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Teaching language with the enhancing...

Mott, Richard Alan.

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Teaching language with the enhancing power of music for the young moderate/severe population.

紀錄類型:	書目-電子資源 : Monograph/item
正題名/作者:	Teaching language with the enhancing power of music for the young moderate/severe population./
作者:	Mott, Richard Alan.
面頁冊數:	48 p.
附註:	Source: Masters Abstracts International, Volume: 42-03, page: 0751.
Contained By:	Masters Abstracts International42-03.
標題:	Education, Special. -
電子資源:	http://pqdd.sinica.edu.tw/twdaoapp/servlet/advanced?query=1416990
ISBN:	0496217747

Teaching language with the enhancing power of music for the young moderate/severe population.
Mott, Richard Alan.

Teaching language with the enhancing power of music for the young moderate/severe population. - 48 p.

Source: Masters Abstracts International, Volume: 42-03, page: 0751.

Thesis (M.S.)--California State University, Fullerton, 2004.

This thesis examined how teachers utilize music to enhance curricular aspects of language development; more specifically, vocabulary and reading. Surveys were distributed to special education teachers in the Los Angeles and Orange County schools. The survey queried respondents regarding three issues: (1) The teachers' music backgrounds, (2) The level of importance of having music in the children's lives, and (3) How often music is being used to enhance various subjects in the curriculum. The results of a normative survey indicate several conclusions: Teachers of the Moderate/Severe students overall felt that music was very important to them as they progressed through school and these same teachers use much music to enhance the curriculum in their individual classrooms. Many teachers of Mild/Moderate students felt that music was important to them in school but this group of teachers has chosen not to use music to enhance the curriculum.

ISBN: 0496217747Subjects--Topical Terms:

606639
Education, Special.

Teaching language with the enhancing power of music for the young moderate/severe population.
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520 $a This thesis examined how teachers utilize music to enhance curricular aspects of language development; more specifically, vocabulary and reading. Surveys were distributed to special education teachers in the Los Angeles and Orange County schools. The survey queried respondents regarding three issues: (1) The teachers' music backgrounds, (2) The level of importance of having music in the children's lives, and (3) How often music is being used to enhance various subjects in the curriculum. The results of a normative survey indicate several conclusions: Teachers of the Moderate/Severe students overall felt that music was very important to them as they progressed through school and these same teachers use much music to enhance the curriculum in their individual classrooms. Many teachers of Mild/Moderate students felt that music was important to them in school but this group of teachers has chosen not to use music to enhance the curriculum.
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