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

The Utilization of Music to Teach Ph...

Hocanson, Cherie D.

FindBook

Google Book

Amazon

博客來

The Utilization of Music to Teach Phonics in Kindergarten: A Multiple Case Study.

紀錄類型:	書目-電子資源 : Monograph/item
正題名/作者:	The Utilization of Music to Teach Phonics in Kindergarten: A Multiple Case Study./
作者:	Hocanson, Cherie D.
出版者:	Ann Arbor : ProQuest Dissertations & Theses, : 2019,
面頁冊數:	242 p.
附註:	Source: Dissertations Abstracts International, Volume: 80-10, Section: A.
Contained By:	Dissertations Abstracts International80-10A.
標題:	Early childhood education. -
電子資源:	http://pqdd.sinica.edu.tw/twdaoapp/servlet/advanced?query=13863157
ISBN:	9781392088463

The Utilization of Music to Teach Phonics in Kindergarten: A Multiple Case Study.
Hocanson, Cherie D.

The Utilization of Music to Teach Phonics in Kindergarten: A Multiple Case Study. - Ann Arbor : ProQuest Dissertations & Theses, 2019 - 242 p.

Source: Dissertations Abstracts International, Volume: 80-10, Section: A.

Thesis (Ed.D.)--Liberty University, 2019.

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

The purpose of this qualitative, multiple case study was to explore the utilization of music to teach phonics in kindergarten at four elementary schools in northwest Ohio. The theory guiding this study was the schema theory as it explains how individuals are able to recognize patterns previously learned, organize those patterns, and then use those patterns to perceive new information (Green, 2010). This research sought to answer the central research question, "How do kindergarten teachers utilize music to teach phonics within the classroom?" The study included 10 cases within four different school districts. The participants were kindergarten teachers in Northwest Ohio with a variety of teaching experiences. For this research, data collection took place through one-on-one, open-ended, semi-structured interviews with all 10 participants. Data collection followed case study protocol and included direct observation and physical artifacts, including photos of the classroom and lesson plans. Data analysis occurred through analytic strategies including coding and within-case and cross-case analysis (Yin, 2014). The analysis resulted in four themes. The first theme was pedagogy with the sub-themes of standard phonics curriculum and music-based curriculum. The second theme was perceptions with the sub-themes of benefits and challenges. The third theme was classroom management and the fourth theme was confidence. The results indicated that there is a strong correlation between using music to teach phonics and student retention. Finally, recommendations for future research were discussed to benefit kindergarten teachers, curriculum coordinators, administrators, and collegiate instructors.

ISBN: 9781392088463Subjects--Topical Terms:

518817
Early childhood education.
Subjects--Index Terms:

Kindergarten

The Utilization of Music to Teach Phonics in Kindergarten: A Multiple Case Study.
LDR:02949nmm a2200409 4500 001 2198458
005 20200810095952.5
008 200831s2019 ||||||||||||||||| ||eng d
020 $a 9781392088463
035 $a (MiAaPQ)AAI13863157
035 $a (MiAaPQ)liberty:12424
035 $a AAI13863157
040 $a MiAaPQ $c MiAaPQ
100 1 $a Hocanson, Cherie D. $3 3423913
245 1 4 $a The Utilization of Music to Teach Phonics in Kindergarten: A Multiple Case Study.
260 1 $a Ann Arbor : $b ProQuest Dissertations & Theses, $c 2019
300 $a 242 p.
500 $a Source: Dissertations Abstracts International, Volume: 80-10, Section: A.
500 $a Publisher info.: Dissertation/Thesis.
500 $a Advisor: Park, Meredith J.
502 $a Thesis (Ed.D.)--Liberty University, 2019.
506 $a This item must not be sold to any third party vendors.
520 $a The purpose of this qualitative, multiple case study was to explore the utilization of music to teach phonics in kindergarten at four elementary schools in northwest Ohio. The theory guiding this study was the schema theory as it explains how individuals are able to recognize patterns previously learned, organize those patterns, and then use those patterns to perceive new information (Green, 2010). This research sought to answer the central research question, "How do kindergarten teachers utilize music to teach phonics within the classroom?" The study included 10 cases within four different school districts. The participants were kindergarten teachers in Northwest Ohio with a variety of teaching experiences. For this research, data collection took place through one-on-one, open-ended, semi-structured interviews with all 10 participants. Data collection followed case study protocol and included direct observation and physical artifacts, including photos of the classroom and lesson plans. Data analysis occurred through analytic strategies including coding and within-case and cross-case analysis (Yin, 2014). The analysis resulted in four themes. The first theme was pedagogy with the sub-themes of standard phonics curriculum and music-based curriculum. The second theme was perceptions with the sub-themes of benefits and challenges. The third theme was classroom management and the fourth theme was confidence. The results indicated that there is a strong correlation between using music to teach phonics and student retention. Finally, recommendations for future research were discussed to benefit kindergarten teachers, curriculum coordinators, administrators, and collegiate instructors.
590 $a School code: 1052.
650 4 $a Early childhood education. $3 518817
650 4 $a Music education. $3 3168367
650 4 $a Reading instruction. $3 2122756
650 4 $a Curriculum development. $3 684418
653 $a Kindergarten
653 $a Music
653 $a Phonics
653 $a Reading
653 $a Schema theory
690 $a 0518
690 $a 0522
690 $a 0535
690 $a 0727
710 2 $a Liberty University. $b Education. $3 2093957
773 0 $t Dissertations Abstracts International $g 80-10A.
790 $a 1052
791 $a Ed.D.
792 $a 2019
793 $a English
856 4 0 $u http://pqdd.sinica.edu.tw/twdaoapp/servlet/advanced?query=13863157