Preparing the books to read every day is enjoyable for many people. However, there are still many people who also don't like reading. This is a problem. But, when you can support others to start reading, it will be better. One of the books that can be recommended for new readers is experience and education. This book is not kind of difficult book to read. It can be read and understand by the new readers.

Experience and Education.

In contrast with its high level of popularity in both research and practice for in-service teacher development, teacher research has received much less attention in pre-service language teacher education as a reflective learning approach, particularly in China’s context. Action research, as a major form of teacher research, has rarely been employed by teacher educators. This action research study undertaken by a teacher educator aimed to address this dual gap by examining the effect of collaborative research experience undertaken by a cohort of English as a foreign language pre-service teachers in China. Triangulated research methods were employed to gather two sets of data respectively reflecting the student-teachers’ views of their collaborative research and the teacher educator’s perceptions of the action research. It was found that both groups highly endorsed their research experience. Meanwhile, issues also arose in terms of the sustainability of such research experiences for both groups. The...

‘You never know what research is like unless you’ve done it!’ Action research to promote collaborative student-teacher research

Gene therapy has the potential to change the life experience of people with haemophilia and family members. Few studies have sought to explore the impact of gene therapy on both individuals and families. The aim of this study was to capture real-life experiences of gene therapy in People with haemophilia and their families.Sixteen participants with severe haemophilia (11 haemophilia A, five haemophilia B), mean age 41.4 years (range 23-75 years), took part in a single qualitative interview; ten were accompanied by a family member. Mean time since transfection was 3.56 years (range 1-10 years). Participants saw their involvement in gene therapy as a positive experience, freeing them from the personal burden of haemophilia and furthering treatment options for the wider haemophilia community. However, participants reported being unprepared for the side effects of immunosuppression. Some also reported feeling unsupported and having little control over what was happening as their factor levels became the focus of the process.The results suggest that strategies need to be put into place to enable PwH fully to understand the process of gene therapy, and thereby make an informed choice as to whether it is a treatment they might wish for themselves. These include early and ongoing education, increased provision of psychosocial support and ongoing qualitative research. 

https://ojrd.biomedcentral.com/track/pdf/10.1186/s13023-022-02256-2

The experiences of people with haemophilia and their families of gene therapy in a clinical trial setting: regaining control, the Exigency study

Given emerging evidence that learning to play a musical instrument may lead to a number of cognitive benefits for older adults, it is important to clarify how these training programs can be delivered optimally and meaningfully. The effective acquisition of musical and domain-general skills by later-life learners may be influenced by social, cultural and individual factors within the learning environment. The current study examines the effects of a 10-week piano training program on healthy older adult novices' cognitive and motor skills, in comparison to an inactive waitlisted control group. Fifteen participants completed piano training led by a music facilitator in small groups (max n = 4 per lesson class; two experimental, two waitlisted control groups). Data was collected using an explanatory sequential design: quantitative data from a battery of cognitive and motor tests was collected pre/post-test on all participants, with further post-test data from the waitlisted control group (n = 7). Qualitative data included weekly facilitator observations, participant practice diaries, and an individual, semi-structured, post-experiment interview. Bayesian modelling demonstrated moderate evidence of a strong positive impact of training on part A of the Trail Making test (TMT), indicating improved visuo-motor skills. Moderate evidence for negative impacts of training on part B of the Trail Making Test (and difference score delta) was also found, suggesting no benefit of cognitive switching. Qualitative results revealed that the group learning environment motivated participants to play in musical ensembles and to socialize. Motivation was optimal when all participants were happy with the chosen repertoire (participants reported they were motivated by learning to play familiar music) and when the facilitator observed that groups had formed cohesive bonds. Informed by these factors, exploratory analyses demonstrated strong evidence that a participant's lesson class had an impact on post-test scores (TMT part A). These results not only demonstrate the extent of cognitive benefits of a short-term piano training intervention for older adults, but also the importance of considering the group dynamics in the learning environment.

/pdf/cognitive-motor-and-social-factors-of-music-instrument-2a3w97xli6.pdf

Cognitive, Motor and Social Factors of Music Instrument Training Programs for Older Adults' Improved Wellbeing.

Empowerment in research is important in many autism and autistic communities and an important part of ‘nothing about us without us’. It is also an important component of person-oriented research et...

Empowerment in decision-making for autistic people in research

The purpose of this study was to explore middle school and high school band students’ perceptions of two ongoing school–university partnerships. Interviews and focus group interviews were conducted...

Silent Partners Uncovering Middle School and High School Students’ Perceptions of Their Roles in Two School–University Partnerships

Music teaching and learning are socially situated activities. School-university partnerships have the potential to impact preservice teachers’ identities and level of socialization. Thus, a sociologically based belief system for establishing and maintaining school-university partnerships may provide cooperating teachers and university faculty members with purpose and direction for meeting the needs of stakeholders. This article explores the sociological and pedagogical implications of school-university partnerships and illustrates how these underpinnings function in two middle school band collaborations. Specifically, this article examines how partnerships can be viewed through three sociological perspectives, how sociological experiences might impact preservice teachers’ futures, and how policymaking endeavors could impact the strength and continuance of school-university partnerships. What we learn from existing collaborations and how stakeholders respond to this information has the potential to reshape...

Sociological Perspectives of School-University Partnerships: Contextual Learning through Three Lenses

The purpose of this study was to describe the experiences of adult musicians in two longstanding flute choirs. Data were collected through observations, field notes, and in-depth interviews with 16 ensemble members. Salient statements were grouped into meaning units and clustered into 5 themes: Serendipity, Rewards, Challenges, Directors' Leadership, and Identity. Results indicated that serendipity played a substantial role in people's initial musical pursuits as well as their continued study. Most participants engaged in music only when invited by others, but once involved, they flourished and began to embrace musicianship as a meaningful part of their individual and group identity. Director leadership styles and a non-competitive atmosphere allowed for supportive, informal learning as participants assumed varying roles to assist each other. Challenges associated with flute choir membership included reestablishing previously learned skills, coping with the physical effects of aging, and fighting fatigue after long work days. Adults today have a multitude of choices with which to spend their leisure time, some which can be accessed passively with relative ease (e.g., watching television or surfing the Internet) and others which demand active, committed participation to nurture ongoing skill development (e.g., membership on intramural sports teams or musical ensembles). For busy adults who would like to include music in their daily lives, finding time to do so can be challenging (Kruse, 2007). Yet, many studies have documented positive rewards associated with active adult musicianship (Bailey & Davidson, 2005; Clift & Hancox, 2001; Coffin, 2005; Coffman & Adamek, 1999; Coffman & Levy, 1997; Dabback, 2008; Ellis, 1996; Ernst & Emmons, 1992; Faivre-Ransom, 2001; Forrester, 1975; Hartley, 2003; Heintzelman, 1988; Juttas, 2006; Olseng & Burley, 1987; Rohwer, 2002, 2009, 2010; Shansky, 2010). In order to understand the experiences of those who have chosen to participate in lifelong music learning, researchers have conducted studies in a variety of settings. Several studies have shown that adult amateur musicians in community music ensembles are often well-educated individuals with upper middle class status (e.g., Cavitt; 2005; Coffman, 2008; Coffman & Adamek, 1999; Heintzelmann, 1988; Rohwer, 2010; Rohwer & Coffman, 2006). Likewise, these individuals often recount positive musical memories associated with school performing ensembles (Cavitt, 2005; Coffman, 1996; Rohwer, 2002), informal listening venues (Rohwer, 2002), and supportive home environments (Bowles, 1991). In addition, professionals working with adults in community ensembles have reported high levels of motivation among amateurs, with the intrinsic satisfaction of music and social interaction both serving as important components of participation (Cavitt, 2005; Coffman, 1996; Coffman & Levy, 1997; Cope, 2005; Ernst &. Emmons, 1992; Forrester, 1975; Palmer 2008, Rohwer, 2002). The value adults place on musical skill development and social interaction seems to vary according to personal circumstance. Several researchers have reported that although adults place high value on social interaction, musical progress often serves as their primary motivation for participation (Coffin, 2001; Coffman &. Adamek, 1999; Darrough, 1990; Faivre-Ransom, 2001; Heintezlman, 1988; Juttas, 2006; Olson, 1997; Shansky, 2010). Yet, the emotional impact of social benefits should not be dismissed. In a study examining senior adult band members, Coffman and Adamek (2001) found that bonds created among musicians were as strong as those established years earlier with friends and neighbors. Similarly, Dabback (2008) found that relationships forged in adult ensembles may foster meaningful identity: Identities emerge from and are shaped by the social interactions among members in the ensemble setting. Players form new musical identities, reclaim identities that were important in their youth, or revise existing identities by taking up new, social instruments. …

Adult Musicians' Experiences in a Homogeneous Ensemble Setting.

The purpose of this descriptive case study was to examine three preservice teachers’ views of their participation in a mentored research study. Specific objectives included examining students’ perc...

Preservice Music Teachers’ Perceptions of a Mentored Research Experience A Study Within a Study

This narrative sounding contains the musical, social, and contextual findings extrapolated from an assortment of observations and interviews conducted with Appalachian folk musicians in the mountains of North Carolina. Participants’ stories focus on the benefits and motivations surrounding mountain music traditions, the perceptions of how musicians view their own learning, and the means by which mountain music culture and customs are preserved and disseminated in a modern world. Issues of identity, self-concept, spiritual connectedness, the survival and endurance of Appalachian folk music, and the marked sense of dignity in carrying on a living history told through music are chronicled through the participants’ voices. Implications for incorporating informal modes of music-making in conventional classroom settings are also discussed, as folk music traditions may be an interesting model to consider as music education endeavours to broaden the perspectives of music teaching and learning.

“Sheer Spine”: Evoking Past and Present in the Southern Highlands

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