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Uses of music in the high school Eng...

Duggan, Timothy J.

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Uses of music in the high school English/language arts classroom in South Dakota: Teacher perceptions and practices.

紀錄類型:	書目-電子資源 : Monograph/item
正題名/作者:	Uses of music in the high school English/language arts classroom in South Dakota: Teacher perceptions and practices./
作者:	Duggan, Timothy J.
面頁冊數:	204 p.
附註:	Source: Dissertation Abstracts International, Volume: 64-11, Section: A, page: 3942.
Contained By:	Dissertation Abstracts International64-11A.
標題:	Education, Curriculum and Instruction. -
電子資源:	http://pqdd.sinica.edu.tw/twdaoapp/servlet/advanced?query=3114013
ISBN:	0496615068

Uses of music in the high school English/language arts classroom in South Dakota: Teacher perceptions and practices.
Duggan, Timothy J.

Uses of music in the high school English/language arts classroom in South Dakota: Teacher perceptions and practices. - 204 p.

Source: Dissertation Abstracts International, Volume: 64-11, Section: A, page: 3942.

Thesis (Ed.D.)--University of South Dakota, 2003.

The purpose of this study was to examine the uses of music in high school English/language arts classes in South Dakota, as perceived by the teachers themselves. Specifically, the study examined how often music is employed by high school English/language arts teachers, the ways in which music is used (both methods and purposes), the teachers' attitudes toward the uses of music in their classes, and the perceived impediments faced by teachers in attempting to incorporate music into these classes. The study also examined collaboration between English/language arts teachers and music teachers, and school support for such collaborations. Finally, the study compared teachers' uses of music in their classes based upon gender, age, years of experience, education, specific classes taught, size of school, class size, and musical background.

ISBN: 0496615068Subjects--Topical Terms:

576301
Education, Curriculum and Instruction.

Uses of music in the high school English/language arts classroom in South Dakota: Teacher perceptions and practices.
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245 1 0 $a Uses of music in the high school English/language arts classroom in South Dakota: Teacher perceptions and practices.
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500 $a Source: Dissertation Abstracts International, Volume: 64-11, Section: A, page: 3942.
500 $a Director: Lisa A. Hazlett.
502 $a Thesis (Ed.D.)--University of South Dakota, 2003.
520 $a The purpose of this study was to examine the uses of music in high school English/language arts classes in South Dakota, as perceived by the teachers themselves. Specifically, the study examined how often music is employed by high school English/language arts teachers, the ways in which music is used (both methods and purposes), the teachers' attitudes toward the uses of music in their classes, and the perceived impediments faced by teachers in attempting to incorporate music into these classes. The study also examined collaboration between English/language arts teachers and music teachers, and school support for such collaborations. Finally, the study compared teachers' uses of music in their classes based upon gender, age, years of experience, education, specific classes taught, size of school, class size, and musical background.
520 $a A survey instrument was developed to solicit information from high school English/language arts teachers in South Dakota regarding their uses of music in the classroom. The survey was sent to 483 teachers, and of the 242 surveys returned, 235 were validated for analysis, a usable response rate of 48.6%.
520 $a Findings for the study indicated that 90.6% of English/language arts teachers in South Dakota incorporated music into their teaching to some degree. Methods for incorporating music into the English/language arts class varied, with playing of recorded music and matching of music with literature the most frequent methods. Using music to relax students was the most common purpose identified in scaled items, followed by using music to stimulate student writing, using music to enhance student interest in literature, and using music to enhance student comprehension of literature. In short answer responses, however, the most commonly mentioned purpose was to enhance student comprehension of literature, which teachers found to be the most successful use, followed by using music to inspire student writing.
520 $a Findings also indicated that teachers generally felt their uses of music were successful, although they perceived very little support or resources made available from their schools to bring music into the classroom. Furthermore, very little collaboration between English/language arts teachers and music teachers was indicated.
520 $a Comparisons based upon demographic characteristics indicated that female teachers incorporated music more often, found more success incorporating music, and expressed more interest in continuing to use music than did males. Responses also indicated that younger teachers or teachers with less experience used music more often as a reward for students than did their older, more experienced colleagues. Finally, teachers with extensive musical background incorporated music more often than their less-musically inclined colleagues.
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