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

A grounded theory study of the value...

Young, Jeannette Rose.

FindBook

Google Book

Amazon

博客來

A grounded theory study of the values and beliefs that shape the teaching strategies of middle-level music educators.

紀錄類型:	書目-語言資料,印刷品 : Monograph/item
正題名/作者:	A grounded theory study of the values and beliefs that shape the teaching strategies of middle-level music educators./
作者:	Young, Jeannette Rose.
面頁冊數:	268 p.
附註:	Source: Dissertation Abstracts International, Volume: 63-03, Section: A, page: 0887.
Contained By:	Dissertation Abstracts International63-03A.
標題:	Education, Music. -
電子資源:	http://pqdd.sinica.edu.tw/twdaoapp/servlet/advanced?query=3045545
ISBN:	0493594663

A grounded theory study of the values and beliefs that shape the teaching strategies of middle-level music educators.
Young, Jeannette Rose.

A grounded theory study of the values and beliefs that shape the teaching strategies of middle-level music educators. - 268 p.

Source: Dissertation Abstracts International, Volume: 63-03, Section: A, page: 0887.

Thesis (Ph.D.)--The University of Nebraska - Lincoln, 2002.

This grounded theory was generated from interviews with eighteen middle level music educators with the goal of uncovering the values and beliefs that support those teaching strategies which foster student growth and learning in music education. The eighteen middle level music educators were chosen by purposeful sampling using peer recommendation. The informants were teachers in the states of Georgia, Iowa, Kansas, Minnesota, Montana, Nebraska, Ohio, Oklahoma, Texas and Wisconsin. Their teaching experiences at the middle level included work with student populations in public schools, private schools and Native American reservation schools. Both vocal and instrumental music educators were interviewed. These interviews were transcribed by the researcher and analyzed with the aid of the computer program QSR NUD•IST™ (Non numerical, Unstructured Data Indexing, Searching and Theory-building). The data from these interviews, together with observations and related artifacts, were used to develop a grounded theory about the values and beliefs that shape the teaching strategies of middle level music educators. The data analysis revealed the belief statements that support the teaching strategies employed by effective middle level music educators. First and foremost, they valued music and music education. They felt that teaching music to middle level students is important work. They valued their students, and they believed that all children must have music in their lives and that all children must be taught the skills that will enable them to listen to, understand, perform, move to and create a wide variety of musical styles and genres. The grounded theory model developed in this study delineated these values and beliefs in four levels of connectedness to the central belief systems of the informants. Practical applications of this grounded theory are suggested for preservice and inservice teacher training. Guidelines are also suggested for administrators wishing to hire effective middle level music educators.

ISBN: 0493594663Subjects--Topical Terms:

1017808
Education, Music.

A grounded theory study of the values and beliefs that shape the teaching strategies of middle-level music educators.
LDR:02960nam 2200265 a 45 001 928629
005 20110426
008 110426s2002 eng d
020 $a 0493594663
035 $a (UnM)AAI3045545
035 $a AAI3045545
040 $a UnM $c UnM
100 1 $a Young, Jeannette Rose. $3 1252093
245 1 0 $a A grounded theory study of the values and beliefs that shape the teaching strategies of middle-level music educators.
300 $a 268 p.
500 $a Source: Dissertation Abstracts International, Volume: 63-03, Section: A, page: 0887.
500 $a Supervisor: Glenn E. Nierman.
502 $a Thesis (Ph.D.)--The University of Nebraska - Lincoln, 2002.
520 $a This grounded theory was generated from interviews with eighteen middle level music educators with the goal of uncovering the values and beliefs that support those teaching strategies which foster student growth and learning in music education. The eighteen middle level music educators were chosen by purposeful sampling using peer recommendation. The informants were teachers in the states of Georgia, Iowa, Kansas, Minnesota, Montana, Nebraska, Ohio, Oklahoma, Texas and Wisconsin. Their teaching experiences at the middle level included work with student populations in public schools, private schools and Native American reservation schools. Both vocal and instrumental music educators were interviewed. These interviews were transcribed by the researcher and analyzed with the aid of the computer program QSR NUD•IST™ (Non numerical, Unstructured Data Indexing, Searching and Theory-building). The data from these interviews, together with observations and related artifacts, were used to develop a grounded theory about the values and beliefs that shape the teaching strategies of middle level music educators. The data analysis revealed the belief statements that support the teaching strategies employed by effective middle level music educators. First and foremost, they valued music and music education. They felt that teaching music to middle level students is important work. They valued their students, and they believed that all children must have music in their lives and that all children must be taught the skills that will enable them to listen to, understand, perform, move to and create a wide variety of musical styles and genres. The grounded theory model developed in this study delineated these values and beliefs in four levels of connectedness to the central belief systems of the informants. Practical applications of this grounded theory are suggested for preservice and inservice teacher training. Guidelines are also suggested for administrators wishing to hire effective middle level music educators.
590 $a School code: 0138.
650 4 $a Education, Music. $3 1017808
690 $a 0522
710 2 0 $a The University of Nebraska - Lincoln. $3 1024939
773 0 $t Dissertation Abstracts International $g 63-03A.
790 $a 0138
790 1 0 $a Nierman, Glenn E., $e advisor
791 $a Ph.D.
792 $a 2002
856 4 0 $u http://pqdd.sinica.edu.tw/twdaoapp/servlet/advanced?query=3045545