東華大學圖書館 |

語系: 繁體中文

說明(常見問題)

回圖書館首頁

手機版館藏查詢

登入

回首頁

切換: 標籤 | MARC模式 | ISBD

Actual and ideal roles of music teac...

Fischler, Gail Louise.

FindBook

Google Book

Amazon

博客來

Actual and ideal roles of music teachers in community schools of the arts pertaining to community, school, and the profession.

紀錄類型:	書目-語言資料,印刷品 : Monograph/item
正題名/作者:	Actual and ideal roles of music teachers in community schools of the arts pertaining to community, school, and the profession./
作者:	Fischler, Gail Louise.
面頁冊數:	284 p.
附註:	Adviser: Donald L. Hamann.
Contained By:	Dissertation Abstracts International68-10A.
標題:	Education, Music. -
電子資源:	http://pqdd.sinica.edu.tw/twdaoapp/servlet/advanced?query=3283926
ISBN:	9780549274100

Actual and ideal roles of music teachers in community schools of the arts pertaining to community, school, and the profession.
Fischler, Gail Louise.

Actual and ideal roles of music teachers in community schools of the arts pertaining to community, school, and the profession. - 284 p.

Adviser: Donald L. Hamann.

Thesis (Ph.D.)--The University of Arizona, 2007.

The purpose of the study was: (1) To develop an inventory of music teacher roles which pertained to the setting, community schools of the arts (CSAs). (2) To discover how music teachers perceive their actual job roles vs. their ideal job roles in CSAs.

ISBN: 9780549274100Subjects--Topical Terms:

1017808
Education, Music.

Actual and ideal roles of music teachers in community schools of the arts pertaining to community, school, and the profession.
LDR:03375nam 2200301 a 45 001 949495
005 20110525
008 110525s2007 ||||||||||||||||| ||eng d
020 $a 9780549274100
035 $a (UMI)AAI3283926
035 $a AAI3283926
040 $a UMI $c UMI
100 1 $a Fischler, Gail Louise. $3 1272878
245 1 0 $a Actual and ideal roles of music teachers in community schools of the arts pertaining to community, school, and the profession.
300 $a 284 p.
500 $a Adviser: Donald L. Hamann.
500 $a Source: Dissertation Abstracts International, Volume: 68-10, Section: A, page: 4235.
502 $a Thesis (Ph.D.)--The University of Arizona, 2007.
520 $a The purpose of the study was: (1) To develop an inventory of music teacher roles which pertained to the setting, community schools of the arts (CSAs). (2) To discover how music teachers perceive their actual job roles vs. their ideal job roles in CSAs.
520 $a An instrument was structured using the roles found in the work of Onderdonk (1995), Barnes (1972), Moller (1981), White (1964), and input from experts. Roles were categorized into three areas: community, school, and professional. The population of teachers was drawn from member schools of the National Guild of Community Schools of the Arts (NGCSA) for the year 2005-2006. The final study population consisted of 139 CSA teachers from 16 schools across the USA.
520 $a Overall, teachers indicated that roles in the professional category were and should be performed more often than community and school roles. The school and community categories were deemed equal to each other (actually and ideally). Teachers indicated that community, school, and professional roles in CSAs were complex, consisting of 31 roles (7 community, 10 school, and 14 professional). A ranked and tiered inventory of the 31 valid roles and a portrait of the CSA music teacher were created. As an aggregate, teachers ideally desired to increase the frequency with which they performed the following roles: Advocate, Attendee of Faculty/Committee Meetings, Attendee of School Activities, Performer/Demonstrator/Coach, and Student/Lifelong Learner. As an aggregate, teachers desired to decrease the frequency with which they performed the role of School Leader. Teachers indicated balance in regard to modeling, performing, parental education, discipline, tradition, and leadership.
520 $a Implications for CSA administrators, personnel of the National Guild of Community Schools of the Arts, teacher educators and trainers, and future research include: finding paths to develop part-time leaders, developing content for coursework and professional development specific to CSA teachers, and promoting awareness that investment in current/future teachers should be given similar value and energy to fundraising efforts. In order to educate/train future CSA teachers, coursework which includes preparation as instrumental/pedagogical experts, as well as content which provides training in educational philosophy, history, curriculum development, role modeling, culture, and technology were recommended.
590 $a School code: 0009.
650 4 $a Education, Music. $3 1017808
690 $a 0522
710 2 $a The University of Arizona. $b Music. $3 1024824
773 0 $t Dissertation Abstracts International $g 68-10A.
790 $a 0009
790 1 0 $a Hamann, Donald L., $e advisor
791 $a Ph.D.
792 $a 2007
856 4 0 $u http://pqdd.sinica.edu.tw/twdaoapp/servlet/advanced?query=3283926