Author: Jeffrey A. MelshaPublisher:
ISBN:
Category :
Languages : en
Pages : 108
Book Description
A Survey of Missouri Middle-school and High-school Instrumental Music Teachers Regarding the Use of Recording Technology and the Effectiveness of Recording Techniques in the School Music Classroom
Author: Jeffrey A. MelshaMissouri Journal of Research in Music Education
Author: A Descriptive Study on the Perceived Impact of Technology in Instrumental Music Classrooms
Author: Jena Marie IngramPublisher:
ISBN:
Category : Middle school students
Languages : en
Pages : 102
Book Description
Technology in education is growing in importance. The purpose of this study was to determine the attitudes of middle school students on their perception of technology in an instrumental music classroom. The study compiled results based on three areas of technology: music applications and programs, interactive devices, and multimedia. Each area of technology was studied to determine the perceived effectiveness of learning musical notation, rhythm reading, and general learning of how to play an instrument based upon factors such as reaction, attitude, engagement, participation, and understanding of each topic. Information was collected through a survey that took place after an eight-week period of basic music learning. The results showed that students had a generally positive perception of using technology in an instrumental music classroom and that the most favorable type of technology was interactive technology. This type of technology was perceived to help the participants most with learning musical notation and rhythms.
Music Teachers' Opinions Regarding the Use and Effectiveness of Elementary Music Series Books in Missouri Public Schools
Author: Norma Dean Looney McClellanPublisher:
ISBN:
Category : School music
Languages : en
Pages : 166
Book Description
Resources in Education
Author: A Study of the Comparison of the Amount Or Frequency in the Use of Technology in the Music Classroom, as it Correlates to the Amount of Teachers Experience
Author: Jennifer FrazierPublisher:
ISBN:
Category : Educational technology
Languages : en
Pages : 23
Book Description
The purpose of this study was to determine if there is a correlation between the number of years of experience of music teachers and the frequency of their use of technology in the elementary music classroom. The group selected for this study was several music teachers from various locations in the state of Missouri. These locations included; rural areas in Northwest Missouri, urban and suburban areas in Kansas City, Saint Joseph, and the Saint Louis areas. The group was emailed surveys and was asked to fill out and return. The data collected in this study was number of years of teaching experience, the amount of technology used by the individual teachers as well as their expressed comfort and confidence level in using technology in the music classroom. So after surveying the teachers, it seems that experienced educators use the technology more and seem to be more comfortable incorporating it in to their daily lessons. However, after doing the t-Test, the results were different than what I had previously thought. The t-Test showed that there wasn't any significant difference between the inexperienced and experienced and the usage of technology.
PENNSYLVANIA HIGH SCHOOL INSTRUMENTAL MUSIC TEACHERS' PERCEPTIONS OF CHANGES IN INSTRUCTIONAL TIME AND RESOURCES
Author: Hugh WilliamsonPublisher:
ISBN:
Category :
Languages : en
Pages : 228
Book Description
The purpose of this study was to determine Pennsylvania public high school instrumental music teachers' perceptions of changes to instrumental music instruction that may have been the result of a narrowing focus on student performance on standardized tests and sanctions linked to the No Child Left Behind Act of 2001 (2002). The study used a descriptive design to investigate ways that standardized testing may have influenced student opportunities to participate in school instrumental music, instructional time available for instrumental lessons and performing ensembles, budgetary resources and funding sources, staffing, and instrumental music curricula in Pennsylvania high schools. Data were gathered via an anonymous web-based survey. Of the entire population of 710 full-time high school instrumental music teachers in Pennsylvania, 304 responded. Of those, 247 successfully completed the survey and were appropriate for analysis. Results suggested that across PA high schools, instrumental music opportunities were varied and inconsistent with regard to instructional time, financial resources, access and availability of students, and support for instrumental music within the larger curriculum of the schools. These inconsistencies may have resulted in unequal opportunities to participate in instrumental music programs, partially because of funding and policy priorities at the state and local level that value test-based accountability rather than more comprehensive methods of evaluating child development and learning. Prior research suggested that opportunities to participate in instrumental music were linked to individual and group standardized test performance. Schools in very large urban districts with high percentages of low-income and minority students were the most likely to face reductions in instrumental music opportunities. Implications included the possibility of inequitable reductions to music programs potentially undermining efforts to help reduce or prevent achievement gaps. Reductions in instrumental music opportunities for elementary level students was a particular concern since neurobiological research findings suggest special benefits for early childhood music instruction. Recommendations for further research included replication of the study using identifiable data, case studies of individual high schools, the continuation and expansion of longitudinal studies between neuroscientists and music educators, and a survey of school administrator attitudes toward music education.
School, Family, and Community Partnerships
Author: Joyce L. EpsteinPublisher: Corwin Press
ISBN: 1483320014
Category : Education
Languages : en
Pages : 508
Book Description
Strengthen programs of family and community engagement to promote equity and increase student success! When schools, families, and communities collaborate and share responsibility for students′ education, more students succeed in school. Based on 30 years of research and fieldwork, the fourth edition of the bestseller School, Family, and Community Partnerships: Your Handbook for Action, presents tools and guidelines to help develop more effective and more equitable programs of family and community engagement. Written by a team of well-known experts, it provides a theory and framework of six types of involvement for action; up-to-date research on school, family, and community collaboration; and new materials for professional development and on-going technical assistance. Readers also will find: Examples of best practices on the six types of involvement from preschools, and elementary, middle, and high schools Checklists, templates, and evaluations to plan goal-linked partnership programs and assess progress CD-ROM with slides and notes for two presentations: A new awareness session to orient colleagues on the major components of a research-based partnership program, and a full One-Day Team Training Workshop to prepare school teams to develop their partnership programs. As a foundational text, this handbook demonstrates a proven approach to implement and sustain inclusive, goal-linked programs of partnership. It shows how a good partnership program is an essential component of good school organization and school improvement for student success. This book will help every district and all schools strengthen and continually improve their programs of family and community engagement.
The Effect of Live Versus Recorded Modeling in Instruction on High School Wind Musicians
Author: Matthew Lamont LeffPublisher:
ISBN:
Category :
Languages : en
Pages : 90
Book Description
In this study, fifty-three high school student wind instrumentalists participated to investigate the effectiveness between using a recorded model and a live model during music instruction. The students were initially tested on sight reading ability and groups were constructed to be equally divided by sight reading skill. All students were recorded sight reading an etude at the beginning of the treatment period. Following this initial pretest, the students underwent five treatment sessions of twenty minutes each. A control group (N = 18) was given verbal instruction only along with being instructed to vocalize rhythms, sing, and play the assigned etude. The first experimental group (N = 18) had the same treatment conditions as the control along with the use of an ideal recording of the etude performed by a viola performance major from a local university. The second experimental group (N = 17) also had the same treatment conditions as the control. In addition to these conditions, the same violist was physically present with this group to perform the etude live as a treatment condition. At the conclusion of the treatment period, the students were recorded playing the etude again as a posttest. The students were also given a five-question survey to indicate their perception of the effectiveness of the instructional methods used. Four instrumental music educators were selected to evaluate all of the pretest and posttest recordings using a rubric. Their scores were averaged together for each individual assessment. The data from the pretests and posttests was examined to determine the growth of each individual student. Results indicated that all three groups had a significant gain from pretest to posttest. The highest growth was observed in the experimental group utilizing a recorded model. The group using the live model had lower growth than the control group. Student responses from the groups with modeling indicated that the modeling condition was the most effective teaching technique used in rehearsal.
Evaluation and Synthesis of Research Studies Related to Music Education
Author: Erwin H. SchneiderPublisher:
ISBN:
Category : Music
Languages : en
Pages : 674
Book Description
"Research data in the field of music education which had accumulated during the years 1930 through 1962 were brought together and evaluated. A compilation process produced 9,150 information items, considered to constitute all possible music education research data completed during the subject time period. Of these total items, 273 are abstracted and many others listed in the report. Research findings in the data were synthesized according to specific areas of function and methodology. Findings were analyzed for implications for current practice and needed research in the music education field."--Report resumes page