Administrator and Band Director Perceptions of the Implementation of KY Core Content for Assessment in Music PDF Download
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Author: David A. Buchholz Publisher: ISBN: Category : Band directors Languages : en Pages : 214
Book Description
The purpose of this study was to survey secondary school administrator and band director perceptions regarding the implementation of Kentucky's Core Content for Assessment 4.1 (CCA 4.1) in Music in the band programs at their schools. Secondary topics addressed included how administrators observe and assess their program with regards to KY CCA 4.1 and how band directors implement the different content standards set forth in KY CCA 4.1. An online survey using both Likert-type questions and short answer open response questions was completed by secondary public school administrators (n=20) and band directors (n=17) in a major metropolitan region in the Southeast. Results indicate that band directors were generally more critical of their instruction with respect to the content standards than administrators. Additionally, gaps were found in the assessment of standards relating to creating and composing music and improvising, between what administrators are observing and band directors are implementing. Suggestions for future research are offered.
Author: David A. Buchholz Publisher: ISBN: Category : Band directors Languages : en Pages : 214
Book Description
The purpose of this study was to survey secondary school administrator and band director perceptions regarding the implementation of Kentucky's Core Content for Assessment 4.1 (CCA 4.1) in Music in the band programs at their schools. Secondary topics addressed included how administrators observe and assess their program with regards to KY CCA 4.1 and how band directors implement the different content standards set forth in KY CCA 4.1. An online survey using both Likert-type questions and short answer open response questions was completed by secondary public school administrators (n=20) and band directors (n=17) in a major metropolitan region in the Southeast. Results indicate that band directors were generally more critical of their instruction with respect to the content standards than administrators. Additionally, gaps were found in the assessment of standards relating to creating and composing music and improvising, between what administrators are observing and band directors are implementing. Suggestions for future research are offered.
Author: Chelsea Marie Brinda Publisher: ISBN: Category : Music teachers Languages : en Pages : 117
Book Description
The state of education has gone through changes as new policies have been implemented to try to improve student performance and teacher accountability. But these implementation processes may affect high school choir teachers differently than the typical core teacher. The purpose of this study was to explore high school choral teachers' perceptions of policy implementation based on Robert Marzano's theories. This qualitative study aimed to address whether the policy changed the teachers' previous methods of instruction, what the teachers perceived as benefits, drawbacks, or challenges, and how they were supported through the implementation process. Through semi-structured interviews, two participants identified changes, attitudes, and perceptions that occurred as a result of the implementation. Both identified major changes in teacher evaluation that included aspects such as teacher pay and student assessment. Additionally, they suggested that administrative support played a large role in whether or not the policy outcomes were successful. The results of the study support research that clear communication and support from administration is paramount to successful implementation. Furthermore, the study raised questions about the efficacy of teacher evaluation procedures and the usefulness of broad goals across all subjects.
Author: Kenneth Lloyd Hoffman Jr. Publisher: ISBN: Category : Languages : en Pages : 136
Book Description
Abstract: The purpose of this study was to examine the perceptions of Ohio band directors towards concert band Large Group Adjudicated Events (LGAE). Special focus was given to factors with the potential to influence directors' perceptions of LGAE, such as years of teaching experience, level of teaching assignment (i.e., middle vs. high school), size of band program, and teaching setting (i.e., rural, suburban, rural). Participants responded to a researcher developed survey instrument, including Likert and opened ended items, centering on the following themes: fairness and accuracy of LGAE evaluation, influence of outside agencies or stakeholders on decisions to participate in LGAE, benefits of LGAE to self and students, LGAE impact on curriculum, student growth and professional development as a result of LGAE participation, and LGAE as a requirement for career advancement. Findings showed that, although respondents agreed that LGAE is a fair and accurate assessment of concert band performance, they also agreed that LGAE is in need of improvement. Moreover, ANOVA analyses for the variables of teaching experience and school setting revealed significant differences of opinion about LGAE. Specifically, urban teachers rated several items significantly lower than their rural and suburban counterparts, indicating that LGAE does not resonate with them or their students. Likewise, mid-career teachers also viewed some aspects of LGAE less favorably than experienced and novice teachers, noting feelings that the event may not be accurately judged. Implications for LGAE in Ohio are discussed.
Author: Frank Abrahams Publisher: Boydell & Brewer Ltd ISBN: 9781579995911 Category : Music Languages : en Pages : 198
Book Description
This book is about making the journey as a music teacher, about the critical real-world problems and conflicts music teachers face that rarely seem to get any notice in college or graduate school music courses. How should a music teacher balance learning and performing? What is the best way to handle an angry parent? What are the consequences of the grades teachers assign? What are the best ways to discipline students? How should teachers relate to the administrators and to other teachers? What if the school is breaking copyright laws? These are just a few of the issues covered in this book. The emphasis here is not on the solution, but on the process. There are many viable approaches to nearly every obstacle, but before any meaningful long-term solutions can be made, teachers must identify their own personal philosophy of music education and recognize those traits that are admirable in another's style. This book is one that will engage you and help you become a more effective music teacher.
Author: David A. Buchholz
Author: David A. Buchholz
Author: Shelly Martin Stovall
Author: Chelsea Marie Brinda
Author: Heather Jean Goddard
Author: Jason Thomas Skube
Author: Clifford Paul Whitelegg
Author: Joni L. Stoll
Author: Kenneth Lloyd Hoffman Jr.
Author: 
Author: Frank Abrahams