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Dealing with traditions is a central issue in music education. I investigate different perspectives on tradition by engaging in a local hermeneutic study surrounding an interpretive event from a viola studio. To understand the function of tradition in this event, I construct a theoretical perspective with roots in hermeneutics and educational philosophy. Analysing this event and the participants' reflections, the contrast between the teacher's approach and the student's view of the work brings forward their divergent understandings of interpretive tradition. To investigate these differences, I offer three lenses: negotiating aesthetic values, liberation from tradition, and understanding tradition as a noun and as a process. I conclude that there are different ways in which a musician can "be like Primrose", and become a participant in a tradition. I also suggest ways in which traditions can be explored in education. (Contains 1 note.)

This study investigated young children's reflections about their learning experiences through Student-Created PowerPoint Presentations (SCPP). The study was conducted in a K/1 classroom in a university-affiliated school while the children completed a project titled "Who Measures What in Our Neighborhood?" The participants were 14 children (five girls and nine boys) and the teaching assistant, who facilitated the SCPP. Qualitative methods were used in the inquiry. The main data sources were videos of the SCPP sessions, interviews with the teaching assistant, and the children's SCPP presentations. Microanalysis was applied to the videos and presentations. The results indicated that SCPP effectively supported and facilitated young children's reflections. The levels and patterns of reflection were not related to gender but were closely related to age. SCPP provided the context for reflection in a communicative form, venues for different learning needs, a means for evaluating students' learning, and a medium for creating shared experiences and meanings. These young children also learned and practiced computer skills in an authentic context. The analysis indicated that three aspects of SCPP directly promoted students' reflections: the semi-structured presentation form, teacher-assisted individual sessions, and the use of the project curriculum. Some practical suggestions on scaffolding children's reflections through SCPP are made. (Contains 1 table.)

Understanding and writing about expository material is difficult for many students. Content classroom activities and assessment tasks, however, are often structured within a framework of student reading followed by extended written response. This multiple probe design across subjects study examined the expository comprehension and informative writing performance of 9 fourth-grade low-achieving students, 4 with disabilities and 5 without disabilities, following Self-Regulated Strategy Development (SRSD) instruction for TWA (Think before reading, think While reading, think After reading) and PLANS (Pick goals, List ways to meet soak, And, make Notes and Sequence notes). Student performance, as measured by oral and written retells, improved and was maintained following instruction. Students also liked the strategies as well as instruction, and believed that TWA + PLANS improved their reading and writing., Content literacy--interpreting and applying knowledge from expository text--has been referred to as the "quiet crisis" in American education (Gunning, 2003, p. 7). National Assessment of Educational Progress (NAEP) results indicate [...]

Abstract. This study investigated young children's reflections about their learning experiences through Student-Created PowerPoint Presentations (SCPP). The study was conducted in a K/1 classroom in a university-affiliated school while the [...]