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Is flipped instruction in the string...

Voltz, Elizabeth Anne.

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Is flipped instruction in the string class an effective teaching strategy?

紀錄類型:	書目-電子資源 : Monograph/item
正題名/作者:	Is flipped instruction in the string class an effective teaching strategy?/
作者:	Voltz, Elizabeth Anne.
面頁冊數:	90 p.
附註:	Source: Dissertation Abstracts International, Volume: 78-01(E), Section: A.
Contained By:	Dissertation Abstracts International78-01A(E).
標題:	Music education. -
電子資源:	http://pqdd.sinica.edu.tw/twdaoapp/servlet/advanced?query=10140117
ISBN:	9781339955360

Is flipped instruction in the string class an effective teaching strategy?
Voltz, Elizabeth Anne.

Is flipped instruction in the string class an effective teaching strategy? - 90 p.

Source: Dissertation Abstracts International, Volume: 78-01(E), Section: A.

Thesis (Ed.D.)--Trevecca Nazarene University, 2016.

This mixed-method quasi-experimental research study compared the method of flipped learning to a traditional technique of teaching middle school string instrumental music classes. Its purpose was to prove whether or not flipped learning was more effective in addressing individual student progress and time spent practicing at home. Participants' preferences between flipped and traditional classroom methods were also examined. Data collected were both quantitative and qualitative, and indicated no significant difference in either student practice, or achievement. Evidence also showed that many students preferred the traditional class, and that the teacher incurred many obstacles in flipping. This study contributed to a small body of research furthering innovative teaching methods, which address differentiation in instrumental music classrooms.

ISBN: 9781339955360Subjects--Topical Terms:

3168367
Music education.

Is flipped instruction in the string class an effective teaching strategy?
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500 $a Advisers: Judy Bivens; Rodney Russell.
502 $a Thesis (Ed.D.)--Trevecca Nazarene University, 2016.
520 $a This mixed-method quasi-experimental research study compared the method of flipped learning to a traditional technique of teaching middle school string instrumental music classes. Its purpose was to prove whether or not flipped learning was more effective in addressing individual student progress and time spent practicing at home. Participants' preferences between flipped and traditional classroom methods were also examined. Data collected were both quantitative and qualitative, and indicated no significant difference in either student practice, or achievement. Evidence also showed that many students preferred the traditional class, and that the teacher incurred many obstacles in flipping. This study contributed to a small body of research furthering innovative teaching methods, which address differentiation in instrumental music classrooms.
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