Author: Amanda Nelson PittmanPublisher:
ISBN:
Category :
Languages : en
Pages : 328
Book Description
An Analysis of Selected Exemplary Music Programs with Implications for Public School Music Education
Author: Amanda Nelson PittmanPublisher:
ISBN:
Category :
Languages : en
Pages : 328
Book Description
A Study of Music Education Programs in Selected Orange County Public Schools Following Passage of Proposition 13
Author: Eun Chul KimDissertation Abstracts International
Author: Publisher:
ISBN:
Category : Dissertations, Academic
Languages : en
Pages : 546
Book Description
How They Decide
Author: Marci L. MajorPublisher:
ISBN:
Category :
Languages : en
Pages : 187
Book Description
Abstract: The purpose of this study was to examine and understand the decision making process for keeping or cutting music programs in one selected public school district. Berkley School District, in the Detroit suburb of Berkley, Michigan, has not made extreme cuts to the music program in over ten years, nor have they specifically targeted their music program when budgets cuts do occur. Berkley's profile shows that their numbers for school enrollment, minority student percentage, number of students receiving free and reduced lunch, and percent of English language learners are all situated in the median of these demographics for the surrounding school districts. Similarly, Berkley's budget does not exceed their neighboring districts. The results showed that Berkley Schools District's Administrators have commitment to offering a well-rounded education to all of their students, and that music education plays a large part in that education. To achieve the district's mission, Berkley administrators rely on community support, quality teaching, and creative ways of working with a finite budget. Leaders in the district actively seek ways to generate new revenue, collaborate with other districts to save money and only make cuts to areas that do not affect programming. Research shows that administrators, parents, teachers, and students claim to value music education. Yet, in an age of increasing accountability in core subjects such as math and reading that coincides with economic hardships such as layoffs and rising health care costs, music education faces reduced or eliminated budgets, programs, and staffing. Some schools have eliminated K-5 curricular music, while others cancelled after school programs, cut teachers, or required remaining teachers to work overloaded schedules. While some schools have made drastic cuts, however, other schools and even entire school districts have not cut music, or at least have not targeted music education specifically when trying to save revenue. Hopefully Berkley's success with a fixed budget and limited state support might encourage other music educators and administrators to understand new ways to advocate for, and keep music alive within their own schools.
History of Public School Music in the United States
Author: Edward Bailey BirgePublisher: Boston : Oliver Ditson
ISBN:
Category : Music
Languages : en
Pages : 340
Book Description
Research in Education
Author: A Comparative Analysis of the Music Programs of Selected Teachers Colleges, Liberal Arts Colleges, and State Universities and the Rating of These Programs by Public School Music Teachers
Author: Robert Milton CoePublisher:
ISBN:
Category : Music
Languages : en
Pages : 350
Book Description
PERCEPTIONS OF MUSIC EDUCATION AS A COMPONENT OF ACADEMIC PROGRAMS
Author: Gary Michael PhillipsPublisher:
ISBN:
Category :
Languages : en
Pages : 0
Book Description
The intention of this study was to understand public school educators' perceptions of music education. This mixed methods study utilized a survey, interviews, and artifacts to interpret to what extent teachers and principals value music education as a contributing component of the academic program. The researcher aimed to comprehend how educators perceive music when compared to other academic subjects, how underlying factors and experiences contribute to perceptions of music education, and how perceptions align between teachers and principals. The data gathered for this study drew upon practicing educators from Pennsylvania public schools who serve in primary and middle years schools. 135 participants responded to a survey distributed via email, and 10 of the respondents were selected for follow up interviews.The findings of the study indicated that classroom teachers and principals generally perceive music to be less important that other academic subjects. The findings of the study also indicated that an educator's background in music and exposure to music have an impact on their perceptions of music education, although the level of impact varies depending on the specific type of musical undertaking. The findings of the study also showed that the perceptions of the importance of music education aligned between teachers and principals: teachers and principals agreed that music was a vital component to the academic curriculum. Lastly, the findings of the study indicated that educators in K-8 schools generally value music education more than educators in K-5 schools.
An Analysis of the Effect of Double Sessions on the Music Curriculum in Selected Public Schools
Author: James Joseph CastaldiPublisher:
ISBN:
Category :
Languages : en
Pages : 71
Book Description
Arts education in public elementary and secondary schools
Author: Basmat ParsadPublisher: DIANE Publishing
ISBN: 1428928014
Category :
Languages : en
Pages : 85
Book Description
Student access to arts education and the quality of such instruction in the nation's public schools continue to be of concern to policymakers, educators, and families. Specifically, research has focused on questions such as: To what extent do students receive instruction in the arts? Under what conditions is this instruction provided? What is the profile of arts education instructors? (Ruppert and Nelson 2006). This study is the third of its kind to be conducted by the National Center for Education Statistics (nces) in the Institute of Education Sciences (ies), U.S. Department of Education, to provide national data that inform these issues. The first study was conducted in the 1994-95 school year to provide baseline data on public schools' approaches to arts education. The second study was conducted during the 1999-2000 school year to provide broader coverage of arts education issues by collecting the first national data on educational backgrounds, professional development activities, teaching loads, and instructional practices of elementary school teachers--self-contained classroom teachers, music specialists, and visual arts specialists. To update the information from a decade ago, Congress requested that the U.S. Department of Education's Office of Innovation and Improvement (oii) and nces conduct a new study that would borrow from and build on the previous studies. This study examines many of the issues from the previous studies, including the extent to which students received instruction in the arts; the facilities and resources available for arts education instruction; and the preparation, work environments, and instructional practices of music and visual arts specialists and non-arts classroom teachers. This study also addresses emerging issues such as the availability of curriculum-based arts education activities outside of regular school hours and the presence of school-community partnerships in the arts. In addition, the current study provides broader coverage of arts education instructors by including two new surveys for secondary music and visual arts specialists. Selected indicators on arts education in public elementary and secondary schools are organized into four sections, one for each arts education subject area--music, visual arts, dance, and drama/theatre. Using its Fast Response Survey System (frss), nces conducted the surveys during the 2009-10 school year, with the two school surveys and the collection of sampling lists for the teacher surveys starting in fall 2009. frss is a survey system designed to collect small amounts of issue-oriented data from a nationally representative sample of districts, schools, or teachers with minimal burden on respondents and within a relatively short period of time. The findings in this report have been chosen to demonstrate the range of information available from the frss study rather than to discuss all of the observed differences; they are not meant to emphasize any particular issue. The findings are based on self-reported data from public school principals and teachers. Where relevant, national findings are broken out by the poverty concentration at the school, measured as the percent of students eligible for free or reduced-price lunch. Appended are: (1) Technical Notes; and (2) Standard Errors for Text Tables and Figures. (Contains 63 tables, 27 figures and 16 footnotes.) [For "Supplemental Tables to the nces Report. Arts Education in Public Elementary and Secondary Schools: 1999-2000 and 2009-10 (nces 2012-014)," see ed530716.].