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The purpose of this study was to investigate ensemble members' perceptions of their studio orchestra experiences. Survey data were collected from participants (N = 50) enrolled in a studio orchestra at a major collegiate institution in the Southeastern United States. A studio orchestra is a group of musicians who collaborate, compose, arrange, record, and perform original compositions designed for film, video games, and other works from popular culture. Survey results indicated that members of the ensemble had high rates of satisfaction with their experience, and preferred playing music from popular films and video games alongside original works in those genres. Participants also preferred a more student-led format. Music educators who create and structure ensembles like a studio orchestra can promote a diverse repertoire and enhance student satisfaction with their musical activities.

Informed by ecological approaches to second language development (SLD), the current study looked into three adult English-as-a-foreign-language (EFL) learners' quests of engaging in lifelong, informal language learning in the digital age. Data from in-depth interviews revealed that popular culture presented in different media forms offered learners with an entry point into English learning as well as continuous sources of information and entertainment in the digital age. In their informal language learning, the participants all stressed the important role of mastering the fundamental language elements (e.g. vocabulary and diction) and being able to apply their knowledge to real-life settings. Their depictions of their ideal self also revealed their learning goals and future aspirations. These research outcomes contribute to our understanding of the complex ecology of lifelong informal language learning in the digital age. As lifelong learning becomes ever more important in the modern knowledge-based society, these research results provide insights into ways of supporting learners inside and outside the formal classroom boundaries.

As the territory's sole public service broadcaster and a government department, Radio Television Hong Kong (RTHK) bears a dual responsibility for disseminating information to the public and in assisting in constructing how the public understands emerging issues and marginalized social groups. This paper analyzes how neurodivergent individuals are (re)presented in "A Wall-less World," RTHK's decade-long television series dedicated to promoting social inclusiveness. We find that by using different filming genres, plots, and narratives, the series exposes and negotiates different understandings about disability and perspectives about the lived experience of neurodivergent individuals. Given RTHK's unique position in the industry, and more generally in Hong Kong, we argue that the series perform a social service function to inform their viewers by engaging and shaping the public discourse gradually towards the neurodiversity paradigm. We also suggest future directions for practitioners and researchers to continue to engage and advocate for the neurodivergent community.

This article explores the normative representations of higher education students in seven films and television series from four European countries. Drawing on the concept of the 'independent learner' as an 'ideal construction', I demonstrate how these texts offer complex and at times paradoxical representations of who gets positioned as the 'ideal' student. Popular culture texts, such as those analysed here, I argue, contribute to framing normative understandings of students. As examples of public pedagogy, these representations have significant ramifications for the popular understanding of what it means to be a student in contemporary higher education.

This study explores South Korean kindergarteners' drawings on gender ideals in order to understand how they perceive the ideal man and woman with respect to gender. The data were collected based on drawings and interviews of 189 children aged 5-6 years in South Korea. The researchers identified themes using qualitative content analysis. Overall, the results showed that South Korean kindergarteners exhibited gender-stereotyped perceptions of occupations, appearances, roles/values, and visual features in their human figure drawings. Gender ideals were also influenced by pop culture. Additionally, this study found that some children possess gender ideals that are gender-neutral and prosocial rather than stereotypical. The significance of this study lies in gaining deeper understanding of young children's gender development and in providing approaches for early childhood educators to promote views of gender diversity.

Since the public intellectuals of the 1960s, there has been a shift towards the celebrity academic, as subjects such as history and science have transferred into popular television entertainment, often with female academics as the presenters. Using a case study of the British media, a post-feminist lens has been applied to examine how 17 celebrity academics have been represented. The use of gendered academic stereotypes such as the blue stocking, the school ma'am, the eccentric academic and the thinking man's crumpet were in evidence, alongside the male academic stereotypes of the hegemonic academic male, the nerd and the complicit male. With increasing numbers of women participating in the education workforce, one might expect gendered stereotypes to have become more positive. This research indicates that academic stereotypes should be added to the list of gendered stereotypes that need to be addressed as part of the work towards gender equality.

Pop songs have been claimed to provide a noteworthy source of second language (L2) input. While listening to songs in English is one of the most commonly reported out-of-class activities among EFL learners, little research exists as to how different teaching approaches to the use of songs in the EFL class can enhance students' vocabulary learning. The present study aims to investigate two different instructional approaches to the use of songs in the L2 class in order to learn how to maximise vocabulary learning through this input source. Two groups of grade 8 Italian EFL learners followed a short treatment that used English pop songs in different conditions, which differed in instructional focus (explicit vs. implicit). The results of the study suggest that although vocabulary significantly improved in both conditions, the explicit approach led to more durable gains.

Science fiction conventions are places where the convergence of science fiction and science is discussed within diverse communities. Many of these science fiction conventions offer programming focused on science, often described as "science tracks," for science experts to share their experiences, expertise, scientific findings, and applications related to current research in connection to science fiction with the public. Framing the study within a socio-cultural context, this study surveyed experts' (n = 19) perceived beliefs of science communication at science fiction conventions. Experts cited "accessibility" and "promoting scientific curiosity" as the greatest benefits and identified "misconceptions" or "misinterpretation" by the audience as challenges. Overall, experts agreed that "communicating science is important" and "science fiction has a great impact on science." Because of the public access to experts, it is important to highlight the potential influence science fiction conventions may have on science communication via socio-cultural experiences and contexts within popular culture.

Extensive and repeated language exposure is essential for second language learning. While not all learners can get such exposure routinely in face-to-face contexts, English language learners today create pathways to opportunities for learning English through participation in social media communities. The informal exposure to English they obtain can be driven by their passionate interest in popular culture and affiliation with communities of fans. The potential of interaction in online fandoms for language learning, however, depends in part on the language that learners are exposed to. In this study, a lexical bundle analysis was conducted to identify frequently used word combinations in YouTube comments posted under South Korean music band BTS fan-edited videos and performance videos. Lexical bundles retrieved from a corpus of 8,000 comments were investigated structurally and functionally. The bundles were found to display structural similarities with spoken registers, even though comments have unique textual characteristics. Functional analysis results showed that many of the bundles express interpersonal meanings, such as positive appraisal, with stance expressions. Findings from the structural and functional analyses of lexical bundles increase knowledge of the type of language that English learners are exposed to and can potentially benefit from by engaging in online fan communities.

Given the increasing popularity of the science-fiction genre, its capacity for worldbuilding and its long-durée vision, coupled with both the difficulty of discussing issues of migration in today's world as something more than a problem of the present and the necessity to go beyond this presentism, the author argues that science-fiction films provide an excellent tool for peace education inside and outside the classroom in general and to address migration in particular. This article discusses the why and how of using science fiction films for peace education, which the author claims is not necessarily taught in the classroom or special programs but should also be seen as part of lifelong learning/continuous education.

How can music educators explore the intersections of spirituality, relationships, and music education? The purpose of this paper is to examine how the Pixar film, "Soul," models the transformation that can occur when a music teacher embraces spirituality and the preciousness of everyday life both in and out of the classroom through experiences in spatiality, corporeality, temporality, and relationality. To explore the film's implications, I use a conceptual model of spirituality from van der Merwe and Habron and a theoretical framework from Boyce-Tillman which explores ideas of eudaimonia, spirituality, and music education. The film's protagonist, Joe Gardner, who evolves past his own ego and comes to share the joy of everyday experiences with a fearful student, may serve as a model for music educators who are seeking to find meaning in the daily life of music teaching and learning. Because discussing films seems so natural to our social experience, pondering how characters evolve and come to understand their purpose may help music teachers develop a deeper understanding of their own identity and interconnected relationships with students.

Courses Leadership, Strategic Communication, and courses within communication that include a complex group assignment. Objectives The Zombie Apocalypse (ZA) learning activity is part of a second-year course in an international master's program. The course introduces students to key concepts in strategic communication and leadership and encourages students to apply these in practice. The ZA aims to 1) prepares students for undertaking a complex group assignment (develop a strategic communications concept) in a diverse group. Specifically, it concentrates on the following objectives: assess priorities, challenge own values and perspectives, experience challenges of planning and acting with limited information, understand the importance of delegation and trust in teamwork, reflect upon emotional responses and their impact on performance under time pressure. By that, the ZA is not limited to strategic communication and leadership courses. It is suited to prepare students for complex group assignments in a wide variety of communications courses.

This activity provides students with a way of understanding expectancy violations theory (EVT) by examining incidents that occurred during televised award shows. In this activity, in small groups, students will delve into well-known award-show incidents, such as Will Smith's slapping of Chris Rock at the 2022 Academy Awards, to understand the events leading up to the incident, what happened at the time of the event, and the repercussions occurring after. Using this information, students will work through the components of EVT to enhance their understanding of the theory and its lens through which to view relationships. This activity allows students to use their familiarity with pop culture to gain a greater understanding of EVT in order to better utilize the theory when examining their own interpersonal relationships. Courses: Introduction to Mass Media Communication, Interpersonal Communication, Mass Media Theory and Criticism, Organizational Communication. Objectives: Students will understand the principles of EVT; be able to explain EVTs components (expectancy, communicator reward valance, and violation valence); and be able to apply EVT to examples of interpersonal interactions.

This paper focuses on Vietnamese PhD students' imaginative geographies of their destination countries. Using the data collected from in-depth semi-structured interviews with 18 Vietnamese PhD students, the study examines the participants' preparation for their sojourn before their departure, as well as their first multi-sensory experiences of the study countries on the first days of arrival, which then revealed how their imaginative geographies had been constructed and how they perceived the contrast between their imaginative geographies and reality. The findings of the study suggest that when the students chose to study overseas, they had diverse imaginations of the destinations that had been constructed over long periods of time thanks to the influences of movies, newspapers, media, and experiences of those in their social networks. Furthermore, the paper also highlights the collective imagination about countries in the West and the imagination of the collective West among Vietnamese students.

Popular music has existed in American education since the 1700s. However, biases related to race and class, and concern for student morality have often led educators to eliminate or suppress these musics in the classroom. Progressive teachers and students themselves sometimes advocated for popular styles, which eventually made their way into the curriculum after they were no longer popular in mainstream society. Once accepted, music educators tended to approach popular styles inauthentically and as a tool for introducing classical forms. These practices led to curricularization that is contrary to the informal nature of musicing in these genres. In this review, I synthesize primary and secondary sources to examine the history of popular music education in the United States and tensions between Western art music and popular genres in the P-12 curriculum. This essay will contribute to the history of music education, help teachers understand present practices and attitudes, and discuss implications for popular music instruction today.

The motivation of linguistically diverse young adults to learn Korean as a Foreign Language (KFL) was studied at a university on the US-Mexico border. This diglossic setting permitted a complex investigation of multiple elements, including L2-motivation theoretical attributes, exposure to Korean contemporary pop culture, and the linguistic and cultural diversity of the local community. 152 KFL university students completed an online survey. Participants were sorted into four language groups according to the degree to which English/Spanish predominated in their daily life: Spanish-dominant, balanced, and English-dominant bilinguals, in addition to English monolinguals. Maximum Likelihood Exploratory Factor Analysis found two underlying KFL motivation factors, which were conceptualised as a social-cultural factor (F1) and an educational factor (F2). This underlying motivation structure was then further explored to find associations between the factor-based motivational attributes and the four language groups. Repeated MANOVA measures found statistically significant interactional effects and between-group differences between the balanced and non-balanced bilingual groups and the English monolinguals. Further discussion highlights the diglossic environment, the cultural interests of bilingual young adults in L3 learning, and the role of English as a power language.

Purpose: The purpose of this paper is to study the popular educational broadcasting of Julius Sumner Miller and its intersections with contemporary science policy and education. Design/methodology/approach: The paper draws on archival research including resources so far unused by historians of science or of broadcasting and audio-visual resources of Sumner Miller's broadcasts on Australian, Canadian and American television. It begins by contextualising Sumner Miller as both an academic and broadcaster. The second section interprets the core points of his educational philosophy which he articulated in his written and broadcast works. The final section uses his private papers contextualised by works on the history and philosophy of science to interpret and delineate the disparity between Sumner Miller's influence as a populariser of science and the prevailing trends in scientific policy and teaching. Findings: This paper proposes that reconstructing the themes and recurring points he asserted in his broadcasts reveals disjunction between Sumner Miller's high-profile successes and the contemporary trends in both science policy and science education. This paper interprets the circumstance of an internationally known and influential science populariser who was coterminous with but against the grain of the notion of "big science". He therefore sought to popularise science precisely as it was developing in ways he disparaged. Research limitations/implications: This paper breaks new ground by interpreting the different sources, audio-visual and written, created by and about an influential television broadcaster. Originality/value: Although he was widely and internationally known, and the range of his influence on science communication is generally noted, Sumner Miller's broadcasting and the themes and educational philosophy espoused in it is little researched and contextualised. This paper sharpens understanding of his influence but also his points of intersection and disjunction with scientific culture. Hitherto unused archival resources contribute to this understanding.

The aim of the research is to explore consumer perceptions of masculinity in advertising and determine the effectiveness of these advertising efforts in offering a brand's version of masculinity to men. The researchers analysed consumer comments posted on advertisements where masculinity is a prominent subject on the YouTube platform. By applying Nvivo 11, qualitative data analysis software, the researchers used qualitative content analysis, sentiment analysis, and discourse analysis to understand consumer perceptions of various brands' efforts in presenting their version of masculinity to consumers. The results showed that when commenting on the advertisements, consumers take into consideration the entire context of masculinity and the contemporary notions of it in society, media, popular culture, and competitor's advertisements. In addition, the results showed that masculinity in advertising has such a significant interest for the consumers that the product discourse does not get any noteworthy importance.

In consideration of white music educators' perceptions of and engagement with matters of race and music, the purpose of this qualitative study was to problematise the acceptance and valuation of "Hamilton", and possible hypervaluation of Whiteness through the perceptions and experiences of eight White music educators who were fans of the show. The research was guided by the following questions: (1) Does this acceptance of "Hamilton" reflect the repertoire and cultures included in their music curricula?; (2) Does "Hamilton" function as propertized Whiteness thereby deeming it worthy of inclusion in music education settings?; and (3) Does the experience that is "Hamilton" pass as white, therefore making it feel comfortable and accessible to white music educators commonly uncomfortable with rap music? Interviews were analysed using a framework of whiteness as property including: rights of disposition, rights to use and enjoyment, reputation as property, and the absolute right to exclude.

Purpose: We investigated the effectiveness of using feature films in teaching organizational behavior courses at the undergraduate level at a mid-Western university in the USA. Design/methodology/approach: Our model included the impact of film analysis on self-perceived learning outcomes and cognitive and affective changes among students. Structural equation modeling using partial least squares and contemporary mediation analysis techniques were employed. Findings: Featured film analysis positively impacted perceived learning outcomes and the cognitive and affective components of learning among students. We also found an indirect effect on cognitive and affective change, indicating that learners' improved perceived learning outcomes deepened their learning and resulted in greater appreciation of organizational behavior theories. Practical implications: Films are effective pedagogical tools for teaching complex business theories and principles. We recommend that faculty members pay careful attention to selecting films for study and should design film analysis projects aligned with meaningful course learning outcomes. Appropriate films and carefully designed learning outcomes trigger cognitive changes and have a lasting influence on students beyond the semester. Originality/value: Our study is one of the few empirical studies demonstrating the effectiveness of feature films as a pedagogical tool for organizational behavior courses.

Purpose: The aim of the article is to develop a framework for assessment for contemporary commercial music (CCM) in a music department that is still organised in a traditional way. Assessment of CCM in tertiary institutions and external graded music exams were described and analysed, followed by the presentation of an assessment framework. Design/methodology/approach: This research design is a content analysis. Data was collected through purposive sampling of primary sources of CCM syllabi. These syllabi are used descriptively and analytically for comparison. Findings: The major findings from the content analysis are presented as an assessment framework for CCM. The assessment framework has implications for teaching and learning vocal CCM at both undergraduate and postgraduate in higher education. Practical implications: The study focused on the development of assessment criteria for CCM, in a music department where no degree specialisation for CCM exists, and CCM is manifested in the principal instrument only. The framework for assessment may be useful to practitioners and academics who are attempting to introduce CCM in classically oriented music departments and where external constraints prohibit the introduction of a degree specialising in CCM. Originality/value: This article presents an authentic assessment framework for CCM, that considers its style and performance practices.

One way to build a comprehensive, inclusive, and equitable music education is through the inclusion of popular music in curricula. However, it can be challenging for teachers to bring popular music into the classroom for many reasons. We suggest that since many teachers are educated in the Orff Schulwerk approach, this can be one way to teach popular music in the classroom. In this article, we discuss the similarities between Orff Schulwerk and popular music education, share our rationale for creating a weeklong course on popular music and Orff, describe how it was structured, and share resources. We invite teachers to build relationships with their students, talk to students about what and who they are listening to, start with activities that are comfortable for them and their students, and know that music standards can easily be achieved through teaching and learning about popular music.

This study aimed to understand the language learning strategies of L3 Chinese university students who were taking a year-long university exchange programme in one of the South Korean universities and who had learning experiences with both the Chinese and English languages. Based on the constructivist learning theory, this qualitative study sought to identify the elements and factors that could influence their language learning strategies based on previous and current experiences from 72 Chinese-as-the-first language international students with interviews, focus group activities, and remarkable-item sharing. Two questions guided this study: 1) what are the major applications and strategies of language learning used by the L3 language learners of the Korean language, and 2) what elements and factors influence the language learning strategies that are based on the L3 language learners' previous and current experiences? The results indicated that interests in Korean popular culture and entertainment, contemporary teaching and learning materials, and bridge my previous knowledge with new ideas were the main themes. The study's results outline the preferred teaching and learning strategies and reveal how the participants absorb their foreign language knowledge based on their previous experiences, current experiences, and contemporary situations.

This study examines the perceptions of Korean language teachers on the classroom practice of embedding contemporary Korean pop culture into classrooms for effective world language instruction. While integrating culture in language classrooms has been practiced for decades, Korean teachers in this study expressed a lack of confidence in designing activities with a wide array of samples of Korean culture in their instruction. In this article, we explore how 14 pre-and in-service Korean teachers who attended a 2019 professional development summer program engaged in a learner-centered classroom that utilized various forms of Korean culture, such as K-pop, as an instructional tool. Data were gathered during this teacher training program using online surveys, small group interviews, daily reflections, online discussion, and final projects based on a mixed-methods research design. The results of the study highlight the importance of thoughtful use of Korean culture and the appropriate use of technology to support and enhance culture-integrated language instruction. Finally, implications for future research and practice with world language teachers and teacher educators are discussed.

The refashioning of popular cultural resources has become a salient strategy for the construction of "hyper-real" spaces of cultural consumption worldwide. Taking Lefebvre's triadic model of space as the anchorage, this study proposes an analytical framework to examine the affective production of space. Ethnographic fieldwork was conducted in the Central Perk café in Shanghai as replicated from the American sitcom "Friends." The analysis reveals that resemiotization, recontextualization, and the spatial arrangements of the interior café enabled fan-customers to orchestrate individual-specific affective assemblages based on their varied familiarity with the sitcom and alignment with its affective values and characterization. It is found that these affective assemblages afforded fan-customers socio-atmospherics featuring a cozy, relaxed state of being and a home-like sense of belonging. The affective practices of the human-nonhuman participants turned this themed café into a lived space of affinities that helped the café owner and fan-customers cope with atomization and precarity in cosmopolitan life. It is argued that the proposed analytical framework can reveal the role of affect as a critical social force that enables individuals to fulfill their sociocultural needs and desires by appropriating transnational popular cultural resources and co-producing a cultural consumption space.

Wattpad platform has reached a significant number of users in Turkey as well as in the world. Therefore, books written in Turkish on Wattpad are essential reference sources for researchers to determine the transformation and development of Turkish and popular literature in the digital environment. The tags are keywords assigned by the author and contain valuable information about the general characteristics of a book. The browse categories when sorted by hot listing option, give a popularity ranking of a category at the current time. Tags enable the readers to discover the book more easily and provides the book to be ranked on top of the popularity rankings. In this study, from the tags that are obtained from the top 10 books of popularity rankings of a 13-year-old user profile, it is aimed to analyze the subjects of interest of adolescent readers, their choices and the quality of the Turkish books that appeal to them. The tags are classified and it was determined that the most used tags among the classified groups were related to the genre of the story, the subject of the story, and the K-pop culture, respectively. This shows the effect of K-pop culture in Turkish books on Wattpad. It is also seen that words related to kinship and affinity names, professions and occupational names, media and social media communication tools, mature themes, venues, supernatural, and mythological elements, Watty Awards, gender and age, religions, personal, physical and age characteristics of protagonists, and reign are used as tags.

Politics and International Relations (Pol & IR) lecturers can capitalise on the established relationship between comedy and political analysis by using humour techniques to enhance the student learning experience and to develop students' critical analysis skills. Using collected data from focus groups with 21 British and International undergraduate students from four UK universities, this small-scale empirical study advances a methodology that enables participants to engage in collective meaning-making without being restricted by a closed-ended question survey. This research highlights student perceptions that humour attempts can make concepts memorable, improve student-lecturer rapport, and increase student engagement and motivation when lecturers consistently adopt a friendly persona and use humour to supplement high-quality lecture content. Mild self-deprecation by lecturers improves the student-lecturer relationship. Lecturer "banter" with students is risky, but might be acceptable if the lecturer's persona is consistently humorous and sufficient student trust is developed. Participants considered that analogies and pop culture references are beneficial explanatory tools, especially for complex Pol & IR concepts or theories. Memes were considered to be most effective when used as a summarising or concluding point, thus corroborating the "educate before subvert" principle.

The relevance of the research is substantiated by the fact that the information society can be addressed as a stage in the modern civilization formation, which is characterized by the increasing role of knowledge, information, as well as information processing technologies. The number of people employed in the information sphere is growing steadily. The information products and information services are gaining additional shares in the market. It is specifically the prerequisites for a future specialist to have high media and cultural competence to tackle current challenges. The research aims to ascertain experimentally the pedagogical conditions for media culture formation and its impact on future professionals' training. The study was conducted using such tools as questionnaires and testing. Diagnosis of cognitive interest (according to N. Kuzmina's scale), the scale for assessing students' operational skills (according to M. Chobitko), Pearson's criterion (chi-square). In the experimental group, only 1.9% of students at the control stage of the experiment corresponded to the low level of media culture according to the cognitive criterion, while in the control group there were 18.4% f students. However, in the experimental group at the control stage of the experiment more than 61% of respondents yielded a high level of media culture according to the cognitive criterion. That said, in the experimental group only 1.9% respondents at the control stage of the experiment corresponded to a low level of media culture according to the cognitive criterion. The obtained results give grounds to argue that media culture formation has a positive effect on the future professionals' training. This is due to the fact that media culture is underlying the general professional competence of the XXI century specialist. The enhancement of the students training through the use of new information and Internet technologies has all chances to be one of the prospects for further research in the relative to the issue addressed.

In recent years, the demand for more culturally competent candidates has risen as employers seek workers highly adaptable to the global marketplace. Study abroad internship programs offer a rich training ground for college students to gain valuable international and intercultural career experience. This study examined the effects of experiential program design on the cultural intelligence of participants in an international internship program. College students from a large Midwestern university were enrolled in an international internship program in Amsterdam, Netherlands; Lima, Peru; or Seoul, South Korea. The program design incorporated principles of Kolb's Experiential Learning Theory (ELT) to increase student reflection on their experience and engage them in the ELT cycle. Participants were scored on the Cultural Intelligence Scale (CQS) before and after the internship, and pre-test and post-test scores were compared and analyzed. Findings indicated significant growth in participants' cultural intelligence. The intentional incorporation of experiential learning principles in the design and implementation of internship abroad programs has clear potential to increase participant' intercultural competence and develop their skills for the 21st century workplace.

America has been multicultural from the beginning of the country's inception. Blacks and whites have lived together throughout this history. The movies have also evolved during their history to include relations between subcultural groups, especially between Blacks and whites. Depictions of racial relations have evolved through different stages in the movies over time. Recent movies have displayed some new features. Blacks are affected by accounts of race that depict interracial relations and the constraints on African Americans. White views about race in general and Blacks in particular have had a major impact on the lives of African Americans. A new form of race depictions has emerged recently, as shown in two new films, American Fiction and Origin.

This paper reports the uses and practices of literacy in English of primary schoolchildren in Malaysia. Data was gathered from two children, their parents and the English subject teacher. The results reveal four major findings. First, the results reveal that the students' experience with out-of-school literacies in English were largely afforded by new technologies Second, popular culture played a considerable role in the students' out-of-school lives. Third, the students' engagement with out-of-school texts was influenced by cultural artefacts and social discourses, and fourth, there were also complementing and contrasting literacy practices reflected in both environments. This paper argues that awareness of the students' uses and practices of English as they participated in different communities may enable teachers to incorporate aspects of out-of-school literacy into the school to facilitate the students' learning. Additionally, it may also help teachers prepare the students to face the growing challenges of using English in the 21st century.

Following Hyland's model of metadiscourse, evidential is defined as an expression that references information from other texts. Evidence in traditional academic writing may include peer-reviewed articles, published books and personal communication with field experts. With a sharp increase in the use of online teaching and learning environments by education providers, such as Google Classroom and Canvas, and a vast range of sources of evidence available in non-traditional forms, are types of evidence in students' academic writing changing and, if yes, how? In this study, we analysed the use of evidentials in course discussion forums by students at the Universiti Brunei Darussalam, revealing the types of evidence included in the writing. Our findings show that students' academic writing in online teaching environments expands what is traditionally considered academic evidence to some extent, but more targeted teaching intervention may be needed to broaden the range and quality of evidentials used by students.

Musical play is a vital aspect of children's musical cultures. As the social and cultural experiences of children change over time, their playful engagements with music may reflect these shifts. The purpose of this oral historical research was to explore girlhood musical play experiences over the course of a span of approximately 80 years (ca. 1920-2009), as well as the influences at work in the transmission, continuity, and content of these musical play behaviors. Semi-structured interviews were implemented to illuminate the musical play experience stories of 20 female individuals spanning four generations of birth as well as the factors impacting the transmission and continuity of musical play over time through family lines and across age cohorts. Findings suggest that influences of family, temporal context and peer groups, popular culture, cultural contexts, and issues of gender identity and gender roles were all present in the transmission of musical play repertoires over time. A lack of interest in musical play was also reported, which additionally impacted transmission.

In this article, the authors explain how they leveraged the popularity of the "Star Wars" franchise to introduce a task steeped in popular culture as a fun way to engage their students in investigating complex mathematics that have real-life connections to careers in toy design and engineering design in general. The authors share various aspects of the multiday lesson to highlight the students' deep mathematical reasoning. The article starts with the introduction of the task, in which the authors challenged students to sketch a 2D prototype droid using paper and pencil, followed by creation of their 3D prototype using technology. The lesson includes the students computing the "cost" of the action figure they created.

Representations of higher education in fiction-based sources contribute to forming public perceptions of academia, and so are a form of public pedagogy. Within popular culture representations, understandings of academics are constructed using particular tropes which build shared meanings of the profession. Conferences are one of these tropes and can thus be used as a focus to explore the construction of the academic profession in popular culture representations of higher education. This paper draws on a research project which explored representations of conferences in narrative fiction texts (novels, graphic novels, short stories). In this paper, we analyse references to conferences for what they teach us about the academic profession. The paper is based on analysis of 98 symbolic references to conferences from a sample of 23 fictional texts. Symbolic references are short references which serve as a shorthand to signal aspects of the academic profession, and in this paper, they have been analysed in terms of what they portray and where they position the reader. The paper argues that popular culture representations of academia are pedagogical, in that they show the profession to be desirable to others but encourage a disidentification with academics, reinforcing the exclusionary nature of the profession.

The collection of data on values through instruments such as the World Values Survey has focused attention on two opposing but inter-related trends, namely the combination of substantial cultural change in many countries and the persistence of distinctive traditional values. This reflects the interplay between social changes associated with modernisation and globalisation--including increased global trade and the rise of global popular culture--with traditional values country-specific systems. In this paper, we introduce a focus on another potentially important source of change, that of widening higher education participation and attainment, and the extent to which self-reported values differ between university graduates and non-graduates. We investigated this question using data from the most recent collection of the World Values Survey (2017-2020) for six core values--family, friends, leisure, work, politics, and religion--and tested for the influence of higher education attainment on the perceived "importance" of each value and the extent to which this influence differs across values and in gender, generation and country grouping sub-samples. We find evidence for consistent effects in most contexts, with no statistical differences between graduates on non-graduates in relation to the propensity to view family and work as important, statistically significant positive effects on the propensity of graduates to view friends, leisure, and politics as important, and a significant negative effect in relation to religion.

This article presents a case study of a fourth-grade teacher, Kathy Topaz (all names are pseudonyms), her seventeen students, and the ways that they talked about and rehearsed essay-writing through speech across the school year in an inclusive fourth grade class. With increased focus on informational writing and opinion writing in curriculum and Common Core State Standards (CCSS) across grade levels, Kathy, like most upper elementary teachers, needed to teach her students the five-paragraph essay structure in a grade-appropriate format for upper elementary students. Starting in September of the year of the study, Kathy intentionally facilitated talking prompts and sentence stems, as well as dramatic and playful activities, as ways to rehearse the structure and content for writing in various genres such as personal narrative, poetry, and -- the focus of this article -- expository, or essay-writing. In the present study, Kathy's goal for the students was to explore and practice key concepts of the expository genre and its structure through speech, as rehearsal, before committing their own ideas to paper during independent writing time in Writing Workshop.

Previous studies have pointed to the benefits of involving students' everyday life experiences in lessons and in contextualizing the science content to enhance learning and positive attitudes toward school science. However, most of these investigations have been conducted as intervention studies. By contrast, the present study explored how teachers, in authentic situations and without interventions, related the school science context to other contexts. We analyzed a total of 490 min of lesson introductions in Swedish Grade 9 classes. The results revealed that teachers employed contextualization at the intersection of science content and the everyday life context, the school context, and the language context. Furthermore, it appeared that contextualization was created in the moment, as a way of explicating the scientific content. Compared to intervention studies, the present study shows that occasions of contextualization are rare. It is possible to conclude that the use of contextualization in science learning situations could be viewed as a teacher competence and must be explicit in teacher education and professional development to achieve the benefits of enhanced student interest and learning shown in the mentioned intervention studies.

This study aimed to explain the development stages of an online coding application engine (SIGUN) according to the R2D2 instructional design model to support and develop cultural transfer in social sciences education and popularize the national culture. During the definition phase of R2D2, analyzes of needs, learner, task and content were made. In needs analysis, it was decided to develop a coding application that transfers national culture instead of transnational culture in coding education. In the analysis of learners, the coding skills of the students at different grades were examined through samples, and it was decided that SIGUN should be editable according to their developmental characteristics. It was planned to assign tasks to learners in task analysis and to fictionalize the tasks in the prototype through Dede Korkut stories in content analysis. In the design and development phase of R2D2, it was decided to create an online system choosing media and equipment. Subsequently, the design and development process of SIGUN was started creating a draft graphic design interface through determining the development environments. In this sense, a web-based coding engine was developed with various coding languages. The rapid prototype was analyzed for process evaluation as being equipped with national culture elements and thus, the final version was created. Due to its dynamic structure, SIGUN was can be adapted for different developmental stages of children and popularized while transferring abstract and concrete cultural elements with animations.

Alongside Walt Disney's animated movies, television programming, and theme parks, scholars have examined The Walt Disney Studios' "True-Life Adventures" series of live-action nature documentary films for their impact on popular culture. Historians, however, have mostly overlooked the significance of the "True-Life Adventures" for student learning about the natural world. Amending this historiographical shortcoming, this essay examines Disney's innovative approach to wildlife filmmaking, describes viewers' reactions to the "True-Life Adventures'" educational qualities, and investigates the Studios' efforts to use the films to enter the education market. The study breaks new ground by analyzing seldom accessed documents preserved in the Walt Disney Archives both to reveal how students, teachers, and college and university faculty responded to the films and to examine the extension of the nature documentaries through related media.

Band pedagogy has become the dominant teaching approach found in secondary music education. Band pedagogy's focus on meeting performance objectives in large ensemble contexts has created inflexible and teacher-centered learning environments. This paper seeks to examine the problematic aspects of band pedagogy being at the forefront of curriculum implementation, and to propose solutions for educators that better meet the needs and interests of students. To create a clear path forward for secondary music education, educators' need to be open to informal pedagogical approaches, cultivate an awareness of their own positionality to the music curriculum, and embrace popular music practices.

In this essay, we center hip-hop culture and Black cultural legacies. We envision and offer a two-fold framework which illuminates the intersection between the two. We explore ways that the Black cultural experience (or better yet Black cultural praxis) has always brilliantly and organically demonstrated the shape and form of a scholarship of consequence. Black cultural praxis, or reflective action with a Black emancipatory influence, has always allowed freedom of movement, freedom of body, freedom of tongue, and freedom of voice. We translate what this cultural praxis teaches and urges regarding the transformation, unbinding, and freeing of both educators and educational spaces. We demonstrate how the intersection of hip-hop culture and Black cultural legacies can be instructive and transformative to educators. We invite educators to reimagine their classroom spaces by not only focusing on learning "about" hip hop but "from" it as well.

The purpose of this research is to examine the pop music metaphors developed by high school students. In this study, the phenomenology model, which is one of the qualitative research methods, has been used. A total of 650 students from a public school in Province Ankara, District Mamak, attended the study during the spring semester of the 2020/2021 academic year. The data were collected through a form containing the question 'Pop music is like... because...'. The data were analysed through content analysis. Based on the 324 different metaphors created by high school students, these metaphors are classified into 13 categories based on their shared characteristics. Students' gender and their conditions whether they play an instrument or not were considered when categorising them. According to the findings of the study, high school students described pop music as the most energising/friendly genre. The study also demonstrates that metaphors can be an effective tool for eliciting students' perceptions of pop music.

Entertainment media and popular culture often overdramatize the college experience. An honors colloquium engages students in scholarly research and discourse involving thematic elements of academic life in popular culture. An interdisciplinary approach to race, class, the professoriate, Greek life, and foreign experience is espoused. Through a lens of critical social theory, students deconstruct misinformed "stories most often told" to reconstruct more cogent understandings of college life and student experience. With a curriculum designed to advance social justice through equitizing education and amending cultural perceptions, this colloquium helps develop self-motivated, self-regulated, and engaged learners.

Situated within research on youth, participatory politics, and media framing of obesity, this study examined how undergraduate students in a media literacy course engaged with obesity discourse as a nexus of civic participation. Twenty-nine students enrolled on the course identified frames of obesity in plus-size model Tess Holliday's Instagram posts surrounding her controversial Cosmopolitan cover in 2018. Analysis of these frames -- self-validation, injustice of fat-shaming and stigmatization, influences of Instagram celebrities on fat embodiment, and health stereotypes of obese people -- enabled the students to critique activist responses to accepted body norms and moral values facilitating weight bias. In efforts to reframe obesity within their social media communities, the students created and shared online media content, prioritizing societal influences in obesity representation. In this process, students cultivated participatory practices of comprehending and sharing (social) media framings of bodies and health. Hence, this article offers contextualized understandings in youth digital engagement learning.