97b553e94b618a79f62bca6ccea4ed24 education_13_00972.pdf 7488975b20b32924bf5fd29a9df4570737738a50 education_13_00972.pdf 99e9db100f9b9d932751744b93143e94ed2a58adae59a0438cb800ec578f9693 education_13_00972.pdf Title: Co-Teaching with High School Students for Music Teaching Subject: This article presents a didactic proposal for teaching musical notation and solfège sight-singing through co-teaching with secondary school students. The goal was to explore the advantages and limitations of using a form of peer learning where students play the role of co-teachers alongside the teacher. We wanted to find out whether this proposal would lead to significant improvements among both co-teachers and tutees, identifying the actions responsible for this progress, and paying particular attention to how students learn in the role of co-teachers. This study was based on a mixed-method explanatory sequential design, where the quantitative data were analyzed first and then the qualitative data. The quantitative results showed statistically significant improvements when comparing the pre-test and post-test results of all the students participating in the didactic proposal. These improvements can be attributed to the personalized support provided by the co-teachers, the opportunities for peer assessment that enabled progress to be monitored and provided feedback, and the possibilities of learning by teaching. In conclusion, the results of this study endorse the viability of student co-teaching in secondary school music education. Keywords: peer learning; learning by teaching; student co-teaching; music education; music literacy Author: Félix Quiñones-Ramírez, David Duran and Laia Viladot Creator: LaTeX with hyperref Producer: pdfTeX-1.40.21 CreationDate: Sat Sep 23 12:05:56 2023 CEST ModDate: Sat Sep 23 12:08:18 2023 CEST Tagged: no UserProperties: no Suspects: no Form: none JavaScript: no Pages: 17 Encrypted: no Page size: 595.276 x 841.89 pts (A4) Page rot: 0 File size: 316508 bytes Optimized: no PDF version: 1.7 name type encoding emb sub uni object ID ------------------------------------ ----------------- ---------------- --- --- --- --------- AWHDWW+VnURWPalladioL Type 1 Custom yes yes no 10 0 CAAUXX+URWPalladioL-Bold Type 1 Custom yes yes no 15 0 IMHVHP+URWPalladioL-Roma Type 1 Custom yes yes no 20 0 AXLRCN+URWPalladioL-Ital Type 1 Custom yes yes no 24 0 YSPQJI+VnURWPalladioL-Bold Type 1 Custom yes yes no 28 0 CAKDYH+TimesNewRomanPS-BoldItalicMT Type 1C WinAnsi yes yes no 46 0 GFAWRG+CMSY10 Type 1 Builtin yes yes no 77 0 PFMJNM+VnURWPalladioL-Italic Type 1 Custom yes yes no 90 0 Jhove (Rel. 1.22.1, 2019-04-17) Date: 2023-09-28 02:33:14 CEST RepresentationInformation: education_13_00972.pdf ReportingModule: PDF-hul, Rel. 1.12.1 (2019-04-17) LastModified: 2023-09-27 05:55:15 CEST Size: 316508 Format: PDF Version: 1.7 Status: Well-Formed and valid SignatureMatches: PDF-hul MIMEtype: application/pdf PDFMetadata: Objects: 272 FreeObjects: 1 IncrementalUpdates: 0 DocumentCatalog: PageLayout: SinglePage PageMode: UseNone Outlines: Item: Title: Introduction Destination: edu.harvard.hul.ois.jhove.module.pdf.PdfSimpleObject@262b2c86 Children: Item: Title: Peer Learning Destination: edu.harvard.hul.ois.jhove.module.pdf.PdfSimpleObject@371a67ec Item: Title: Learning by Teaching Destination: edu.harvard.hul.ois.jhove.module.pdf.PdfSimpleObject@5ed828d Item: Title: Student Co-Teaching Destination: edu.harvard.hul.ois.jhove.module.pdf.PdfSimpleObject@50d0686 Item: Title: Peer Learning and Music Literacy Destination: edu.harvard.hul.ois.jhove.module.pdf.PdfSimpleObject@7a3d45bd Item: Title: Materials and Methods Destination: edu.harvard.hul.ois.jhove.module.pdf.PdfSimpleObject@1e7c7811 Item: Title: Results Destination: edu.harvard.hul.ois.jhove.module.pdf.PdfSimpleObject@77ec78b9 Children: Item: Title: Results of the Work on Music Notation Destination: edu.harvard.hul.ois.jhove.module.pdf.PdfSimpleObject@1a3869f4 Item: Title: Results of the Work on Solfège Sight-Singing Destination: edu.harvard.hul.ois.jhove.module.pdf.PdfSimpleObject@a38d7a3 Item: Title: Discussion Destination: edu.harvard.hul.ois.jhove.module.pdf.PdfSimpleObject@77f99a05 Item: Title: Conclusions Destination: edu.harvard.hul.ois.jhove.module.pdf.PdfSimpleObject@63440df3 Item: Title: References Destination: edu.harvard.hul.ois.jhove.module.pdf.PdfSimpleObject@3aeaafa6 Info: Title: Co-Teaching with High School Students for Music Teaching Author: Félix Quiñones-Ramírez, David Duran and Laia Viladot Subject: This article presents a didactic proposal for teaching musical notation and solfège sight-singing through co-teaching with secondary school students. The goal was to explore the advantages and limitations of using a form of peer learning where students play the role of co-teachers alongside the teacher. We wanted to find out whether this proposal would lead to significant improvements among both co-teachers and tutees, identifying the actions responsible for this progress, and paying particular attention to how students learn in the role of co-teachers. This study was based on a mixed-method explanatory sequential design, where the quantitative data were analyzed first and then the qualitative data. The quantitative results showed statistically significant improvements when comparing the pre-test and post-test results of all the students participating in the didactic proposal. These improvements can be attributed to the personalized support provided by the co-teachers, the opportunities for peer assessment that enabled progress to be monitored and provided feedback, and the possibilities of learning by teaching. In conclusion, the results of this study endorse the viability of student co-teaching in secondary school music education. 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