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

FindBook

Google Book

Amazon

博客來

Multicultural music education and intercultural sensitivity in early adolescence : = A mixed methods study.

紀錄類型:	書目-電子資源 : Monograph/item
正題名/作者:	Multicultural music education and intercultural sensitivity in early adolescence :/
其他題名:	A mixed methods study.
作者:	Mellizo, Jennifer Marie.
面頁冊數:	1 online resource (315 pages)
附註:	Source: Dissertations Abstracts International, Volume: 78-01, Section: A.
Contained By:	Dissertations Abstracts International78-01A.
標題:	Music education. -
電子資源:	http://pqdd.sinica.edu.tw/twdaoapp/servlet/advanced?query=10116176click for full text (PQDT)
ISBN:	9781339776446

Multicultural music education and intercultural sensitivity in early adolescence : = A mixed methods study.
Mellizo, Jennifer Marie.

Multicultural music education and intercultural sensitivity in early adolescence :A mixed methods study. - 1 online resource (315 pages)

Source: Dissertations Abstracts International, Volume: 78-01, Section: A.

Thesis (Ph.D.)--University of Wyoming, 2016.

Includes bibliographical references

As our world becomes increasingly diverse, the study of intercultural sensitivity and how it can be fostered within educational settings is becoming increasingly important. The music classroom may provide a unique environment where higher levels of intercultural sensitivity can be developed. The purpose of this study was to explore levels of early adolescent intercultural sensitivity within the context of multicultural music education. Intercultural sensitivity was conceptualized through Bennett's Developmental Model of Intercultural Sensitivity (DMIS). This constructivist framework describes the stages people go through as they experience intercultural worldview changes and begin to experience diversity in more complex ways. A multi-phase mixed methods design, consisting of three distinct phases, was utilized to answer seven research questions. The adapted ISI (AISI) was used to measure levels of intercultural sensitivity within a sample 162 4th-8th grade participants in Wyoming before and after the implementation of a new multicultural music curriculum based on the music of the Fon people in Southern Benin. Additional qualitative data were collected in the form of student interviews and written responses in order to incorporate the views and understandings of individual participants. The comparison of quantitative and qualitative data allowed for a deeper and more comprehensive understanding of intercultural sensitivity in early adolescence to be achieved. Many student participants indicated high levels of agreement with acceptance statements on both the AISI pre and posttest. However, this acceptance of cultural difference was determined to be largely hypothetical, due to the participants' perceived isolation from diversity. A significant difference between overall AISI pre and posttest scores was also identified, with students demonstrating significantly higher levels of intercultural sensitivity after the multicultural music curriculum intervention. These findings indicate intercultural sensitivity can be improved during early adolescence. Increased exposure to cultural diversity, through multicultural music education, may help to facilitate this growth. Future music education researchers should continue to explore the ways in which in-depth experiences with music from many diverse cultural settings can benefit students of all ages.

Electronic reproduction.
Ann Arbor, Mich. :
ProQuest,
2023

Mode of access: World Wide Web

ISBN: 9781339776446Subjects--Topical Terms:

3168367
Music education.
Subjects--Index Terms:

Cultural diversityIndex Terms--Genre/Form:

542853
Electronic books.

Multicultural music education and intercultural sensitivity in early adolescence : = A mixed methods study.
LDR:03924nmm a2200421K 4500 001 2361628
005 20231027101236.5
006 m o d
007 cr mn ---uuuuu
008 241011s2016 xx obm 000 0 eng d
020 $a 9781339776446
035 $a (MiAaPQ)AAI10116176
035 $a (MiAaPQ)uwyo:12194
035 $a AAI10116176
040 $a MiAaPQ $b eng $c MiAaPQ $d NTU
100 1 $a Mellizo, Jennifer Marie. $3 3702312
245 1 0 $a Multicultural music education and intercultural sensitivity in early adolescence : $b A mixed methods study.
264 0 $c 2016
300 $a 1 online resource (315 pages)
336 $a text $b txt $2 rdacontent
337 $a computer $b c $2 rdamedia
338 $a online resource $b cr $2 rdacarrier
500 $a Source: Dissertations Abstracts International, Volume: 78-01, Section: A.
500 $a Publisher info.: Dissertation/Thesis.
500 $a Advisor: Dambekalns, Lydia.
502 $a Thesis (Ph.D.)--University of Wyoming, 2016.
504 $a Includes bibliographical references
520 $a As our world becomes increasingly diverse, the study of intercultural sensitivity and how it can be fostered within educational settings is becoming increasingly important. The music classroom may provide a unique environment where higher levels of intercultural sensitivity can be developed. The purpose of this study was to explore levels of early adolescent intercultural sensitivity within the context of multicultural music education. Intercultural sensitivity was conceptualized through Bennett's Developmental Model of Intercultural Sensitivity (DMIS). This constructivist framework describes the stages people go through as they experience intercultural worldview changes and begin to experience diversity in more complex ways. A multi-phase mixed methods design, consisting of three distinct phases, was utilized to answer seven research questions. The adapted ISI (AISI) was used to measure levels of intercultural sensitivity within a sample 162 4th-8th grade participants in Wyoming before and after the implementation of a new multicultural music curriculum based on the music of the Fon people in Southern Benin. Additional qualitative data were collected in the form of student interviews and written responses in order to incorporate the views and understandings of individual participants. The comparison of quantitative and qualitative data allowed for a deeper and more comprehensive understanding of intercultural sensitivity in early adolescence to be achieved. Many student participants indicated high levels of agreement with acceptance statements on both the AISI pre and posttest. However, this acceptance of cultural difference was determined to be largely hypothetical, due to the participants' perceived isolation from diversity. A significant difference between overall AISI pre and posttest scores was also identified, with students demonstrating significantly higher levels of intercultural sensitivity after the multicultural music curriculum intervention. These findings indicate intercultural sensitivity can be improved during early adolescence. Increased exposure to cultural diversity, through multicultural music education, may help to facilitate this growth. Future music education researchers should continue to explore the ways in which in-depth experiences with music from many diverse cultural settings can benefit students of all ages.
533 $a Electronic reproduction. $b Ann Arbor, Mich. : $c ProQuest, $d 2023
538 $a Mode of access: World Wide Web
650 4 $a Music education. $3 3168367
650 4 $a Multicultural education. $3 526718
653 $a Cultural diversity
653 $a Intercultural communication
653 $a Intercultural sensitivity
653 $a Multicultural music education
653 $a Music education
653 $a World music pedagogy
655 7 $a Electronic books. $2 lcsh $3 542853
690 $a 0455
690 $a 0522
710 2 $a ProQuest Information and Learning Co. $3 783688
710 2 $a University of Wyoming. $b Curriculum & Instruction. $3 1026503
773 0 $t Dissertations Abstracts International $g 78-01A.
856 4 0 $u http://pqdd.sinica.edu.tw/twdaoapp/servlet/advanced?query=10116176 $z click for full text (PQDT)