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 Education Students' Ex...

Speiser, Paul M.

FindBook

Google Book

Amazon

博客來

Music Teacher Education Students' Experiences Learning with ePortfolios in a Vocal Practicum Course.

紀錄類型:	書目-電子資源 : Monograph/item
正題名/作者:	Music Teacher Education Students' Experiences Learning with ePortfolios in a Vocal Practicum Course./
作者:	Speiser, Paul M.
出版者:	Ann Arbor : ProQuest Dissertations & Theses, : 2020,
面頁冊數:	207 p.
附註:	Source: Dissertations Abstracts International, Volume: 81-09, Section: A.
Contained By:	Dissertations Abstracts International81-09A.
標題:	Music education. -
電子資源:	https://pqdd.sinica.edu.tw/twdaoapp/servlet/advanced?query=27735812
ISBN:	9781392608319

Music Teacher Education Students' Experiences Learning with ePortfolios in a Vocal Practicum Course.
Speiser, Paul M.

Music Teacher Education Students' Experiences Learning with ePortfolios in a Vocal Practicum Course. - Ann Arbor : ProQuest Dissertations & Theses, 2020 - 207 p.

Source: Dissertations Abstracts International, Volume: 81-09, Section: A.

Thesis (Ph.D.)--New York University, 2020.

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

Many instructors, curriculum designers, and administrators in higher education have embraced ePortfolios and their pedagogy as impactful tools in teaching and learning as a way to make student learning visible, promote reflective thinking, and encourage autonomous, integrative learning. Researchers have been inquiring into and investigating ePortfolio practices in music teacher education programs over the past twenty years. Recent studies also highlight and support ePortfolio practice as a way to enhance the development of professional competencies, especially when facing time constraints. Recognizing a need to address learning outcomes assessment in his own practice, the author designed and implemented an ePortfolio into a semester-long Vocal Practicum course in which music teacher education students develop proficiency in singing and the teaching of singing. This descriptive case study captures students' perceptions as they learned through a process ePortfolio, which was created using Google Sites. Data sources included an anonymous questionnaire, stimulated recall interviews, field notes, and the ePortfolios themselves, collected from 9 student participants. Analysis of these data revealed that participants felt that their ePortfolios helped to make learning visible, provided a catalyst for growth, and produced an artifact of the course to which they could refer in the future. Further analysis also revealed that students appreciated how the ePortfolio provided structure to the course, and that it helped focus them on their own learning processes instead of the end product. Notably, students experienced very few technological challenges, and they found peer assessment to be a valuable part of their learning trajectory. The ePortfolio process was also found to have supported students in demonstrating an increased awareness of phonation, resonance, airflow, and articulation-foundational aspects of singing and its pedagogy. Suggested areas for further inquiry include investigating the instructor's influence on students' positive perceptions of the ePortfolio, examining how Google Sites can be configured to support more sophisticated ePortfolio practice, introducing a reflective rubric to the Vocal Practicum ePortfolio, and considering the efficacy of expanding ePortfolio use to other practicum courses.

ISBN: 9781392608319Subjects--Topical Terms:

3168367
Music education.
Subjects--Index Terms:

ePortfolio

Music Teacher Education Students' Experiences Learning with ePortfolios in a Vocal Practicum Course.
LDR:03512nmm a2200373 4500 001 2279005
005 20210730131517.5
008 220723s2020 ||||||||||||||||| ||eng d
020 $a 9781392608319
035 $a (MiAaPQ)AAI27735812
035 $a AAI27735812
040 $a MiAaPQ $c MiAaPQ
100 1 $a Speiser, Paul M. $3 3557416
245 1 0 $a Music Teacher Education Students' Experiences Learning with ePortfolios in a Vocal Practicum Course.
260 1 $a Ann Arbor : $b ProQuest Dissertations & Theses, $c 2020
300 $a 207 p.
500 $a Source: Dissertations Abstracts International, Volume: 81-09, Section: A.
500 $a Advisor: Ruthmann, Alex.
502 $a Thesis (Ph.D.)--New York University, 2020.
506 $a This item must not be sold to any third party vendors.
520 $a Many instructors, curriculum designers, and administrators in higher education have embraced ePortfolios and their pedagogy as impactful tools in teaching and learning as a way to make student learning visible, promote reflective thinking, and encourage autonomous, integrative learning. Researchers have been inquiring into and investigating ePortfolio practices in music teacher education programs over the past twenty years. Recent studies also highlight and support ePortfolio practice as a way to enhance the development of professional competencies, especially when facing time constraints. Recognizing a need to address learning outcomes assessment in his own practice, the author designed and implemented an ePortfolio into a semester-long Vocal Practicum course in which music teacher education students develop proficiency in singing and the teaching of singing. This descriptive case study captures students' perceptions as they learned through a process ePortfolio, which was created using Google Sites. Data sources included an anonymous questionnaire, stimulated recall interviews, field notes, and the ePortfolios themselves, collected from 9 student participants. Analysis of these data revealed that participants felt that their ePortfolios helped to make learning visible, provided a catalyst for growth, and produced an artifact of the course to which they could refer in the future. Further analysis also revealed that students appreciated how the ePortfolio provided structure to the course, and that it helped focus them on their own learning processes instead of the end product. Notably, students experienced very few technological challenges, and they found peer assessment to be a valuable part of their learning trajectory. The ePortfolio process was also found to have supported students in demonstrating an increased awareness of phonation, resonance, airflow, and articulation-foundational aspects of singing and its pedagogy. Suggested areas for further inquiry include investigating the instructor's influence on students' positive perceptions of the ePortfolio, examining how Google Sites can be configured to support more sophisticated ePortfolio practice, introducing a reflective rubric to the Vocal Practicum ePortfolio, and considering the efficacy of expanding ePortfolio use to other practicum courses.
590 $a School code: 0146.
650 4 $a Music education. $3 3168367
650 4 $a Educational technology. $3 517670
650 4 $a Higher education. $3 641065
653 $a ePortfolio
653 $a Google sites
653 $a Music education
653 $a Voice pedagogy
653 $a Voice practicum
690 $a 0522
690 $a 0710
690 $a 0745
710 2 $a New York University. $b Music and Performing Arts Professions. $3 1669939
773 0 $t Dissertations Abstracts International $g 81-09A.
790 $a 0146
791 $a Ph.D.
792 $a 2020
793 $a English
856 4 0 $u https://pqdd.sinica.edu.tw/twdaoapp/servlet/advanced?query=27735812