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 到查詢結果 [ subject:"Music therapy for children." ]

切換: 標籤 | MARC模式 | ISBD

The impact of music therapy on child...

Haering, Sylvia Ingeborg.

FindBook

Google Book

Amazon

博客來

The impact of music therapy on children in a multicultural elementary school

紀錄類型:	書目-電子資源 : Monograph/item
正題名/作者:	The impact of music therapy on children in a multicultural elementary school/ by Sylvia Ingeborg Haering.
作者:	Haering, Sylvia Ingeborg.
出版者:	Wiesbaden :Springer Fachmedien Wiesbaden : : 2022.,
面頁冊數:	xx, 199 p. :ill. (some col.), digital ;24 cm.
內容註:	Literature review -- Methodology -- Data analysis and results -- Discussion of results.
Contained By:	Springer Nature eBook
標題:	Music therapy for children. -
電子資源:	https://doi.org/10.1007/978-3-658-39330-4
ISBN:	9783658393304

The impact of music therapy on children in a multicultural elementary school
Haering, Sylvia Ingeborg.

The impact of music therapy on children in a multicultural elementary school[electronic resource] /by Sylvia Ingeborg Haering. - Wiesbaden :Springer Fachmedien Wiesbaden :2022. - xx, 199 p. :ill. (some col.), digital ;24 cm.

Literature review -- Methodology -- Data analysis and results -- Discussion of results.

The OECD stated in 2018 that language barriers are among the greatest obstacles to the successful inclusion of students with an immigrant background. Providing adequate instruction in the language of instruction at school, and offering learning experiences independent of the level of language skills is, therefore, an essential task of the 21st-century school systems. This book explores how music therapy can contribute to solving this challenge. It investigates the multicultural learning environment of an Italian elementary school that is characterised by students with multiple native languages and different levels of proficiency in the language of instruction. In some cases, students have difficulty following lessons and participating in social life. The children (5-8 years) receive music therapy in the experimental condition and regular school activity in the control condition according to a within-subject control group design, meaning that half the children started in the control condition and the other started in the experimental condition; they switched at the half-time point. Data on the children's language skills and general behaviour are collected and analysed. About the author Sylvia I. Haering is a music therapist and social scientist. She worked as a researcher in various projects at University Augsburg (Germany), University of the Arts Bremen (Germany), and Roma Tre University (Italy) She has studied composition in Salzburg (Austria) and Music Therapy in Krems/Donau (Austria) and obtained her PhD from Roma Tre University in Social and Educational Theory and Research (Italy)

ISBN: 9783658393304

Standard No.: 10.1007/978-3-658-39330-4doiSubjects--Topical Terms:

579993
Music therapy for children.

LC Class. No.: ML3920 / .H34 2022

Dewey Class. No.: 615.85154

The impact of music therapy on children in a multicultural elementary school
LDR:02712nmm a2200325 a 4500 001 2304902
003 DE-He213
005 20221017102306.0
006 m d
007 cr nn 008maaau
008 230409s2022 gw s 0 eng d
020 $a 9783658393304 $q (electronic bk.)
020 $a 9783658393298 $q (paper)
024 7 $a 10.1007/978-3-658-39330-4 $2 doi
035 $a 978-3-658-39330-4
040 $a GP $c GP
041 0 $a eng
050 4 $a ML3920 $b .H34 2022
072 7 $a JNL $2 bicssc
072 7 $a EDU000000 $2 bisacsh
072 7 $a JNL $2 thema
082 0 4 $a 615.85154 $2 23
090 $a ML3920 $b .H136 2022
100 1 $a Haering, Sylvia Ingeborg. $3 3607507
245 1 4 $a The impact of music therapy on children in a multicultural elementary school $h [electronic resource] / $c by Sylvia Ingeborg Haering.
260 $a Wiesbaden : $b Springer Fachmedien Wiesbaden : $b Imprint: Springer VS, $c 2022.
300 $a xx, 199 p. : $b ill. (some col.), digital ; $c 24 cm.
505 0 $a Literature review -- Methodology -- Data analysis and results -- Discussion of results.
520 $a The OECD stated in 2018 that language barriers are among the greatest obstacles to the successful inclusion of students with an immigrant background. Providing adequate instruction in the language of instruction at school, and offering learning experiences independent of the level of language skills is, therefore, an essential task of the 21st-century school systems. This book explores how music therapy can contribute to solving this challenge. It investigates the multicultural learning environment of an Italian elementary school that is characterised by students with multiple native languages and different levels of proficiency in the language of instruction. In some cases, students have difficulty following lessons and participating in social life. The children (5-8 years) receive music therapy in the experimental condition and regular school activity in the control condition according to a within-subject control group design, meaning that half the children started in the control condition and the other started in the experimental condition; they switched at the half-time point. Data on the children's language skills and general behaviour are collected and analysed. About the author Sylvia I. Haering is a music therapist and social scientist. She worked as a researcher in various projects at University Augsburg (Germany), University of the Arts Bremen (Germany), and Roma Tre University (Italy) She has studied composition in Salzburg (Austria) and Music Therapy in Krems/Donau (Austria) and obtained her PhD from Roma Tre University in Social and Educational Theory and Research (Italy)
650 0 $a Music therapy for children. $3 579993
650 0 $a Multicultural education. $3 526718
650 1 4 $a School and Schooling. $3 3592473
650 2 4 $a Didactics and Teaching Methodology. $3 3595247
710 2 $a SpringerLink (Online service) $3 836513
773 0 $t Springer Nature eBook
856 4 0 $u https://doi.org/10.1007/978-3-658-39330-4
950 $a Education (SpringerNature-41171)