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The extent to which elementary music...

Culton, Carol Lee.

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The extent to which elementary music education textbooks reflect teachers' needs regarding instruction of students with special needs: A content analysis.

紀錄類型:	書目-電子資源 : Monograph/item
正題名/作者:	The extent to which elementary music education textbooks reflect teachers' needs regarding instruction of students with special needs: A content analysis./
作者:	Culton, Carol Lee.
面頁冊數:	173 p.
附註:	Source: Dissertation Abstracts International, Volume: 60-12, Section: A, page: 4358.
Contained By:	Dissertation Abstracts International60-12A.
標題:	Education, Music. -
電子資源:	http://pqdd.sinica.edu.tw/twdaoapp/servlet/advanced?query=9957258
ISBN:	0599601280

The extent to which elementary music education textbooks reflect teachers' needs regarding instruction of students with special needs: A content analysis.
Culton, Carol Lee.

The extent to which elementary music education textbooks reflect teachers' needs regarding instruction of students with special needs: A content analysis. - 173 p.

Source: Dissertation Abstracts International, Volume: 60-12, Section: A, page: 4358.

Thesis (Ph.D.)--The University of Iowa, 1999.

The purpose of this study was to determine particular topics of concern regarding instruction of students with disabilities that were important to elementary music educators in Iowa; and to what extent those topics are presented in the dime most recently published general music education series.

ISBN: 0599601280Subjects--Topical Terms:

1017808
Education, Music.

The extent to which elementary music education textbooks reflect teachers' needs regarding instruction of students with special needs: A content analysis.
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245 1 4 $a The extent to which elementary music education textbooks reflect teachers' needs regarding instruction of students with special needs: A content analysis.
300 $a 173 p.
500 $a Source: Dissertation Abstracts International, Volume: 60-12, Section: A, page: 4358.
500 $a Supervisor: Kate E. Gfeller.
502 $a Thesis (Ph.D.)--The University of Iowa, 1999.
520 $a The purpose of this study was to determine particular topics of concern regarding instruction of students with disabilities that were important to elementary music educators in Iowa; and to what extent those topics are presented in the dime most recently published general music education series.
520 $a A needs assessment regarding instruction of children with special needs in the mainstreamed elementary music classroom was distributed to a random sample of elementary music educators in Iowa. Seventeen needs items from the full survey were determined to be of greatest importance to at least 75% of those sampled. Utilizing these 17 topics, a content analysis was conducted on the three music textbook series. Content for the analysis was the teachers' editions (K--6), and any accompanying supplementary booklets that included instructional and educational strategies for children with special needs.
520 $a Of the 17 topics of greatest importance to Iowa elementary music teachers, 14 categories had, on average, less than 1% textual coverage devoted to these topics. Three topics received no textual coverage (0%). Total percent of coverage for the three series ranged from 4%--12%. In addition, the study revealed a weak relationship (r = .126) between the topics teachers deem important to know and what is provided to them in the three music education basal series.
520 $a This study revealed that music educators am expected to teach students with special needs in mainstreamed music classes despite little or no training either in preservice (college) or post-baccalaureate (inservice) settings. In addition, teachers indicate specific need for practical information and training in music and mainstreaming, useful instructional methodology, and guidance in assessment, evaluation, and behavioral management. Content of elementary music education textbooks offers little information specific to mainstreaming. Thus, there is a discrepancy between what Iowa elementary music teachers say they need to meet their needs and the needs of their students in mainstrearned music settings, and what is provided within the pages of teacher's editions of elementary music education textbooks. Implications and suggestions for amelioration of this problem are is problem are discussed.
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