learning

AbstractIndigenous Latinx youth living in the United States are culturally diverse individuals whose experiences are often unrecognized. These diasporic youth identify, learn, and develop cultural strengths amid their upbringing outside their Native communities by engaging in integrated communal endeavors informed by Indigenous values. In this article, we present research on how interconnected aspects of diasporic Indigenous practices contribute to the social and emotional development of youth in middle childhood and adolescence. We focus on Indigenous familial and communal experiences that contribute to developmental processes. We provide nuanced perspectives to studying social and emotional learning (SEL) outside the traditional school setting by expanding to communal contexts. We examine comunalidad (communality) and intergenerational practices to consider how transformative SEL can be more inclusive of Indigenous ways of knowing and living. Our focus is the cultural strengths these communities bring to the SEL competencies of relationships and social awareness, which are applicable to the development of all children.

Teachers’ Perceptions of Communication Influencing the Teacher-Student Relationship in an Online Environment

The research examined high school teachers' perceptions of communication with their students in a remote virtual school setting. The problem was that communication was impacted when teachers and students transitioned from a traditional school setting to a remote virtual setting. This qualitative case study aimed to see how communication influenced the relationship between teachers and students. This case study provides teachers' perspectives on communication with students when pivoting from traditional schooling to remote instruction. Participants were ten teachers within a school district in Middle Tennessee who participated in at least one school year in a remote virtual school setting and one year in a face-to-face traditional school setting. A semi-structured interview protocol using Zoom and Survey Monkey questionnaires were used to gather data to determine how out-of-class communication and technology tools affect interactions and communication between teachers and students. Qualitative data revealed that online communication and technology tools positively influence communication and the teacher-student relationship in a remote setting.

Addressing the Need for an Alternative Education Networking in Rural School Districts

Recent legislative efforts have been aimed at increasing the accountability of schools to meet the educational needs and improve outcomes for students. States and districts across the nation have responded differently. One emerging pattern has been the rise in alternative schools which address the educational needs of students unsuccessful in traditional school settings. Although alternative schooling is becoming more common, there is minimal guidance to establish programs and train professionals to teach and lead them. This Dissertation in Practice (DiP) examined current alternative programs in a rural region of Nebraska and then designed a collaborative networking system that could promote the growth and development of alternative programs through shared resources and expertise and meaningful inquiry into current practices. While this article is an obvious outcome of this dissertation research, so too is the still-incipient network of alternative educators who assisted with this inquiry.

The Perceptions of Teachers on Communication with Students in a Remote Setting

The research examined high school teachers' perceptions of communication with their students in a remote virtual school setting. The problem was that communication was impacted when teachers and students transitioned from a traditional school setting to a remote virtual setting. This qualitative case study aimed to see how communication influenced the relationship between teachers and students. This case study provides teachers' perspectives on communication with students when pivoting from traditional schooling to remote instruction. Participants were ten teachers within a school district in Middle Tennessee who participated in at least one school year in a remote virtual school setting and one year in a face-to-face traditional school setting. A semi-structured interview protocol using Zoom and Survey Monkey questionnaires were used to gather data to determine how out-of-class communication and technology tools affect interactions and communication between teachers and students. Qualitative data revealed that online communication and technology tools positively influence communication and the teacher-student relationship in a remote setting.

Educators' experiences and reflections on the implementation of evidence-based practices for autistic students in public schools during the COVID-19 pandemic.

In 2020, the COVID-19 pandemic forced many schools to close their doors and transition to remote learning, disrupting how autistic students received school-based services and support. While school structure changes were challenging for all students, autistic students were uniquely affected, considering their reliance on predictability and routine; moreover, education settings are where most autistic children receive services. Much has been studied regarding the use of evidence-based practices (EBPs) for autistic students in traditional school settings, yet little is known about how educators use EBPs in remote learning environments in the wake of the COVID-19 pandemic. In this study, we explore educators' experiences with EBP implementation at the height of the pandemic and educators' reflections of its impact on autistic students and their school systems. Qualitative data were collected from 81 educators (general educators, special educators, and paraeducators) in semi-structured interviews regarding EBP use at the onset of the pandemic. Four themes emerged from interviews: (1) pandemic and remote learning environment challenges to inclusion and EBP use; (2) EBP use adaptations for remote learning environments; (3) pandemic and remote learning environment benefits for EBP use; and (4) considerations for EBP use beyond the pandemic. These findings elucidate educators' experiences using EBPs during the COVID-19 pandemic and highlight important areas of consideration for autism-focused EBP implementation as remote instruction continues to be a learning format. More research is needed to understand how to best implement EBPs for autistic students in this emerging instruction context.

CTE as Crime Prevention: The Link Between Career and Technical Education and Arrest for Criminal Behavior

While prior work has explored the relationship between career-focused educational programming on deviant and criminal behavior for incarcerated and delinquent individuals, there is little empirical evidence as to how career and technical education (CTE) participation in traditional high school settings may link to later interaction with the criminal justice system as measured by arrest for criminal behavior. We examine how different CTE pathways through high school may predict later arrest for criminal behavior. Using nationally representative, longitudinal data, we found CTE participation was associated with fewer posthigh school arrests and lower likelihood of ever being arrested after high school. Notably, these relationships differed based on intensity of CTE participation. Implications highlight the unique association between CTE and criminal behavior and provide further evidence as to the wide-ranging benefits of CTE participation.

The impact of intrusive college academic advising on high school students’ college degree attainment commitment levels: A quantitative quasi-experimental study

• Early college opportunities continue to grow in traditional high school settings. • A credit-only approach in early college programs is not making the expected impact on students’ educational outcomes. • Commitment to making educational and career decisions is a critical milestone in adolescents’ identity development stages. • College counseling services should include more comprehensive support to incorporate college academic advising. • Intrusive advising, has proven to be a successful strategy in increasing students’ commitment to attain a college degree.

Partnerships, Action, and Collaboration, Together (PACT): A Community-Based Partnership Where Innovation, Collaboration, and Impact Reshape Stakeholders’ Vision

Project PACT (Partnerships, Action, & Collaboration, Together) (a pseudonym) is a multi-stakeholder partnership that reflects multiple goals, commitments, and priorities for early childhood education. PACT was informed by the literature on community-based research (CBR) and a commitment by partners to strengthen P–3 education where stakeholder assets contributed to reciprocal learning experiences in early childhood education. PACT stakeholders transformed two early childhood education classrooms into Montessori classrooms within a district public school. As one in a series of investigations, this research specifically examined partner commitments to a unique collaboration, the emergence of roles and responsibilities over time, and manifestations of innovation within a traditional public school setting. Data illustrate how stakeholders established a collaboration that allowed for flexibility, perspective-taking, and the opportunity to work together to reconsider and strengthen P–3 education through a model typically reserved for children of affluence. Beyond the operational demands of a startup initiative, findings also reflect the power of a collective through flexibility and a stance that values the assets of a community. The impact of this work demonstrates the potential to successfully impact quality education in early childhood settings through equity and opportunity.

A classroom-based physical activity intervention for adolescents: Is there an effect on self-efficacy, physical activity, and on-task behavior?

BackgroundClassroom-based physical activity is a newly explored avenue for providing physical activity opportunities to children within the school, but it is one that is showing academic gains in areas such as on-task behavior. The purpose of this study was to explore the impact of pedal desks placed in high school classrooms. Three main objectives were examined: 1) the possible increase in physical activity self-efficacy among high school stu-dents in the classroom, 2) the effectiveness of pedal desks on increased physical activity among high school students, and 3) the impact of pedal desks on increasing classroom on-task behavior.Participants and procedureParticipants included 114 high school students in a traditional high school setting. All of the students were en-rolled in two Reserve Officers’ Training Corps (ROTC) teachers’ classrooms. The design was quasi-experimental. Two teachers and their respective classes were randomly assigned to a treatment or control group. The study included a baseline and 2 waves. Researchers gathered demographic information of stu-dents, as well as pre- and post-data on self-efficacy and physical activity participation. On-task behavior of stu-dents was also recorded daily by researchers via momentary time sampling.ResultsThe results indicated significance for self-efficacy confidence but not barriers to physical activity participation. When examining whether self-efficacy could be connected to student heart rate, no significance was found. However, treatment students did improve their mean heart rates from baseline to treatment. This increase was significantly greater when compared to the control group.ConclusionsThis study indicates that pedal desks may be one means for feasibly increasing light physical activity during the school day. This study suggests that self-efficacy for exercise can be increased and that light intensity physical activity levels may be raised through placing pedal desks in a high school classroom. Limitations are dis-cussed.

Discovering Islands of Competence through Play: Experiences of Individuals with a Learning Disability

ABSTRACT Students in K–12 settings who are identified with a Learning Disability (LD) often struggle with the formation of their self-identity within the traditional school setting. Because previous research has shown that play can be instrumental in the creation of a person’s self-identity, play can be especially important for those who have a LD. This article presents the lived and told stories of play using narrative inquiry of five individuals who were identified with a LD during their K–12 experience. The stories are organized under a single plot line under the theme “islands of competence,” a metaphor coined by Dr. Robert Brooks which highlights the importance of play in positive self-identity through social, recreational, and creative activities. Recommendations for counselors toward implementing play for clients with a LD based on the lived and told stories through narrative inquiry.

Nontraditional School Enrollment in Transgender and Gender-Diverse Youth

PurposeThis study aimed to investigate the prevalence of online and homeschool attendance in transgender and gender-diverse (TGD) youth. MethodsCaregivers of 12- to 17-year-olds participated in a phone survey about school attendance. Subjects included TGD youth receiving care in a gender health clinic and youth receiving care in a pediatric endocrinology/diabetes (PED) clinic. ResultsParents of 83 TGD and 83 PED youth participated in the study. Current/past enrollment in a nontraditional school setting was higher among TGD than PED youth (37.3% vs. 19.3%; p = .01). In addition, 14.5% of TGD and 7.2% of PED youth had transferred between traditional school settings (public, private, and charter) for psychosocial reasons. ConclusionsApproximately half of the TGD youth had either attended a nontraditional school setting or changed schools for psychosocial reasons, compared with approximately one fourth of PED youth (51.8% vs. 26.5%, p = .001). This suggests that traditional school environments present significant psychological difficulties for TGD adolescents.

Regarding the Dead: A Model for Anatomical Gifting Outside the Traditional Medical School Setting.

In 2017, Elon University became one of very few universities in the United States without a medical school to have an in-house Anatomical Gift Program (AGP). The program accepts first-person-consenting individuals only and within 2.5years has become self-sufficient, supporting anatomy curricular needs of its physical therapy, physician assistant, and undergraduate biology and anthropology programs (n=21 donors annually). This paper describes the timeline, costs, and benefits of developing an in-house AGP at a university without a medical school. Policy development, public outreach, equipment needs, and cost benefits are discussed. Within 2.5years of program opening, the AGP Director delivered 161 educational outreach presentations at 86 different venues across the state providing information on anatomical gifting. The program registered 320 individuals (60% female, 40% male) and enrolled 41 deceased donors (69% female, 31% male; average age of 74.6 at time of registration and 74.8 at donation). During the first seven months of the program, donor preparation costs (with outsourcing for transport/donor preparation/document filing/serology testing/cremation) averaged US$ 2,100 per donor. Over the past 23months, donor preparation has been completed on site, lowering the cost per donor to US$ 1,260. Other costs include personnel salaries, legal fees, and outfitting of the anatomy laboratory and preparatory room. Program benefits include support of anatomy education on campus, assurance that all donors have given first-person consent, and faculty/student access to donor-determined health, social, and occupational information. Faculty, staff, and students contribute to the daily operations of the AGP.

4465 Comparing Children’s Physical Activity Accumulation Between a Nature-Based and Traditional Pre-K School Setting

OBJECTIVES/GOALS: The primary aim of this observational study was to explore minute by minute differences in children’s in-school PA accumulation while attending a nature-based compared to a traditional Pre-K program. METHODS/STUDY POPULATION: Participants from a single Pre-K program wore an accelerometer at the waist during school for two consecutive weekdays in the winter, chosen for consistent weather conditions. In this program, one day was spent at a nature-based site, and one day at a traditional classroom location. Accelerometer data was analyzed using Butte (2014) vector magnitude activity thresholds summed by minute across each day. Paired-sample t-tests were applied on a minute-by-minute basis at a significance of p<0.001 to determine the point(s) at which PA accumulation diverged between settings. Direct observation (DO) conducted by a trained researcher also documented activities children engaged in each school day. RESULTS/ANTICIPATED RESULTS: In-school PA differed significantly between settings beginning at minute 37 of classroom time. Based on results obtained through DO, this coincided with the end of unstructured free play time and the start of structured activities across both days. In a traditional classroom setting, structured activities included classroom-based learning, while the nature-based setting incorporated a 10-minute outdoor walk prior to the start of classroom learning. This walking period altered the trajectory of total in-school PA accumulation between program locations, with participants maintaining a significantly greater PA accumulation while in a nature-based setting through the end of the school period. DISCUSSION/SIGNIFICANCE OF IMPACT: Compared to a traditional setting, nature-based programs allow for more active structured periods in school. A 10-minute teacher-led walk can significantly improve the trajectory of children’s PA accumulation throughout the remainder of a school day.

A Solution-Focused Approach to Student Reintegration into the Traditional School Setting after a Disciplinary Alternative School Placement

ABSTRACT Students who exhibit behavioral problems may be placed in temporary disciplinary alternative education placements (DAEPs). According to the National Center for Educational Statistics, in the United States, 64% of districts report having at least one disciplinary alternative school for at-risk students. However, information available to school counselors regarding how to assist students in their reentry into the traditional school environment remains limited. The purpose of this article is to (a) highlight behaviors, practices and policies that contribute to students’ placement into alternative schools, (b) outline barriers that hinder, and strategies that help, students transition and reentry and (c) present a six session intervention strategy and integrated case illustration that fuses current literature and SFBT to create an intervention that can be used to assist students’ with successful reintegration into the traditional school setting after a disciplinary alternative school placement.

The Right To Be And Become: Black Home-Educators As Child Privacy Protectors

The right to privacy is one of the most fundamental rights in American jurisprudence. In 1890, Samuel D. Warren and Louis D. Brandeis conceptualized the right to privacy as the right to be let alone and inspired privacy jurisprudence that tracked their initial description. Warren and Brandeis conceptualized further that this right was not exclusively meant to protect one’s body or physical property. Privacy rights were protective of “the products and the processes of the mind” and the “inviolate personality.” Privacy was further understood to protect the ability to “live one’s life as one chooses, free from assault, intrusion or invasion except as can be justified by the clear needs of community living under a government of law.” Case law supported and extended their theorization by recognizing that privacy is essentially bound up in an individual’s ability to live a self-authored and self-curated life without unnecessary intrusions and distractions. Hence, privacy may be viewed as the right of individuals to be and become themselves. This right is well-established; however, scholars have vastly under- theorized the right to privacy as it intersects with racial discrimination and childhood. Specifically, the ways in which racial discrimination strips Black people—and therefore Black children—of privacy rights and protections, and the ways in which Black people reclaim and reshape those rights and protections remain a dynamic and fertile space, ripe for exploration yet unacknowledged by privacy law scholars. The most vulnerable members of the Black population, children, rely on their parents to protect their rights until they are capable of doing so themselves. Still, the American education system exposes Black children to racial discrimination that results in life-long injuries ranging from the psychological harms of daily racial micro-aggressions and assaults, to disproportionate exclusionary discipline and juvenile incarceration. One response to these ongoing and often traumatic incursions is a growing number of Black parents have decided to remove their children from traditional school settings. Instead, these parents provide their children with home- education in order to protect their children’s right to be and become in childhood.

The Right to Be and Become: Black Home-Educators as Child Privacy Protectors

The right to privacy is one of the most fundamental rights in American jurisprudence. In 1890, Samuel D. Warren and Louis D. Brandeis conceptualized the right to privacy as the right to be let alone and inspired privacy jurisprudence that tracked their initial description. Warren and Brandeis conceptualized further that this right was not exclusively meant to protect one’s body or physical property. Privacy rights were protective of “the products and the processes of the mind” and the “inviolate personality.” Privacy was further understood to protect the ability to “live one’s life as one chooses, free from assault, intrusion or invasion except as can be justified by the clear needs of community living under a government of law.” Case law supported and extended their theorization by recognizing that privacy is essentially bound up in an individual’s ability to live a self-authored and self-curated life without unnecessary intrusions and distractions. Hence, privacy may be viewed as the right of individuals to be and become themselves. This right is well-established; however, scholars have vastly undertheorized the right to privacy as it intersects with racial discrimination and childhood. Specifically, the ways in which racial discrimination strips Black people—and therefore Black children—of privacy rights and protections, and the ways in which Black people reclaim and reshape those rights and protections remain a dynamic and fertile space, ripe for exploration yet unacknowledged by privacy law scholars. The most vulnerable members of the Black population, children, rely on their parents to protect their rights until they are capable of doing so themselves. Still, the American education system exposes Black children to racial discrimination that results in life-long injuries ranging from the psychological harms of daily racial micro-aggressions and assaults, to disproportionate exclusionary discipline and juvenile incarceration. One response to these ongoing and often traumatic incursions is a growing number of Black parents have decided to remove their children from traditional school settings. Instead, these parents provide their children with home-education in order to protect their children’s right to be and become in childhood.