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Teaching and learning strategies use...

Bazan, Dale Edward.

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Teaching and learning strategies used by student-directed teachers of middle school band.

Record Type:	Language materials, printed : Monograph/item
Title/Author:	Teaching and learning strategies used by student-directed teachers of middle school band./
Author:	Bazan, Dale Edward.
Description:	236 p.
Notes:	Adviser: William I. Bauer.
Contained By:	Dissertation Abstracts International68-05A.
Subject:	Education, Music. -
Online resource:	http://pqdd.sinica.edu.tw/twdaoapp/servlet/advanced?query=3264513
ISBN:	9780549029243

Teaching and learning strategies used by student-directed teachers of middle school band.
Bazan, Dale Edward.

Teaching and learning strategies used by student-directed teachers of middle school band. - 236 p.

Adviser: William I. Bauer.

Thesis (Ph.D.)--Case Western Reserve University, 2007.

The purpose of this study was to describe the teaching and learning strategies demonstrated by middle school band teachers in Northeast Ohio who reported a student-directed teaching style. This study used a two-stage mixed methods design prioritizing quantitative data and statistical analyses, but also employing qualitative data collection methods in a second stage to enrich perspective and discussion on student-directed teaching and learning strategies (Creswell, 2003). In the first stage, quantitative data was gathered using a researcher-designed demographic questionnaire and Gumm's Music Teaching Style Inventory (MTSI) (Gumm, 2004b). These surveys were delivered online to 120 middle school band teachers in Northeast Ohio, with hard copies administered to two participants who requested them (N = 122). Forty-nine respondents returned completed surveys, representing a return rate of 40.2%. In Stage One, data were analyzed to determine participant teaching styles so that the most student-directed middle school band teachers could be identified and observed during Stage Two. Relationships and differences among selected demographics and MTSI scores were also analyzed, yielding several significant results, including a significant, positive, moderate relationship ( p = .00; r = .52) between teacher- and student-directed MTSI scores. Stage One results also revealed that teacher-directed instruction was more prevalent than student-directed instruction; middle school band teachers in Northeast Ohio seemed to prioritize a more teacher-directed rehearsal. In the second stage of the study, three of the most student-directed band teachers were observed and videotaped during five rehearsals, and interviewed following observation. Based on the analysis of videotapes, observational field notes, interview transcripts, and interview notes, quantitative computations and qualitative descriptions of student-directed band teachers were possible. The teachers observed and interviewed during Stage Two of the study utilized teacher-directed instruction most frequently. However, student-directed philosophies and strategies were discussed by Stage Two participants and information was gleaned that could inform future use of student-directed teaching and learning strategies in band programs. Stage Two findings included documentation of the challenges band teachers may face when implementing student-directed instruction and potential student-directed band rehearsal strategies. A possible link between band instruction and the theory of adaptive expertise was also noted.

ISBN: 9780549029243Subjects--Topical Terms:

1017808
Education, Music.

Teaching and learning strategies used by student-directed teachers of middle school band.
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100 1 $a Bazan, Dale Edward. $3 1277975
245 1 0 $a Teaching and learning strategies used by student-directed teachers of middle school band.
300 $a 236 p.
500 $a Adviser: William I. Bauer.
500 $a Source: Dissertation Abstracts International, Volume: 68-05, Section: A, page: 1860.
502 $a Thesis (Ph.D.)--Case Western Reserve University, 2007.
520 $a The purpose of this study was to describe the teaching and learning strategies demonstrated by middle school band teachers in Northeast Ohio who reported a student-directed teaching style. This study used a two-stage mixed methods design prioritizing quantitative data and statistical analyses, but also employing qualitative data collection methods in a second stage to enrich perspective and discussion on student-directed teaching and learning strategies (Creswell, 2003). In the first stage, quantitative data was gathered using a researcher-designed demographic questionnaire and Gumm's Music Teaching Style Inventory (MTSI) (Gumm, 2004b). These surveys were delivered online to 120 middle school band teachers in Northeast Ohio, with hard copies administered to two participants who requested them (N = 122). Forty-nine respondents returned completed surveys, representing a return rate of 40.2%. In Stage One, data were analyzed to determine participant teaching styles so that the most student-directed middle school band teachers could be identified and observed during Stage Two. Relationships and differences among selected demographics and MTSI scores were also analyzed, yielding several significant results, including a significant, positive, moderate relationship ( p = .00; r = .52) between teacher- and student-directed MTSI scores. Stage One results also revealed that teacher-directed instruction was more prevalent than student-directed instruction; middle school band teachers in Northeast Ohio seemed to prioritize a more teacher-directed rehearsal. In the second stage of the study, three of the most student-directed band teachers were observed and videotaped during five rehearsals, and interviewed following observation. Based on the analysis of videotapes, observational field notes, interview transcripts, and interview notes, quantitative computations and qualitative descriptions of student-directed band teachers were possible. The teachers observed and interviewed during Stage Two of the study utilized teacher-directed instruction most frequently. However, student-directed philosophies and strategies were discussed by Stage Two participants and information was gleaned that could inform future use of student-directed teaching and learning strategies in band programs. Stage Two findings included documentation of the challenges band teachers may face when implementing student-directed instruction and potential student-directed band rehearsal strategies. A possible link between band instruction and the theory of adaptive expertise was also noted.
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