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

Personal and professional characteri...

Robison, Tiger.

Linked to FindBook

Google Book

Amazon

博客來

Personal and professional characteristics of music education professors: Factors associated with expectations and preferences of undergraduate students.

Record Type:	Electronic resources : Monograph/item
Title/Author:	Personal and professional characteristics of music education professors: Factors associated with expectations and preferences of undergraduate students./
Author:	Robison, Tiger.
Description:	182 p.
Notes:	Source: Dissertation Abstracts International, Volume: 77-10(E), Section: A.
Contained By:	Dissertation Abstracts International77-10A(E).
Subject:	Music education. -
Online resource:	http://pqdd.sinica.edu.tw/twdaoapp/servlet/advanced?query=10107964
ISBN:	9781339713458

Personal and professional characteristics of music education professors: Factors associated with expectations and preferences of undergraduate students.
Robison, Tiger.

Personal and professional characteristics of music education professors: Factors associated with expectations and preferences of undergraduate students. - 182 p.

Source: Dissertation Abstracts International, Volume: 77-10(E), Section: A.

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

The purpose of this study was to examine music education undergraduate students' expectations of and preferences for their music education faculty members' personal and professional backgrounds and compare them to the actual backgrounds of current music teacher educators. The research questions were: Do music education undergraduate students expect or prefer their music education faculty members to have certain experiences and knowledge, or demonstrate particular personality traits? Do music education undergraduate students have an accurate concept of the workload and compensation of a typical music education faculty member as it currently exists? Are music education undergraduate students' expectations of and preferences for their music education faculty members similar to what we know about a typical music teacher educator? Participants (N = 293) from 55 randomly selected NASM accredited institutions completed a researcher-created questionnaire. Participants expected and preferred their music education faculty members to have approximately nine years of PreK--12 teaching experience (M = 9.15, SD = 4.81; and M = 9.17, SD = 5.64). Participants most valued their music education professors' experiences in assessment and classroom management and least valued experiences in rural area teaching and success at achieving high festival ratings for ensembles. For professors' current skills and abilities, participants most valued verbal communication, rehearsal techniques, and teaching pedagogy while least valuing skills in music composition, music history, and non-Western musics. Participants preferred their professors to be kind, flexible, and empathetic, while least preferring them to be serious, humorous, and sympathetic.

ISBN: 9781339713458Subjects--Topical Terms:

3168367
Music education.

Personal and professional characteristics of music education professors: Factors associated with expectations and preferences of undergraduate students.
LDR:02698nmm a2200277 4500 001 2076523
005 20161104135036.5
008 170521s2016 ||||||||||||||||| ||eng d
020 $a 9781339713458
035 $a (MiAaPQ)AAI10107964
035 $a AAI10107964
040 $a MiAaPQ $c MiAaPQ
100 1 $a Robison, Tiger. $3 3191983
245 1 0 $a Personal and professional characteristics of music education professors: Factors associated with expectations and preferences of undergraduate students.
300 $a 182 p.
500 $a Source: Dissertation Abstracts International, Volume: 77-10(E), Section: A.
500 $a Adviser: Joshua A. Russell.
502 $a Thesis (Ph.D.)--University of Hartford, 2016.
520 $a The purpose of this study was to examine music education undergraduate students' expectations of and preferences for their music education faculty members' personal and professional backgrounds and compare them to the actual backgrounds of current music teacher educators. The research questions were: Do music education undergraduate students expect or prefer their music education faculty members to have certain experiences and knowledge, or demonstrate particular personality traits? Do music education undergraduate students have an accurate concept of the workload and compensation of a typical music education faculty member as it currently exists? Are music education undergraduate students' expectations of and preferences for their music education faculty members similar to what we know about a typical music teacher educator? Participants (N = 293) from 55 randomly selected NASM accredited institutions completed a researcher-created questionnaire. Participants expected and preferred their music education faculty members to have approximately nine years of PreK--12 teaching experience (M = 9.15, SD = 4.81; and M = 9.17, SD = 5.64). Participants most valued their music education professors' experiences in assessment and classroom management and least valued experiences in rural area teaching and success at achieving high festival ratings for ensembles. For professors' current skills and abilities, participants most valued verbal communication, rehearsal techniques, and teaching pedagogy while least valuing skills in music composition, music history, and non-Western musics. Participants preferred their professors to be kind, flexible, and empathetic, while least preferring them to be serious, humorous, and sympathetic.
590 $a School code: 0474.
650 4 $a Music education. $3 3168367
650 4 $a Higher education. $3 641065
690 $a 0522
690 $a 0745
710 2 $a University of Hartford. $b Music. $3 2093374
773 0 $t Dissertation Abstracts International $g 77-10A(E).
790 $a 0474
791 $a Ph.D.
792 $a 2016
793 $a English
856 4 0 $u http://pqdd.sinica.edu.tw/twdaoapp/servlet/advanced?query=10107964