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Music Programs in Detroit: A Compara...

Cone, Shyrl Ann.

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Music Programs in Detroit: A Comparative Study of Traditional Public and Charter Elementary Schools.

Record Type:	Electronic resources : Monograph/item
Title/Author:	Music Programs in Detroit: A Comparative Study of Traditional Public and Charter Elementary Schools./
Author:	Cone, Shyrl Ann.
Published:	Ann Arbor : ProQuest Dissertations & Theses, : 2017,
Description:	97 p.
Notes:	Source: Dissertation Abstracts International, Volume: 79-04(E), Section: A.
Contained By:	Dissertation Abstracts International79-04A(E).
Subject:	Music education. -
Online resource:	http://pqdd.sinica.edu.tw/twdaoapp/servlet/advanced?query=10619278
ISBN:	9780355369243

Music Programs in Detroit: A Comparative Study of Traditional Public and Charter Elementary Schools.
Cone, Shyrl Ann.

Music Programs in Detroit: A Comparative Study of Traditional Public and Charter Elementary Schools. - Ann Arbor : ProQuest Dissertations & Theses, 2017 - 97 p.

Source: Dissertation Abstracts International, Volume: 79-04(E), Section: A.

Thesis (Ed.D.)--Lamar University - Beaumont, 2017.

The purpose of this study was to replicate efforts by Kelley and Demorest (2016) to identify the type of music instruction offered in traditional public schools and charter schools in Detroit, Michigan. Research questions focused on the effect of the type and size of school on music instruction, the impact of the type of school and if music instruction was offered, when controlling for socioeconomic status, on M-Step performance and attendance rate. Personnel from 65 traditional elementary and 49 charter elementary schools were contacted either by email or telephone, and data was collected via telephone, electronic survey, and from the Michigan government website. Analysis consisted of chi-square tests of independence and Quade's rank analysis of covariance. Findings of the study indicated that there was not a statistically significant difference in music program offerings between types or among different sized schools (other than in one subcategory, required music). While there was a weak but statistically significant difference between charter schools and traditional public schools with regard to M-Step performance and attendance, there was not a statistically significant difference between schools offering music instruction and those not offering music instruction on M-Step performance or attendance rate. Results are discussed with implications for practice and recommendations for further research.

ISBN: 9780355369243Subjects--Topical Terms:

3168367
Music education.

Music Programs in Detroit: A Comparative Study of Traditional Public and Charter Elementary Schools.
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300 $a 97 p.
500 $a Source: Dissertation Abstracts International, Volume: 79-04(E), Section: A.
500 $a Adviser: J. Kenneth Young.
502 $a Thesis (Ed.D.)--Lamar University - Beaumont, 2017.
520 $a The purpose of this study was to replicate efforts by Kelley and Demorest (2016) to identify the type of music instruction offered in traditional public schools and charter schools in Detroit, Michigan. Research questions focused on the effect of the type and size of school on music instruction, the impact of the type of school and if music instruction was offered, when controlling for socioeconomic status, on M-Step performance and attendance rate. Personnel from 65 traditional elementary and 49 charter elementary schools were contacted either by email or telephone, and data was collected via telephone, electronic survey, and from the Michigan government website. Analysis consisted of chi-square tests of independence and Quade's rank analysis of covariance. Findings of the study indicated that there was not a statistically significant difference in music program offerings between types or among different sized schools (other than in one subcategory, required music). While there was a weak but statistically significant difference between charter schools and traditional public schools with regard to M-Step performance and attendance, there was not a statistically significant difference between schools offering music instruction and those not offering music instruction on M-Step performance or attendance rate. Results are discussed with implications for practice and recommendations for further research.
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