The effectiveness of virtual music resources in meeting the needs of early childhood teachers
Bibliographic record
Abstract
Private music teachers and early childhood educators have overlapping interests, but rarely seem to interact, despite the research indicating the benefits of music integration as a teaching strategy across several areas of curriculum. The design of this research is an intensive, descriptive case study with four participating teachers in Alberta kindergarten classrooms in the 2011-2012 school year. Over 12 weeks, four teachers accessed a website designed by a private music educator, containing music integration resources that could assist teachers in meeting many of the student-learning outcomes set out in the Alberta kindergarten program of studies. Three observations were conducted of each of the participants utilizing the resources in their classes, and interviews were conducted after each observation. Some of the underlying research questions that served to maintain the focus of the study were: How did the participants use the resources from the website? To what extent did the use of the website impact their willingness to use online resources for professional learning, networking and sharing? And, to what extent did this resource function like a virtual community of practice, connecting two communities interested in music education? Results are wholly encouraging, indicating that communities of practice can extend to the Internet, bridging the gap between two communities. This research has the potential to be replicated and expanded in many ways.
Fetched live from OpenAlex and de-inverted. Abstracts are not stored in this database: the inverted indexes are 8.6 GB of the frame’s 9.3 GB of text, and the host has 13 GB free.
How this classification was reachedexpand
Full frame distilled prediction
Teacher imitationNot calibrated prevalence, not ground truth. Human validation pending. Learned from the 10,348 direct Codex labels and 10,348 direct Gemma labels. Candidate is the union of thresholded teacher heads; consensus is their intersection. These outputs are machine_predicted_unvalidated and are not human labels or direct frontier model labels.
Codex and Gemma teacher scores by category
| Category | Codex | Gemma |
|---|---|---|
| Metaresearch | 0.005 | 0.000 |
| Meta-epidemiology (narrow) | 0.000 | 0.000 |
| Meta-epidemiology (broad) | 0.001 | 0.000 |
| Bibliometrics | 0.000 | 0.000 |
| Science and technology studies | 0.001 | 0.001 |
| Scholarly communication | 0.000 | 0.001 |
| Open science | 0.003 | 0.000 |
| Research integrity | 0.000 | 0.001 |
| Insufficient payload (model declined to judge) | 0.000 | 0.000 |
Machine scores (provisional)
The two teacher heads of the student model, read on this work. A score orders the frame for review; it never asserts a category, and the validation status ships verbatim with every row.
Baseline scores from an immature model (maturity gate not passed, 7 training rounds). Scores rank; they never assert a category.
score_only:v0-immature-baseline · verbatim from the scoring run: score_only means the number may rank works, and no category label ships from itClassification
machine, unvalidatedMachine predicted; a candidate call from one teacher head, not a consensus.
How this classification was reached, model by model and score by score, is at the end of the page under "How this classification was reached".