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Rehearsal discourse of choral conduc...

Freer, Patrick Kenneth.

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Rehearsal discourse of choral conductors: Meeting the needs of young adolescents.

紀錄類型:	書目-電子資源 : Monograph/item
正題名/作者:	Rehearsal discourse of choral conductors: Meeting the needs of young adolescents./
作者:	Freer, Patrick Kenneth.
面頁冊數:	201 p.
附註:	Source: Dissertation Abstracts International, Volume: 64-05, Section: A, page: 1574.
Contained By:	Dissertation Abstracts International64-05A.
標題:	Education, Music. -
電子資源:	http://pqdd.sinica.edu.tw/twdaoapp/servlet/advanced?query=3091248

Rehearsal discourse of choral conductors: Meeting the needs of young adolescents.
Freer, Patrick Kenneth.

Rehearsal discourse of choral conductors: Meeting the needs of young adolescents. - 201 p.

Source: Dissertation Abstracts International, Volume: 64-05, Section: A, page: 1574.

Thesis (Ed.D.)--Columbia University Teachers College, 2003.

This study investigated the relationship between teacher discourse and student experience in middle school choral rehearsals. Teacher discourse was categorized by characteristics of scaffolding and non-scaffolding language; subsequent analysis examined how that language was used within complete sequential units of instruction. Student reflective self-reports, completed after each rehearsal, were examined to reveal correlations with teachers' instructional language. Participants included two choral directors from two middle schools and their 88 choral students. Each teacher taught one seventh grade choir and one eighth grade choir. The choirs were observed for 5 consecutive rehearsals, including a final pre-concert rehearsal for each ensemble.Subjects--Topical Terms:

1017808
Education, Music.

Rehearsal discourse of choral conductors: Meeting the needs of young adolescents.
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100 1 $a Freer, Patrick Kenneth. $3 1948530
245 1 0 $a Rehearsal discourse of choral conductors: Meeting the needs of young adolescents.
300 $a 201 p.
500 $a Source: Dissertation Abstracts International, Volume: 64-05, Section: A, page: 1574.
500 $a Sponsor: Lori Custodero.
502 $a Thesis (Ed.D.)--Columbia University Teachers College, 2003.
520 $a This study investigated the relationship between teacher discourse and student experience in middle school choral rehearsals. Teacher discourse was categorized by characteristics of scaffolding and non-scaffolding language; subsequent analysis examined how that language was used within complete sequential units of instruction. Student reflective self-reports, completed after each rehearsal, were examined to reveal correlations with teachers' instructional language. Participants included two choral directors from two middle schools and their 88 choral students. Each teacher taught one seventh grade choir and one eighth grade choir. The choirs were observed for 5 consecutive rehearsals, including a final pre-concert rehearsal for each ensemble.
520 $a Rehearsal transcripts were analyzed for the types of scaffolding or non-scaffolding language used by teachers and complete sequential units of instruction (including teacher task presentation, student response/interaction with the task, and specific teacher reinforcement). Multiple coders were employed to insure reliability of the discourse analysis. Student surveys contained 15 semantic differential items rating self-perceptions of affect, challenge, and skill. Additional data collection included videotapes, field notes, and interviews with teachers.
520 $a Results indicated teachers used scaffolding language during 25 percent of total instruction. Seventh grade rehearsals were characterized by higher levels of scaffolding language and complete sequential units of instruction than eighth grade rehearsals. Within complete sequential units, the most frequent use of scaffolding language (1) transferred responsibility for learning from teacher to students (during 23% of teacher presentations) and (2) offered task-based support (during 22% of teacher reinforcements). Teacher reinforcement during complete sequential units was overwhelmingly positive (74:26 approval/disapproval ratio). Complete sequential units increased as total scaffolding language increased. Students reported higher levels of perceived challenge and skill (often referred to as "flow experience") during rehearsals with greater amounts of scaffolding language. Other features of these rehearsals included 4 or 5 shifts in activity/grouping, student interaction, and teacher attention to individual students. Interviews indicated teachers felt they gave more responsibility for learning to eighth graders than seventh graders; discourse analysis indicated the opposite. This study suggests a strong positive relationship exists between teacher scaffolding language use, complete sequential units of instruction, and quality of student experience during middle school choral rehearsals.
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791 $a Ed.D.
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