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

Music Teacher Perceptions of Inquiry...

Coates, Douglas.

FindBook

Google Book

Amazon

博客來

Music Teacher Perceptions of Inquiry-Based Learning in the Secondary School Music Ensemble Classroom.

紀錄類型:	書目-電子資源 : Monograph/item
正題名/作者:	Music Teacher Perceptions of Inquiry-Based Learning in the Secondary School Music Ensemble Classroom./
作者:	Coates, Douglas.
出版者:	Ann Arbor : ProQuest Dissertations & Theses, : 2020,
面頁冊數:	403 p.
附註:	Source: Dissertations Abstracts International, Volume: 82-04, Section: A.
Contained By:	Dissertations Abstracts International82-04A.
標題:	Education. -
電子資源:	http://pqdd.sinica.edu.tw/twdaoapp/servlet/advanced?query=28091816
ISBN:	9798672177250

Music Teacher Perceptions of Inquiry-Based Learning in the Secondary School Music Ensemble Classroom.
Coates, Douglas.

Music Teacher Perceptions of Inquiry-Based Learning in the Secondary School Music Ensemble Classroom. - Ann Arbor : ProQuest Dissertations & Theses, 2020 - 403 p.

Source: Dissertations Abstracts International, Volume: 82-04, Section: A.

Thesis (Ed.D.)--Western Connecticut State University, 2020.

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

The National Coalition for Core Arts Standards (NCCSA) adopted new standards for theatre, dance, media arts, visual arts, and music in 2014, which emphasized that music teachers expand teaching styles and pedagogy beyond rehearsal techniques, and asked teachers and students to make connections beyond merely creating sound with instruments or voices. In a discipline that has traditionally been teacher-centered, there is limited use of constructivist instructional approaches, such as inquiry-based learning and allowing time and psychological space for students to ask questions that go beyond the realm of pure musical technique during class time. Therefore, this qualitative collective case study examined perceptions and implementation strategies of educators to instruct with an inquiry approach. Using a collective case study design, data were gathered from 11 participants who taught large-ensemble (band, orchestra, or chorus) music in a secondary school setting. Participants consented to a classroom observation and a semi-structured interview. Data were collected through audio recordings and transcripts of the interviews, and with the Electronic Quality of Inquiry Protocol (EQUIP) instrument. Artifacts such as field notes, artifacts, analytic memos, and a reflexive journal were collected and kept throughout the study. An inductive approach to analysis of data gathered from the interviews and observations was used to explore constructs, themes, and patterns. Four thematic findings emerged: teacher identity; philosophy, attitudes and beliefs; perceptions of inquiry; and obstacles to inquiry. The significance of each theme and its implication for music education researchers and music teacher practitioners were discussed and offered.

ISBN: 9798672177250Subjects--Topical Terms:

516579
Education.
Subjects--Index Terms:

Case study research

Music Teacher Perceptions of Inquiry-Based Learning in the Secondary School Music Ensemble Classroom.
LDR:03071nmm a2200409 4500 001 2274317
005 20201120093418.5
008 220629s2020 ||||||||||||||||| ||eng d
020 $a 9798672177250
035 $a (MiAaPQ)AAI28091816
035 $a AAI28091816
040 $a MiAaPQ $c MiAaPQ
100 1 $a Coates, Douglas. $3 3551798
245 1 0 $a Music Teacher Perceptions of Inquiry-Based Learning in the Secondary School Music Ensemble Classroom.
260 1 $a Ann Arbor : $b ProQuest Dissertations & Theses, $c 2020
300 $a 403 p.
500 $a Source: Dissertations Abstracts International, Volume: 82-04, Section: A.
500 $a Advisor: LaBanca, Frank.
502 $a Thesis (Ed.D.)--Western Connecticut State University, 2020.
506 $a This item must not be sold to any third party vendors.
520 $a The National Coalition for Core Arts Standards (NCCSA) adopted new standards for theatre, dance, media arts, visual arts, and music in 2014, which emphasized that music teachers expand teaching styles and pedagogy beyond rehearsal techniques, and asked teachers and students to make connections beyond merely creating sound with instruments or voices. In a discipline that has traditionally been teacher-centered, there is limited use of constructivist instructional approaches, such as inquiry-based learning and allowing time and psychological space for students to ask questions that go beyond the realm of pure musical technique during class time. Therefore, this qualitative collective case study examined perceptions and implementation strategies of educators to instruct with an inquiry approach. Using a collective case study design, data were gathered from 11 participants who taught large-ensemble (band, orchestra, or chorus) music in a secondary school setting. Participants consented to a classroom observation and a semi-structured interview. Data were collected through audio recordings and transcripts of the interviews, and with the Electronic Quality of Inquiry Protocol (EQUIP) instrument. Artifacts such as field notes, artifacts, analytic memos, and a reflexive journal were collected and kept throughout the study. An inductive approach to analysis of data gathered from the interviews and observations was used to explore constructs, themes, and patterns. Four thematic findings emerged: teacher identity; philosophy, attitudes and beliefs; perceptions of inquiry; and obstacles to inquiry. The significance of each theme and its implication for music education researchers and music teacher practitioners were discussed and offered.
590 $a School code: 1057.
650 4 $a Education. $3 516579
650 4 $a Secondary education. $3 2122779
650 4 $a Music education. $3 3168367
650 4 $a Art education. $3 547650
650 4 $a Performing arts education. $3 3173434
653 $a Case study research
653 $a Inquiry-based learning
653 $a Music teachers
653 $a Music ensemble
653 $a Qualitative research
653 $a The National Coalition for Core Arts Standards
690 $a 0515
690 $a 0533
690 $a 0522
690 $a 0273
690 $a 0457
710 2 $a Western Connecticut State University. $b Education and Educational Psychology. $3 3349022
773 0 $t Dissertations Abstracts International $g 82-04A.
790 $a 1057
791 $a Ed.D.
792 $a 2020
793 $a English
856 4 0 $u http://pqdd.sinica.edu.tw/twdaoapp/servlet/advanced?query=28091816