東華大學圖書館 |

Language: English

Help

回圖書館首頁

手機版館藏查詢

Back to Search results for [ null ]

Switch To: Labeled | MARC Mode | ISBD

Effect of cooperative learning on mu...

Cornacchio, Rachel Ann.

Linked to FindBook

Google Book

Amazon

博客來

Effect of cooperative learning on music composition, interactions, and acceptance in elementary school music classrooms.

Record Type:	Electronic resources : Monograph/item
Title/Author:	Effect of cooperative learning on music composition, interactions, and acceptance in elementary school music classrooms./
Author:	Cornacchio, Rachel Ann.
Description:	67 p.
Notes:	Source: Dissertation Abstracts International, Volume: 69-08, Section: A, page: 3083.
Contained By:	Dissertation Abstracts International69-08A.
Subject:	Music education. -
Online resource:	http://pqdd.sinica.edu.tw/twdaoapp/servlet/advanced?query=3325655
ISBN:	9780549768333

Effect of cooperative learning on music composition, interactions, and acceptance in elementary school music classrooms.
Cornacchio, Rachel Ann.

Effect of cooperative learning on music composition, interactions, and acceptance in elementary school music classrooms. - 67 p.

Source: Dissertation Abstracts International, Volume: 69-08, Section: A, page: 3083.

Thesis (Ph.D.)--University of Oregon, 2008.

This investigation compared the effectiveness of cooperative learning to individualistic instruction in two fourth-grade elementary school general music classes. Effects of the two strategies on the music composition, social interactions, and acceptance of peers were examined.

ISBN: 9780549768333Subjects--Topical Terms:

3168367
Music education.

Effect of cooperative learning on music composition, interactions, and acceptance in elementary school music classrooms.
LDR:03021nmm a2200325 4500 001 2062383
005 20151023075758.5
008 170521s2008 ||||||||||||||||| ||eng d
020 $a 9780549768333
035 $a (MiAaPQ)AAI3325655
035 $a AAI3325655
040 $a MiAaPQ $c MiAaPQ
100 1 $a Cornacchio, Rachel Ann. $3 3176762
245 1 0 $a Effect of cooperative learning on music composition, interactions, and acceptance in elementary school music classrooms.
300 $a 67 p.
500 $a Source: Dissertation Abstracts International, Volume: 69-08, Section: A, page: 3083.
502 $a Thesis (Ph.D.)--University of Oregon, 2008.
520 $a This investigation compared the effectiveness of cooperative learning to individualistic instruction in two fourth-grade elementary school general music classes. Effects of the two strategies on the music composition, social interactions, and acceptance of peers were examined.
520 $a Cooperative learning is a process whereby students work together toward shared goals. Student/teacher interaction is structured and encouraged in this model. Groups of four to six students combine their efforts to solve problems, make decisions, and work interdependently in an effort to enhance critical thinking and social skills necessary for students to better function in society.
520 $a Individualistic instruction allows students to work independently of others. Interaction with other students is absent, given that students work alone, allowing them to work at their own pace on problems that may or may not be the same as those of their classmates.
520 $a A pre/posttest two group experimental design was used. The two experimental groups were cooperative learning (n=26) and individualistic instruction (n=27). Intact, fourth-grade heterogeneous classes were randomly assigned to one of two treatment groups. Each group participated in seven interventions over five-weeks.
520 $a The independent variables were the two learning strategies, cooperative learning and individualistic instruction. The dependent variables were music composition, interactions, and acceptance of peers. Measurement instruments included a music composition test, created by the researcher, and an acceptance scale based on that of Yager, Johnson, Johnson, & Snider (1985). Students were videotaped at the start and end of the study to assess on- and off-task interactions.
520 $a There was a significant increase in composition pre- and posttest scores for both experimental groups. On- and off-task interactions were significantly different between groups. There was no significant difference in the acceptance of peers; however, a strong correlation was found between the positive nominations made on the pre- and posttests.
590 $a School code: 0171.
650 4 $a Music education. $3 3168367
650 4 $a Elementary education. $3 641385
690 $a 0522
690 $a 0524
710 2 $a University of Oregon. $3 958250
773 0 $t Dissertation Abstracts International $g 69-08A.
790 $a 0171
791 $a Ph.D.
792 $a 2008
793 $a English
856 4 0 $u http://pqdd.sinica.edu.tw/twdaoapp/servlet/advanced?query=3325655