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Full-Text Articles in Education
Music Performance Anxiety And Interventions In Conservatory And Liberal Arts Institution Music Students, Francesca M. Jimenez
Music Performance Anxiety And Interventions In Conservatory And Liberal Arts Institution Music Students, Francesca M. Jimenez
Scripps Senior Theses
Music performance anxiety (MPA) is reported in musicians of all experience, levels, and genre. However, solo classical musicians report MPA more often and at higher levels than performers in other genres because of its formal culture and traditional structure. Within solo classical musicians, collegiate training greatly differs between conservatories that award a Bachelor of Music (B.M.) and liberal arts institutions that award a Bachelor of Arts (B.A.). In 2 studies, the proposed research examines the differences in general anxiety, MPA, and private lesson content between these two groups. Participants will be from the two groups of types of collegiate music …
The Influence Of Economic Ideologies On U.S. K-12 Education Policy: Testing, Markets, And Competition, Corinna M. Svarlien
The Influence Of Economic Ideologies On U.S. K-12 Education Policy: Testing, Markets, And Competition, Corinna M. Svarlien
Scripps Senior Theses
The Elementary and Secondary Education Act (ESEA) was first passed in 1965 and has since been reauthorized several times, including as No Child Left Behind in 2001 and the Every Student Succeeds Act of 2015. The ESEA seeks to address the needs of low-income students; however, decades of reform efforts and government reports documenting inequality have done little to close gaps in educational resources or outcomes for marginalized groups. Accountability systems based on standardized testing are seen by policymakers on the Left and Right as the best way to improve education for marginalized groups, improve students’ economic preparedness, hold schools …
No Child Left Behind Leaves Behind English Language Learners, Daniela A. Canas Baena
No Child Left Behind Leaves Behind English Language Learners, Daniela A. Canas Baena
Scripps Senior Theses
Goals 2000 and No Child Left behind have developed a new timeline for language acquisition, have promoted the practice of teaching to the test rather than the understanding of content, and High School Exit Exams have led to the widening of the achievement gap between ELL students and their Non-ELL counterparts. In additions, the policies’ narrow definition of success leads to federal sanctions that penalize schools with ELL student populations further contributing to the widening of the gap.