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Author: Sarah Slezak Publisher: ISBN: Category : Languages : en Pages : 0
Book Description
In education it is imperative to teach the whole student, taking into account not only academics, but also facets like artistic outlets and social emotional growth. Music classes in particular can be a space where students can express themselves, have a creative outlet, work with a team, and build academic skills that could have a positive impact on their other classes. Music is something that connects us all. No matter one's culture or class, music is something that everyone can participate in and enjoy. Yet, music programs seem to be one of the first items on the chopping block due to reasons such as lack of funding, scheduling conflicts, or LCAP goals not including the arts. The purpose of this study was to determine in what ways do secondary school students' perceptions of music classes impact their behavioral and academic success. Research focused on the multitude of benefits linked between participation in music classes and student success both academically and emotionally (in turn impacting their behavior). This research study is a qualitative case study, bounded by the limitations of students who are in one district and who are enrolled in choir. The students attend three different schools, but are under the direction of the same choir director. This group was intentionally selected because of their firsthand experience in whether they feel their music class impacts their school experience and affects their behavior, motivation, and academic success. Extant data is collected from a student reflection assignment then coded and arranged by emergent themes. Results showed class climate, relationships, and activities in course's content had the largest effect on students feeling the impact that the class had on their overall success in school. There is a need for research that shows the effects of arts classes from a student perspective. The study concluded that the education field would benefit from taking a deeper look in to the correlation between arts classes, social emotional well-being, and student achievement.
Author: Sarah Slezak Publisher: ISBN: Category : Languages : en Pages : 0
Book Description
In education it is imperative to teach the whole student, taking into account not only academics, but also facets like artistic outlets and social emotional growth. Music classes in particular can be a space where students can express themselves, have a creative outlet, work with a team, and build academic skills that could have a positive impact on their other classes. Music is something that connects us all. No matter one's culture or class, music is something that everyone can participate in and enjoy. Yet, music programs seem to be one of the first items on the chopping block due to reasons such as lack of funding, scheduling conflicts, or LCAP goals not including the arts. The purpose of this study was to determine in what ways do secondary school students' perceptions of music classes impact their behavioral and academic success. Research focused on the multitude of benefits linked between participation in music classes and student success both academically and emotionally (in turn impacting their behavior). This research study is a qualitative case study, bounded by the limitations of students who are in one district and who are enrolled in choir. The students attend three different schools, but are under the direction of the same choir director. This group was intentionally selected because of their firsthand experience in whether they feel their music class impacts their school experience and affects their behavior, motivation, and academic success. Extant data is collected from a student reflection assignment then coded and arranged by emergent themes. Results showed class climate, relationships, and activities in course's content had the largest effect on students feeling the impact that the class had on their overall success in school. There is a need for research that shows the effects of arts classes from a student perspective. The study concluded that the education field would benefit from taking a deeper look in to the correlation between arts classes, social emotional well-being, and student achievement.
Author: Manuela G.T. LeBlanc Publisher: ISBN: Category : Academic achievement Languages : en Pages : 116
Book Description
This study examines the impact of participating in a music program during high school has on academic success. ... This study employs a case study approach incorporating data analysis, student surveys, and a focus group. The mixed methods approach is ideal given that evaluating standardized test scores and grade point averages compared to students not enrolled in the music program. The students who were in the music program expressed they had higher levels of motivation to succeed academically and better study skills, such as memorization and time management. The findings indicated a positive correlation between participating in the music program and higher academic achievement.
Author: Basmat Parsad Publisher: 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.].
Author: Karen Palubinski Publisher: ISBN: Category : Academic achievement Languages : en Pages : 70
Book Description
This study aims at exploring whether English Language Learners (ELL) who are enrolled in a music education program have higher standardized test scores compared to those who are not engaged in a music education program. A West Phoenix, inner city school was studied were the majority of students are Hispanic and qualify for free and reduced lunch. The main purpose of this dissertation was to analyze the effects of instrumental music courses on the AZmerit assessment scores. AZMerit is a standardized assessment used to measure student growth during the given timeframe of one school year (AIMS A Science, n.d.). In this study, I compared a cohort of instrumental music students who studied performance against a cohort of comparable students who did not volunteer to participate in an instrumental music program. Many of these students are bilingual in English and Spanish. As such, students were divided into subcategories based on their level of language acquisition in sixth grade. The secondary purpose of this study was to determine if being a part of an instrumental music program affected students at different languages levels in different manners. Over a two-year period, the English Language Learners (ELL) students were examined to determine the effects of music education by focusing a large part of this research on ELL students' success within music education programs and academic content areas.
Author: Chris Philpott Publisher: Psychology Press ISBN: 0415158338 Category : School music Languages : en Pages : 270
Book Description
Learning to Teach Music in the Secondary Schoolis intended to support student-teachers, newly qualified teachers and more experienced music teachers in their professional development. Topics covered include: the place of music in the curriculum the nature of musical learning planning, managing and assessing musical learning school examinations and music music outside of the curriculum. One of the main premises of the book is that music needs to be taught 'musically', with specific reference to both the nature of music itself and its metaphorical significance. It is important that music itself guides what goes on in the music classroom if we are to motivate our pupils and help them to fulfil their potential as musicians. This book will help student-teachers to develop their subject knowledge, teaching skills, understanding of the wider issues and their ability to reflect on classroom practice.
Author: Amber L. Gustafson Publisher: ISBN: Category : Languages : en Pages :
Book Description
Music education may hold the key to improving the self-efficacy of students classified as socioeconomically disadvantaged. Increasing self-efficacy for these students also potentially improves their chances of academic success. This study investigated the ways in which an El Sistema-inspired after-school orchestra program impacts socioeconomically disadvantaged students' self-efficacy as well as the correlations that exist between students' participation in the music program and their self-esteem, perseverance, motivation, and outlook on their personal future. Participants included fourth and fifth grade students enrolled in an orchestra program at a public elementary school in Southern California as well as their parents, teachers, and the school administration. The study was carried out through a mixed-methods approach, which consisted of student surveys, observations, and interviews with parents and school staff. Results revealed participation in the music program provided students with access to several sources of self-efficacy and produced strong correlations to measures of self-esteem and perseverance. Relationships between participation in the after-school orchestra and levels of motivation and outlook on personal future were also indicated but to a lesser degree. This study provides evidence music programs are valuable and can provide the right type of environment to reach children who are at-risk and give them the opportunities they need to succeed.
Author: Natalie Wexler Publisher: Penguin ISBN: 0735213569 Category : Education Languages : en Pages : 354
Book Description
The untold story of the root cause of America's education crisis--and the seemingly endless cycle of multigenerational poverty. It was only after years within the education reform movement that Natalie Wexler stumbled across a hidden explanation for our country's frustrating lack of progress when it comes to providing every child with a quality education. The problem wasn't one of the usual scapegoats: lazy teachers, shoddy facilities, lack of accountability. It was something no one was talking about: the elementary school curriculum's intense focus on decontextualized reading comprehension "skills" at the expense of actual knowledge. In the tradition of Dale Russakoff's The Prize and Dana Goldstein's The Teacher Wars, Wexler brings together history, research, and compelling characters to pull back the curtain on this fundamental flaw in our education system--one that fellow reformers, journalists, and policymakers have long overlooked, and of which the general public, including many parents, remains unaware. But The Knowledge Gap isn't just a story of what schools have gotten so wrong--it also follows innovative educators who are in the process of shedding their deeply ingrained habits, and describes the rewards that have come along: students who are not only excited to learn but are also acquiring the knowledge and vocabulary that will enable them to succeed. If we truly want to fix our education system and unlock the potential of our neediest children, we have no choice but to pay attention.
Author: Sarah Slezak
Author: Sarah Slezak
Author: Manuela G.T. LeBlanc
Author: Basmat Parsad
Author: Karen Palubinski
Author: Edward B. Fiske
Author: Daniel R. Zanutto
Author: Chris Philpott
Author: Richard Vance Evans
Author: Amber L. Gustafson
Author: Natalie Wexler