Science education is the field concerned with sharing science content and process with individuals not traditionally considered part of the scientific community. The learners may be children, college students, or adults within the general public; the field of science education includes work in science content, science process, some social science, and some teaching pedagogy. The standards for science education provide expectations for the development of understanding for students through the entire course of their K-12 education and beyond. The traditional subjects included in the standards are physical, life, earth, space, and human sciences.
Transformative learning theory says that the process of "perspective transformation" has three dimensions: psychological, convictional, and behavioral.
Transformative learning is the expansion of consciousness through the transformation of basic worldview and specific capacities of the self; transformative learning is facilitated through consciously directed processes such as appreciatively accessing and receiving the symbolic contents of the unconscious and critically analyzing underlying premises.
In education, a curriculum is broadly defined as the totality of student experiences that occur in the educational process. The term often refers specifically to a planned sequence of instruction, or to a view of the student's experiences in terms of the educator's or school's instructional goals. In a 2003 study, Reys, Reys, Lapan, Holliday, and Wasman refer to curriculum as a set of learning goals articulated across grades that outline the intended mathematics content and process goals at particular points in time throughout the K–12 school program. Curriculum may incorporate the planned interaction of pupils with instructional content, materials, resources, and processes for evaluating the attainment of educational objectives. Curriculum is split into several categories: the explicit, the implicit, the excluded, and the extracurricular.
Teachers College, Columbia University is a graduate school of education, health and psychology in New York City. Founded in 1887, it has served as the Faculty and Department of Education of Columbia University since its affiliation in 1898. Teachers College is the oldest and largest graduate school of education in the United States.
Music education is a field of study associated with the teaching and learning of music. It touches on all learning domains, including the psychomotor domain, the cognitive domain, and, in particular and significant ways, the affective domain, including music appreciation and sensitivity. Music training from preschool through post-secondary education is common in most nations because involvement with music is considered a fundamental component of human culture and behavior. Cultures from around the world have different approaches to music education, largely due to the varying histories and politics. Studies show that teaching music from other cultures can help students perceive unfamiliar sounds more comfortably, and they also show that musical preference is related to the language spoken by the listener and the other sounds they are exposed to within their own culture.
Integrative learning is a learning theory describing a movement toward integrated lessons helping students make connections across curricula. This higher education concept is distinct from the elementary and high school "integrated curriculum" movement.
Teacher education (TE) or teacher training refers to the policies, procedures, and provision designed to equip (prospective) teachers with the knowledge, attitudes, behaviors, and skills they require to perform their tasks effectively in the classroom, school, and wider community.
The professionals who engage in this activity are called teacher educators.
The National Writing Project (NWP) is a United States professional development network that serves teachers of writing at all grade levels, primary through university, and in all subjects. The mission of the NWP is to improve student achievement by improving the teaching of writing and improving learning in the nation’s schools.
Arts integration is an approach to teaching that integrates the fine and performing arts as primary pathways to learning. Arts integration differs from traditional education by its inclusion of both the arts discipline and a traditional subject as part of learning The goal of arts integration is to increase knowledge of a general subject area while concurrently fostering a greater understanding and appreciation of the fine and performing arts. The John F. Kennedy Center for the Performing Arts defines arts integration as "an approach to teaching in which students construct and demonstrate understanding through an art form. Students engage in a creative process which connects an art form and another subject and meets evolving objectives."
Inquiry-based learning is a form of active learning that starts by posing questions, problems or scenarios—rather than simply presenting established facts or portraying a smooth path to knowledge. The process is often assisted by a facilitator. Inquirers will identify and research issues and questions to develop their knowledge or solutions. Inquiry-based learning includes problem-based learning, and is generally used in small scale investigations and projects, as well as research. The inquiry-based instruction is principally very closely related to the development and practice of thinking skills.
Direct instruction (DI) is a general term for the explicit teaching of a skill-set using lectures or demonstrations of the material to students. A particular subset of direct instruction, denoted by capitalization as Direct Instruction, refers to a specific example of the approach developed by Siegfried Engelmann and Wesley C. Becker. DI teaches by explicit instruction, in contrast to exploratory models such as inquiry-based learning. DI includes tutorials, participatory laboratory classes, discussion, recitation, seminars, workshops, observation, active learning, practica, or internships.
Claude Victor Palisca was an internationally recognized authority on early music, especially opera of the renaissance and baroque periods, and was Henry L. and Lucy G. Moses Professor Emeritus of Music at Yale University. He is best known for co-writing the standard textbook A History of Western Music, as well as for his substantial body of work on the history of music theory in the Renaissance, reflected in his editorship of the Yale Music Theory in Translation series and in the book Humanism in Italian Renaissance Musical Thought (1985); in particular, he was the leading expert on the Florentine Camerata. His 1968 book Baroque Music in the Prentice-Hall history of music series ran to three editions.
Multicultural education is a set of educational strategies developed to assist teachers when responding to the many issues created by the rapidly changing demographics of their students. It provides students with knowledge about the histories, cultures, and contributions of diverse groups; it assumes that the future society is pluralistic. It draws on insights from a number of different fields, including ethnic studies and women studies, and reinterprets content from related academic disciplines. It is also viewed as a way of teaching that promotes the principles of inclusion, diversity, democracy, skill acquisition, inquiry, critical thought, value of perspectives, and self-reflection. This method of teaching is found to be effective in promoting educational achievements among immigrants students and is thus attributed to the reform movement behind the transformation of schools.
Value education the process by which people give moral values to each other. It can be an activity that can take place in any human organisation during which people are assisted by others, who may be older, in a condition experienced to make explicit our ethics in order to assess the effectiveness of these values and associated behaviour for their own and others' long term well-being, and to reflect on and acquire other values and behaviour which they recognise as being more effective for long term well-being of self and others. There is a difference between literacy and education.
The University of Florida College of Education is the teacher's college, or normal school, of the University of Florida. The College of Education is located on the eastern portion of the university's Gainesville, Florida campus, and offers specializations in special education, higher education, educational policy, elementary education, counseling, teaching, and other educational programs. It is consistently ranked one of the top schools of education in the nation. The college was officially founded in 1906.
Compass International School Doha is a private, co-educational school in Doha, Qatar. It is an International School with campuses located in Gharaffa, Madinat Khalifa, and Rayyan. It was founded in 2006 by Fieldwork Education and the school is part of the Nord Anglia group of schools.
The Tanglewood Symposium was a conference that took place from July 23 to August 2, 1967, in Tanglewood, Massachusetts. It was sponsored by the Music Educators National Conference (MENC) in cooperation with the Berkshire Music Center, the Theodore Presser Foundation, and the School of Fine and Applied Arts of Boston University. The purpose was to discuss and define the role of music education in contemporary American society and to make recommendations to improve the effectiveness of music instruction. Participants included sociologists, scientists, labor leaders, educators, representatives of corporations, musicians, and people involved with other aspects of music.
Hao Huang (黄俊豪) is a concert pianist and the Bessie and Cecil Frankel Chair in Music at Scripps College, who is also the author of many scholarly articles in general music, popular music, ethnomusicology, anthropology, American Studies and Humanities. He has performed and lectured in North and South America, Europe, Asia, Africa and the Middle East.
Jere T. Humphreys is a music scholar who applies historical, quantitative, philosophical, and sociological research methods to music education and arts business.
Sandra Noll Hammond is a dancer, teacher, dance historian, and educator. Internationally recognized for her studies of the development of ballet technique and training from the eighteenth through the twentieth centuries, she is the author of two books on ballet technique and of numerous published articles, lectures, and papers presented at dance workshops and scholarly conferences.
