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Dissertation Defense Presentation

Transcript: What musical and pedagogical factors determine the selection and organization of repertoire for the college-level piano recital? What are some factors that determine the “effectiveness” of a college-level piano recital program? What are respective roles that teachers and students play in recital repertoire selection? What works and/or composers constitute "standard repertoire” among undergraduate pianists? Why? Dissertation Defense Presentation Leonidas F. Lagrimas May 13, 2016 Suggestions for Further Research Narrative based; Crafted according to same framework that guided interview Individual themes summarized (based off Holistic coding and subcoding) Research design acknowledges validity of individual perspective Introduction Interviews transcribed manually, then analyzed in a three-part coding process (Saldana, 2016) Holistic coding Subcoding Pattern coding Code: Researcher-generated construct that symbolizes or "translates" verbal data and summarizes main ideas. These labels can be a single word, phrase, or direct quote (Saldana, 2016) Data reporting Individual Case Study Profiles Cross Case Analysis Constructivist paradigm (Ontological/Epistemological lens) Case study examines the particularity and complexity of a single case, coming to understand its activity within important circumstances (Stake, 1995). Collective case study expands to include multiple cases within one analytic lens. Analysis occurs within each case but also across cases (Baxter & Jack, 2008). Conclusion Implications for (all) Music Teachers Suggestions for Further Research Case 1: Anthony Research Question 3: What are respective roles that teachers and students play in repertoire selection? Theme 1: Collaborative Learning Model; Choice within Set Conditions Theme 2: Freshman Year: The Vital Foundation Document review and frequency analysis of past piano recital programs Listening analysis of each case study participant’s recital (clarification/timing purposes) Semi-structured interview with case study participants (preset questions according to "Three Rs" framework) Constructivist Paradigm (Baxter & Jack, 2008): Ontological Approach (nature of being): Truth is relative, dependent on perspective, ultimately subjective Epistemological Approach (nature of constructing knowledge): Knowledge is not inherent, but constructed by researcher and participants; Multiple interpretations of data are possible Qualitative Research Design: Collective Case Study Theoretical Framework The repertoire selection process: Complex, idiosyncratic Challenge, rethink the "standard canon" Who is your audience? What will you play for them? The power of the one-on-one relationship Review of Literature and Rationale for Study Statement of the Problem Results: Cross-Case Analysis "The Three Rs:" Placing the Recital, Repertoire, and Relationship in Context Current research on piano recital repertoire is limited and lacking necessary scope Failure to address pedagogical component of repertoire selection; uniqueness of each relationship Lack of research synthesizing "The Three Rs" into a single study PROGRAM Duetto No. 3 G Major, BWV 804 J.S. Bach (1685-1780) Rain Tree Sketch II Toru Takemitsu (1930-1999) Brief Pause Piano Sonata No. 15 in F Major, K. 533/494 W.A. Mozart (1756-1791) I. Allegro II. Andante III. Allegretto Brief Pause Notturno in G-flat Major Ottorino Respighi (1879-1936) I Got Rhythm George Gershwin (1898-1937) arr. Gershwin Implications for (all) Music Teaching Research Questions Limited as follows: Recitals between 2012 and 2015 Recitals were full-length solo recitals given by undergraduate piano majors. Recitals featured at least two different composers on their programs. Recitals featured at least one composer considered as a “standard repertoire” composer Case study participants: 5 piano majors, 2 piano faculty members Purpose of the Study The Piano Recital: Standard curricular requirement (NASM, 2016) "Rite of passage" Large solo repertoire: beneficial and problematic How do performers select their pieces? How do teachers assign pieces to students? Piano recital programs from 2005-2015 analyzed for frequency of composer appearances Standard Repertoire Composers: Beethoven, Chopin, Bach, Liszt, Mozart, Debussy, Haydn, Schubert, Rachmaninov, Schumann, Ravel Results aided in case study participant selection and interview process Research Question 1: What musical and pedagogical factors determine the selection and organization of repertoire for the college-level piano recital? Theme 1: Making Connections within the Repertoire Theme 2: The Influence of the University Curriculum Graduate School auditions Competitions Piano Literature Survey Course Double Majors/Double Principals Data Collection/Procedure *results are NOT conclusive, as reflected in philosophical approach and research design Purposive Sampling: Selection Process Little formal research on recital repertoire selection processes, especially at collegiate level Job market/career options

Dissertation Defense Presentation

Transcript: Phenomenological Essence Brian Cain: Relationships Susan Haynes: Storytelling Adam Campbell: Place Research Questions 1. Framed through the themes or patterns related to teacher orientations in social studies (individual characteristics, contextual factors, change over time, and meaningful experiences) that emerge in the narratives (individually and collectively) shared by social studies teachers, how do teachers define and describe their teaching orientation through their lived experience narrative, and how do those definitions and descriptions compare to the Evans model (additions or omissions)? 2. What are the implications of these findings for the design of learning environments to promote and support social studies instruction; including technology usage and integration? Thank you! Questions Figure 1: Overview Brian Cain Figure 2: Overview Susan Haynes Analysis: Grounded Theory Approach objectivity w/ sensitivity Concurrent Analysis Coding, Organization and Representation of Data So What? Revision of Evans Model Storytelling Teacher Orientations to Social Studies: A Phenomenological Study Jeffrey Olsen A dissertation study for partial completion of doctoral work. Qualitative Elements Phenomenological Lens Interpretivist Perspective Positionality Methods Instruments Research Aim With the purpose of researching a practitioner informed orientation model, utilizing the lived experiences of teachers to include their connections to and with technology, and overlaps, additions to and omissions from Evans model. Figure 3: Overview Adam Campbell INTRODUCTION Language of Orientations in professional organizations, curriculum materials, standards, preservice work, etc. Several models exist (e.g. dynneson & Gross, 1982; Gehrke, Knapp, & Sirotnik, 1992; Hertzberg, 1981; Kliebard, 1986 ) Created to organize academics Evans (2010) Model Utilized Participants (3): 1.High School Educator (9-12). 2.Teach Social Studies majority of their professional day. 3.Years of service (5-10 years). 4.Local Formulation (BYU, USU, and UofU). 5.Professional Preparation in Social Studies. 6.Socio-economic Status of school. Literature Review: Goals and Orientations Goal Oriented Decision Making Teacher Beliefs & Variation Design Mutability Shaped Lived Experience Teacher Resources Phenomenology

Dissertation Defense

Transcript: Residential Histories "...if you don’t know where you are from, you won’t be able to find where you are going" Why Did Jews Leave the West Bronx? Theoretical Inflections on Empirical Work Research Questions Productive Tensions in White Identity Methodological Woods: The Blues Epistemology and the Bronx Re-imagining Neighborhood Change How Did Moving Between These Places Affect the Racial Identity of Jews? GIS Theoretical Framework Major Contributions Why Not the Suburbs? Theoretical May 10, 2012 Dissertation Defense Bradley Gardener "Orthodox Jews" Dis-connecting Race and Disinvestment Desire to maintain urban Jewish living Caring for immobile relatives I can't drive Avoiding long commutes I can't fix anything Life Cycle Conclusion Attacking Black Depravity Studies Methodology Race And then the Neighborhood Changed: Jewish Intra-Urban Migration and Racial Identity in the Bronx, NY Saldana: Material Conditions and Collective Interactions Participant Observation Historical Highlights Identity White Identity and Space The West Bronx - Neighborhood Change Chapter I - Introduction and Background Chapter II - Research Design and Methodology Chapter III - A Historical Context - Jewish Migration in the 20th Century Chapter IV - Migration Data and Analysis Chapter V - Articulating White Identity in Space: The West Bronx, Riverdale, and Neighborhood Change Chapter VI - Productive Tensions in White Identity Chapter VII - A Theoretical Inflection on Empirical Work Chapter VIII - Conclusion Empirical Structure Migration and Analysis 1966-1975 Desire to stay in a Jewish area Neighborhood Change Safety Quality of schools Availability of new/cheap housing Desire to be closer to nature Riverdale - The Last Outpost Space Why Did They Move to Riverdale?

Dissertation Defense Presentation

Transcript: A Qualitative Study Exploring how Art-based Supervision can Assist New Art Therapy Field Practioners in Trusting Their Intuitive Process When Working with Clients Dissertation Defense Elizabeth June Markman Presented to: ​ Dr. Elizabeth Fotopoulos Dr. Katy Barrington Dr. Sandra Kakacek July 19, 2022 “At times you have to leave the city of your comfort and go into the wilderness of your intuition. What you'll discover will be wonderful. What you'll discover is yourself.” -Alan Alda “Intuition is the discriminate faculty that enables you to decide which of two lines of reasoning is right. Perfect intuition makes you master of all.” Paramahansa Yogananda “A woman knows by intuition, or instinct, what is best for herself.” Marilyn Monroe “Intuition does not come to an unprepared mind.” Albert Einstein “Think for yourself. Trust your own intuition. Another’s mind isn’t walking your journey, you are.” Scottie Waves STATEMENT OF PROBLEM Statement of Problem "Clinification" of Art Therapy & Trusting the Intuitive Process Clinification Syndrome Allen, Pat B. (1992) Artist-in-Residence: An Alternative to “Clinification” for Art Therapists, Journal of American Art Therapy Association, 9, 1, DOI: 10.1080/07421656.1992.10758933 "A process where art therapists gradually cease making art as clinical skills become the primary career focus. Priorities of training programs and the policies of the American Art Therapy Association contribute to this trend. Lack of research and theory development in art therapy are seen as major ramifications of the clinification syndrome." The over-emphasis on utilizing clinical skills in a therapeutic setting Defining Intuition Defining Intuition the idea that individuals can make successful decisions without deliberate analytical thought generally refers to a brain process that gives people the ability to make decisions without the use of analytical reasoning the ability to understand something immediately, without the need for conscious reasoning Gaps in the Research Gaps in the Research • There were no prior studies connecting art-based supervision to the intuitive process • There is minimal research and writing on art-based supervision as it applies to new art therapy clinicians • There is minimal research on the phenomenon of intuition and creativity outside of an art or art education context • Most research on intuition and counseling has been conducted with counselors, not art therapists, or within the context of providing art-based supervision. LITERATURE REVIEW Literature Review Art Therapy & Intuition Art Therapy & Intuition The imaginal realm is of high importance in the field of art therapy. The imaginal realm is a state of introspection that gives an individual the ability to see reality with new possibilities that had not previously been realized (Linton, 2015). This process relies on knowledge that comes from within and goes beyond the typical sensory ability, such as intuition. Accessing the imaginal realm becomes easier when there is a better understanding of what it is and what can lead to this state of mind. Art therapy also relies on The Creative Connection. This process, conceptualized and described by Natalie Rogers (1993), helps with the immersion into the artistic aspect of an individual by reaching into the body, mind, emotions, and spirit as they create various forms of art that influence each other. Intuition, which refers to knowing without the same rational thought processes as are typically used in the decision-making process, is considered a highly effective and efficient process of thinking that creates an environment conducive to forming a relationship that consists of trust and confidentiality (Faiver et al., 2000; Jeffrey, 2012) Intuition can also be used to help art therapists evaluate their clients more effectively. Intuitive therapists will be more in tune with their client's feelings, ideas, and desires using symbolism (Jeffrey, 2012). This will help improve communication and interactions in the therapeutic setting. Art Therapists Attuning to Their Artist Self Art Therapists Attuning to Their Artist Self New art therapists can develop the skills necessary for successfully using art to encourage and support the healing process. Art therapist must be able to attune themselves to their artistic side before they are truly able to harness their intuitive ability for the sake of therapy In addition to preparing the art therapist for providing psychological healing, creativity serves to satisfy the needs of humans in several ways. Cultivating creativity is a healthy practice that can appease humans through autonomy, play, and spiritual harmony. Creativity has also been shown to have a personal healing effect, providing an individual with the ability to grow and develop empathy (Barsaleau, 2012). Developmet of New Art Therapists Developmet of New Art Therapists Openness, flexibility, and intuitiveness when attending to the individuality and differences in

dissertation defense presentation

Transcript: purpose literature context research questions research methods findings implications future research reflection constructivist learning theory design based research "engineer innovative educational environments and simultaneously conduct experimental studies of those innovations" (Brown, 1992, p. 141) case study analysis SCRATCH artifact analysis pre-/post-test analysis interview transcript analysis text analysis (1) carefully read through all transcripts (2) reread each transcript; create notes (3) generate list of themes from notes (4) translate themes into codes; code data (5) categorize themes (6) create categorical codes (7) organize data based on categorical codes (8) make meaning from organized data cross-case analysis slight decrease in scores little evidence of content in Scratch artifact substantial evidence of frustration learn math the "regular way" decrease in scores substantial evidence of content in Scratch artifact motivation: "I got to do math but in a fun way." "making a surprise for somebody else" lower post-test scores more sprites, blocks, scripts "one of the leaders" "got lost in the project" participants "immediately started working. They don't ever do that.... Ever. And if you go watch them in their rooms, they're the least attentive and most checked out in their regular classrooms. So for them to come in and just, bam, get down to work was huge." "learner is driving the train, and teacher is behind the scenes" reflection selected references Brown, A. L. (1992). Design experiments: Theoretical and methodological challenges in creating complex interventions in classroom settings. The Journal of the Learning Sciences, 2(2), 141-178. Collins, A. (1992). Toward a design science of education. In E. Scanlon & T. O’Shea (Eds.), New directions in educational technology. Berlin: Springer-Verlag. Design-based Research Collective. (2003). Design-based research: An emerging paradigm for educational inquiry. Educational Researcher, 32(1), 5-8. Fitzpatrick, E. (2007). Innovation America: A final report. National Governors Association: Washington, D. C. Forgione, P. (1998). Achievement in the United States: Progress since a Nation at Risk? U. S. Department of Education, National Center for Educational Statistics, Center for Education Reform and Empower America: Washington, D. C. Harel, I., & Papert, S. (1991). Constructionism. Norwood, NJ: Ablex Publishing Corporation. Lagemann, E. C. (2002). An elusive science: The troubling history of education research. Chicago: University of Chicago Press. Ma, Y., & Harmon, S. W. (2009). A case study of design-based research for creating a vision prototype of a technology-based innovative learning environment. Journal of Interactive Learning Research, 20(1), 75-93. Matthews, W. J. (2003). Constructivism in the classroom: Epistemology, history, and empirical evidence. Teacher Education Quarterly, 30(3), 51-64. Merriam, S. B. (1998). Qualitative research and case study applications in education. San Francisco: Jossey-Bass. Miles, M. B., & Huberman, A. M. (1994). Qualitative data analysis: An expanded sourcebook (2nd ed.). Thousand Oaks, CA: Sage. National Council of Teachers of Mathematics. (2006). Curriculum focal points for prekindergarten through grade 8 mathematics: A quest for coherence. Reston, VA: NCTM, Inc. Papert, S. (1990). Constructionist learning. Cambridge, MA: MIT Media Laboratory. Piaget, J. (1980). The psychogenesis of knowledge and its epistemological significance. In M. Piattelli-Palmarini (Ed.), Language and learning. Cambridge, MA: Harvard University Press. Phillips, D. C. (1995). The good, the bad, and the ugly: The many faces of constructivism. Educational Researcher, 24(6), 5-12. Richardson, V. (2003). Constructivist pedagogy. Teachers College Record, 105(9), 1623-1640. Schoenfeld, A. H. (2004). The math wars. Educational Policy, 18(1), 253-286. Stager, G. S. (2002). Computationally-rich constructionism and at-risk learners. Paper presented at the Seventh World Conference on Computers in Education. Copenhagen, July 2001. Tesch, R. (1990). Qualitative research: Analysis types and software tools. London: Falmer Press. particularistic psychological descriptive a design-based research inquiry of constructionism in practice sample (Piaget, 1980; Phillips, 1995; Stager, 2003; Richardson, 2003; Matthews, 2003) (Papert, 1990; Harel & Papert, 1991) multiple sources of data member checks long-term observation peer examination bracketing biases audit trail rich, thick descriptions (Merriam, 1998) (Perkins, 1986) data sources allows multiple learning paths for students encourages self-directed learning promotes collaboration creates an alternative method of assessment changes the role of the teacher (Miles & Huberman, 1994) use Scratch for LCM of math content constructed interviews teacher's role learner's role learning SCRATCH time equipment characteristics K-12 DRS practitioner: Mrs. H. 8 5th grade Tier 3 math students 7 weeks: 25 mins/day design

Dissertation Defense Presentation

Transcript: November 20th, 2019 Lost in Translation: Dissertation Defense Presented to: ​ Dr. Jianling Li, Chair Dr. Shen Guoquiang Dr. Rod Hissong Eihua Corinne Olivia Shaw ASSESSING THE INTERCULTURAL SENSITIVITY OF PLANNERS IN THE DALLAS – FORT WORTH AREA​ Significance Intercultural sensitivity represents how people communicate with people from another culture and their feeling during this interaction what is intercultural sensitivity? Immigration patterns New languages New cultures New needs Cultural diversity has transformed planning processes Mandatory participation The Title VI federal requirement prohibits government and non-profit agencies recipients of federal funds to exclude the public from the decision-making process (Brody et al., 2003). ​ Federal mandates require participation Planners Planner's ability to communicate with people from other cultures can improve the planning outcomes (Umemoto, 2001). Cultural cues and nuances of language Consideration and integration of cultural minorities input Reduce frustration Planner's attitudes influence participation outcomes (Burby 2003;Carp, 2004) Why DFW? Six fastest growing large city in the United States (US Census Bureau, 2018) Increasing immigration rates (Texas demographic center, 2017) Growing urban poverty (Dallas news, 2016) Limited transportation options DFW shares common characteristics of other metropolitan regions in the nation Problem Statement Problem Statement Communication challenges Planners and and citizens may speak different languages (Umemoto, 2001) Misinterpretation of communication cues gives rise to inequalities in planning process Intimidates citizens Forfeit bona fide participation efforts Planners may not be skilled at communication across cultures Multicultural planning Sensitivity of planning process to cultural diversity (Qadeer, 2009) Makes reasonable accommodations for cultural needs of ethno-racial minorities (Qadeer, 2009) Recognizes and integrates the contribution of socio-cultural differences; empowers minorities (Sandercock, 1998) Multicultural planning is the basis for cultural competence (Burayidi, 2003, Forester, 1999 2000;Sandercock, 1998, 2003) Multicultural Planning Intercultural sensitivity Affective dimension of intercultural communication in cultural competence interest in other cultures and willingness to modify one's behavior Planners must be intercultural sensitive to incorporate input of socio-cultural groups in plans and policies Intercultural sensitivity GAP Solution and engagement discussed and proposed Planners depicted as insensitive to cultural differences in practice Planners obstruct participation? The field of evaluation lags behind Improving multicultural planning starts with understanding current state of participation Point of reference to compare results across individuals, groups, overtime Determine influential factors and make recommendations The missing link Contribution Use Chen and Starosta's Intercultural Sensitivity Scale (ISS) empirical tool and benchmark to assess intercultural sensitivity over time and across agencies Chen and Startosta's Intercultural sensitivity model (2000) Literature Review Literature Review Benefits Allows public officials to gather information about the public’s preferences (Adams, 2004; Burby, 2003; Ryding & Pennington, 2000;Van Herzele, 2004).​ Increases the legitimacy of decisions and guaranties stakeholders’ support (Meier, 2000; Barnes, Newman and Sullivan, 2004).​ Embodies a democratic ethic and empowerment ideal (Barnes, Newman and Sullivan, 2004).​ Improves the well-being of society (Putnam, 2000; Innes, 1996; Potapchuck & Croker, 1999).​ Abides by rules of inclusion per federal mandates​ (Brody et al., 2003). Benefits Problems with current practice Not clearly defined or conceptualized (Rowe & Frewer, 2005)​ Institutionalization of participation (Innes & Booher, 2004; Evans-Cowley & Hollander, 2010)​ Lack of trust between citizens and officials ​(King et al., 1998) Lack of representation ( King et al., 1998)​ Cost of public participation ​ Planning process and activities are too formal (Hou and Kinoshita, 2008) Problems Proposed solutions Increase access to public meetings​ Use informal means of communication to engage citizens ​ Educate planners on public participation ​ Use collaborative approaches ( citizens juries, focus groups, visualization web and computer based approaches)​ Solutions Collaborative approaches Citizen Juries ​ Facilitated discussions ​ Focus groups ​ Visualization techniques ​ Collaboration and consensus building ​ Web based approaches ​ Collaborative approaches ICC is the nexus between planning, participation and multiculturalism Theoretical Framework Theoretical Framework Participatory planning Planning model rooted in the theory of Communication Action​ Employs non-traditional techniques that rely on professional and local knowledge ​ Encourages an open dialogue to solve conflicts​ Build consensus and improve public participation ​ ICC

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