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A study of social-emotional climate ...

University of Toronto (Canada).

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A study of social-emotional climate within secondary school music classroom settings.

紀錄類型:	書目-語言資料,印刷品 : Monograph/item
正題名/作者:	A study of social-emotional climate within secondary school music classroom settings./
作者:	Carlisle, J. Katherine.
面頁冊數:	246 p.
附註:	Source: Dissertation Abstracts International, Volume: 69-06, Section: A, page: 2034.
Contained By:	Dissertation Abstracts International69-06A.
標題:	Education, Curriculum and Instruction. -
電子資源:	http://pqdd.sinica.edu.tw/twdaoapp/servlet/advanced?query=NR39887
ISBN:	9780494398876

A study of social-emotional climate within secondary school music classroom settings.
Carlisle, J. Katherine.

A study of social-emotional climate within secondary school music classroom settings. - 246 p.

Source: Dissertation Abstracts International, Volume: 69-06, Section: A, page: 2034.

Thesis (Ph.D.)--University of Toronto (Canada), 2008.

In the context of today's diverse society, issues of social justice and social climate have strong influence on educational policy and practice. In this societal and educational context, social and emotional climate in the school and classroom has moved to centre stage. Cameron and Carlisle (2004) view social climate as a formative phenomenon that includes macro foci and the micro focus. They argue social-emotional climate allows for individual perspective to develop within the context of macro and micro interactions between members of a group and the perceptions members hold of those interactions.

ISBN: 9780494398876Subjects--Topical Terms:

576301
Education, Curriculum and Instruction.

A study of social-emotional climate within secondary school music classroom settings.
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520 $a In the context of today's diverse society, issues of social justice and social climate have strong influence on educational policy and practice. In this societal and educational context, social and emotional climate in the school and classroom has moved to centre stage. Cameron and Carlisle (2004) view social climate as a formative phenomenon that includes macro foci and the micro focus. They argue social-emotional climate allows for individual perspective to develop within the context of macro and micro interactions between members of a group and the perceptions members hold of those interactions.
520 $a The social-emotional climate of three southern Ontario secondary school music programs offering alternative learning experiences to large ensemble performance was studied using multiple research methodologies: semi-structured dyadic interviews with school principals and music teachers, formal and informal student focus group interviews, and phenomenological description.
520 $a I examined the formative and experiential dimensions of the school music programs studied. The data indicated while the school principal plays a pivotal formative role within the school, it is the teacher who has direct and ongoing contact with students. The teacher's pedagogical choices are simultaneously influenced by and act as a formative force upon the perceptions of the school, the music program, and the relationship between the principal and music teacher. The music teacher is a significant formative influence upon students' experience. The qualitative student data indicated students match their behaviour to the formative structure of each music program. The data indicated the formative structure of the three music programs is designed with students' needs and connections to learning in mind. The quantitative student data indicated a trio of significant correlations between: the importance of what students learn in class and the relevance to their lives outside of school, the importance of what students learn in class and how creative students feel when engaged in music class, and how creative students feel when engaged in music class and the relevance to their lives outside of school. In conclusion, the study's findings indicate the pedagogical and behavioural choices teachers make within formative structures significantly influence and affect students' experience of music in secondary school.
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