東華大學圖書館 |

語系: 繁體中文

說明(常見問題)

回圖書館首頁

手機版館藏查詢

登入

回首頁

切換: 標籤 | MARC模式 | ISBD

Alabama Classroom Teachers Who Parti...

Martin, Laura Jane.

FindBook

Google Book

Amazon

博客來

Alabama Classroom Teachers Who Participated in Arts Integration Workshops and Their Implementation of Music into the Core Curriculum.

紀錄類型:	書目-電子資源 : Monograph/item
正題名/作者:	Alabama Classroom Teachers Who Participated in Arts Integration Workshops and Their Implementation of Music into the Core Curriculum./
作者:	Martin, Laura Jane.
出版者:	Ann Arbor : ProQuest Dissertations & Theses, : 2017,
面頁冊數:	130 p.
附註:	Source: Dissertation Abstracts International, Volume: 79-04(E), Section: A.
Contained By:	Dissertation Abstracts International79-04A(E).
標題:	Music education. -
電子資源:	http://pqdd.sinica.edu.tw/twdaoapp/servlet/advanced?query=10642533
ISBN:	9780355512724

Alabama Classroom Teachers Who Participated in Arts Integration Workshops and Their Implementation of Music into the Core Curriculum.
Martin, Laura Jane.

Alabama Classroom Teachers Who Participated in Arts Integration Workshops and Their Implementation of Music into the Core Curriculum. - Ann Arbor : ProQuest Dissertations & Theses, 2017 - 130 p.

Source: Dissertation Abstracts International, Volume: 79-04(E), Section: A.

Thesis (Ph.D.)--The University of Southern Mississippi, 2017.

With the growing emphasis on academic achievement, it has become increasingly more challenging to justify the integration of arts into the curriculum. Effective teachers employ instructional strategies that enhance student engagement and can positively affect student learning. This qualitative study investigated the instructional practices and experiences of classroom teachers who implement music into the academic lesson to increase student engagement and enhance learning. Specifically, the research questions explored how teachers use music to enhance their curriculum, the level of preparedness after attending arts integration professional development, and where they located resources for music activities. Effective teachers realize that all students learn differently as proven through Gardner's Multiple Intelligences which served as the conceptual framework for this general qualitative inquiry study. Fifteen classroom teachers volunteered to interview for this qualitative study. In these face-to-face semi-structured interviews, data was collected from participants who discussed practices and experiences of the implementation of music in their classroom lessons. This data was transcribed and analyzed to reveal the extent to which the participants utilized music as an instructional tool in the classroom. The data showed sufficient evidence to support the fact that participants find using music in their classroom to be effective not only fort student achievement but for classroom behavior, to reinforce memorization skills, and engage students in the lesson. In addition, data showed that the majority of teachers who participated in this study felt more prepared to implement music into their lesson once they completed the Arts in Education professional development through the University of South Alabama. The findings in this study imply there is a need for more collegiate level classes offered in the area of music integration within the course of study.

ISBN: 9780355512724Subjects--Topical Terms:

3168367
Music education.

Alabama Classroom Teachers Who Participated in Arts Integration Workshops and Their Implementation of Music into the Core Curriculum.
LDR:02987nmm a2200289 4500 001 2159068
005 20180618095117.5
008 190424s2017 ||||||||||||||||| ||eng d
020 $a 9780355512724
035 $a (MiAaPQ)AAI10642533
035 $a (MiAaPQ)southernmiss:10601
035 $a AAI10642533
040 $a MiAaPQ $c MiAaPQ
100 1 $a Martin, Laura Jane. $3 3346927
245 1 0 $a Alabama Classroom Teachers Who Participated in Arts Integration Workshops and Their Implementation of Music into the Core Curriculum.
260 1 $a Ann Arbor : $b ProQuest Dissertations & Theses, $c 2017
300 $a 130 p.
500 $a Source: Dissertation Abstracts International, Volume: 79-04(E), Section: A.
500 $a Adviser: Lilian H. Hill.
502 $a Thesis (Ph.D.)--The University of Southern Mississippi, 2017.
520 $a With the growing emphasis on academic achievement, it has become increasingly more challenging to justify the integration of arts into the curriculum. Effective teachers employ instructional strategies that enhance student engagement and can positively affect student learning. This qualitative study investigated the instructional practices and experiences of classroom teachers who implement music into the academic lesson to increase student engagement and enhance learning. Specifically, the research questions explored how teachers use music to enhance their curriculum, the level of preparedness after attending arts integration professional development, and where they located resources for music activities. Effective teachers realize that all students learn differently as proven through Gardner's Multiple Intelligences which served as the conceptual framework for this general qualitative inquiry study. Fifteen classroom teachers volunteered to interview for this qualitative study. In these face-to-face semi-structured interviews, data was collected from participants who discussed practices and experiences of the implementation of music in their classroom lessons. This data was transcribed and analyzed to reveal the extent to which the participants utilized music as an instructional tool in the classroom. The data showed sufficient evidence to support the fact that participants find using music in their classroom to be effective not only fort student achievement but for classroom behavior, to reinforce memorization skills, and engage students in the lesson. In addition, data showed that the majority of teachers who participated in this study felt more prepared to implement music into their lesson once they completed the Arts in Education professional development through the University of South Alabama. The findings in this study imply there is a need for more collegiate level classes offered in the area of music integration within the course of study.
590 $a School code: 0211.
650 4 $a Music education. $3 3168367
690 $a 0522
710 2 $a The University of Southern Mississippi. $b Educational Research and Administration. $3 3286696
773 0 $t Dissertation Abstracts International $g 79-04A(E).
790 $a 0211
791 $a Ph.D.
792 $a 2017
793 $a English
856 4 0 $u http://pqdd.sinica.edu.tw/twdaoapp/servlet/advanced?query=10642533