東華大學圖書館 |

Language: English

Help

回圖書館首頁

手機版館藏查詢

Back

Switch To: Labeled | MARC Mode | ISBD

In search of signature pedagogies fo...

Baumann, Paul Joseph.

Linked to FindBook

Google Book

Amazon

博客來

In search of signature pedagogies for teacher education: The critical case of Kodaly-inspired music teacher education.

Record Type:	Language materials, printed : Monograph/item
Title/Author:	In search of signature pedagogies for teacher education: The critical case of Kodaly-inspired music teacher education./
Author:	Baumann, Paul Joseph.
Description:	389 p.
Notes:	Source: Dissertation Abstracts International, Volume: 71-07, Section: A, page: 2420.
Contained By:	Dissertation Abstracts International71-07A.
Subject:	Education, Sociology of. -
Online resource:	http://pqdd.sinica.edu.tw/twdaoapp/servlet/advanced?query=3409535
ISBN:	9781124071893

In search of signature pedagogies for teacher education: The critical case of Kodaly-inspired music teacher education.
Baumann, Paul Joseph.

In search of signature pedagogies for teacher education: The critical case of Kodaly-inspired music teacher education. - 389 p.

Source: Dissertation Abstracts International, Volume: 71-07, Section: A, page: 2420.

Thesis (Ph.D.)--University of Maryland, College Park, 2010.

The purposes of this study are to identify the features of Kodaly-inspired music teacher education programs that either confirm or refute the notion that signature pedagogies (Shulman, 2005 a, b, c) are present in this form of teacher education and to identify whether and how philosophical, pedagogical, and institutional influences support such pedagogies. Signature pedagogies are shared modes of teaching that are distinct to a specific profession. These pedagogies, based in the cognitive, practical, and normative apprenticeships of professional preparation, dominate the preparation programs of a profession, both within and across institutions.

ISBN: 9781124071893Subjects--Topical Terms:

626654
Education, Sociology of.

In search of signature pedagogies for teacher education: The critical case of Kodaly-inspired music teacher education.
LDR:03634nam 2200373 4500 001 1403805
005 20111114142536.5
008 130515s2010 ||||||||||||||||| ||eng d
020 $a 9781124071893
035 $a (UMI)AAI3409535
035 $a AAI3409535
040 $a UMI $c UMI
100 1 $a Baumann, Paul Joseph. $3 1683082
245 1 0 $a In search of signature pedagogies for teacher education: The critical case of Kodaly-inspired music teacher education.
300 $a 389 p.
500 $a Source: Dissertation Abstracts International, Volume: 71-07, Section: A, page: 2420.
500 $a Adviser: Betty Malen.
502 $a Thesis (Ph.D.)--University of Maryland, College Park, 2010.
520 $a The purposes of this study are to identify the features of Kodaly-inspired music teacher education programs that either confirm or refute the notion that signature pedagogies (Shulman, 2005 a, b, c) are present in this form of teacher education and to identify whether and how philosophical, pedagogical, and institutional influences support such pedagogies. Signature pedagogies are shared modes of teaching that are distinct to a specific profession. These pedagogies, based in the cognitive, practical, and normative apprenticeships of professional preparation, dominate the preparation programs of a profession, both within and across institutions.
520 $a This study employs a collective case study design to examine Kodaly-inspired teacher education programs, specifically those endorsed by the Organization of American Kodaly Educators (OAKE). This study serves as a critical test of the applicability of the construct of signature pedagogies to teacher education. Because these programs purport to hold shared philosophical and pedagogical ideals and are governed by an endorsing body (OAKE), signature pedagogies ought to be present in these programs if they are present in any teacher education programs. Embedded in this collective case are: (1) a history of Kodaly-inspired pedagogy and its adoption and adaptation in the U.S., (2) case studies of two prominent and influential OAKE-endorsed Kodaly-inspired teacher education programs, and (3) case studies of four to five faculty in each of these programs. Data sources include primary and secondary texts and documents, observations of the various events and activities that occur as a part of Kodaly-inspired teacher education programs, and focus group and individual interviews with program faculty and students.
520 $a This study finds that the two case sites possess four signature pedagogies: (1) demonstration teaching, (2) master class teaching, (3) discovery learning, and (4) the music literature collection and retrieval system. These pedagogies appear to be inextricably tethered to the contexts, professional body (OAKE), and work of Kodaly-inspired music educators though multiple complex linkages. The study closes by assessing the applicability and usefulness of the construct for the discourses and study of teacher education and by offering revisions to the construct that may help to improve the construct's usefulness in future research.
590 $a School code: 0117.
650 4 $a Education, Sociology of. $3 626654
650 4 $a Education, Music. $3 1017808
650 4 $a Education, Teacher Training. $3 783747
690 $a 0340
690 $a 0522
690 $a 0530
710 2 $a University of Maryland, College Park. $b Education Policy, and Leadership. $3 1022048
773 0 $t Dissertation Abstracts International $g 71-07A.
790 1 0 $a Malen, Betty, $e advisor
790 1 0 $a Imig, David $e committee member
790 1 0 $a Trinka, Jill $e committee member
790 1 0 $a Valli, Linda $e committee member
790 1 0 $a Coffey, Janet $e committee member
790 1 0 $a Croninger, Robert $e committee member
790 $a 0117
791 $a Ph.D.
792 $a 2010
856 4 0 $u http://pqdd.sinica.edu.tw/twdaoapp/servlet/advanced?query=3409535