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Perceptions of preservice music educ...

Moss, Ashley Grace.

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Perceptions of preservice music educators concerning their preparation to teach students with exceptionalities.

紀錄類型:	書目-電子資源 : Monograph/item
正題名/作者:	Perceptions of preservice music educators concerning their preparation to teach students with exceptionalities./
作者:	Moss, Ashley Grace.
面頁冊數:	107 p.
附註:	Source: Masters Abstracts International, Volume: 54-04.
Contained By:	Masters Abstracts International54-04(E).
標題:	Music education. -
電子資源:	http://pqdd.sinica.edu.tw/twdaoapp/servlet/advanced?query=1588107
ISBN:	9781321730173

Perceptions of preservice music educators concerning their preparation to teach students with exceptionalities.
Moss, Ashley Grace.

Perceptions of preservice music educators concerning their preparation to teach students with exceptionalities. - 107 p.

Source: Masters Abstracts International, Volume: 54-04.

Thesis (M.M.)--Michigan State University, 2015.

This item must not be sold to any third party vendors.

The purpose of this study was to examine the impact of teaching practices in higher education on the perceptions of students in those programs of their preparation to work with students with exceptionalities. I collected data from undergraduate music education students attending institutions in the Big 10 Conference who were student teaching during the spring semester of the 2014--2015 academic year. I collected data using a researcher-generated questionnaire informed by the survey tools used in the related research. I analyzed the data using descriptive statistics, frequency distributions, t tests, and ANOVA. I calculated reliabilities using Cronbach's alpha.

ISBN: 9781321730173Subjects--Topical Terms:

3168367
Music education.

Perceptions of preservice music educators concerning their preparation to teach students with exceptionalities.
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245 1 0 $a Perceptions of preservice music educators concerning their preparation to teach students with exceptionalities.
300 $a 107 p.
500 $a Source: Masters Abstracts International, Volume: 54-04.
500 $a Adviser: Cynthia C. Taggart.
502 $a Thesis (M.M.)--Michigan State University, 2015.
506 $a This item must not be sold to any third party vendors.
520 $a The purpose of this study was to examine the impact of teaching practices in higher education on the perceptions of students in those programs of their preparation to work with students with exceptionalities. I collected data from undergraduate music education students attending institutions in the Big 10 Conference who were student teaching during the spring semester of the 2014--2015 academic year. I collected data using a researcher-generated questionnaire informed by the survey tools used in the related research. I analyzed the data using descriptive statistics, frequency distributions, t tests, and ANOVA. I calculated reliabilities using Cronbach's alpha.
520 $a The results suggest that the majority of respondents felt adequately prepared to teach students with exceptionalities; however, the degree of preparation varied. There were statistically significant differences between respondents who had personal experiences with individuals with exceptionalities and those who did not have personal experiences with individuals with exceptionalities, as well as respondents who participated in coursework pertaining to the education of students with exceptionalities and those who did not participate in such coursework. Trends in differences between teaching area and teaching level preference groups suggest that preparation may vary by specialization; however small sample size may have attenuated statistical significance. The results suggest a need for more interactions between preservice music educators and students with exceptionalities, as well as a sequenced approach to teaching music educators about exceptional learners.
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