東華大學圖書館 |

Language: English

Help

回圖書館首頁

手機版館藏查詢

Back

Switch To: Labeled | MARC Mode | ISBD

The extent to which elementary music...

Culton, Carol Lee.

Linked to FindBook

Google Book

Amazon

博客來

The extent to which elementary music education textbooks reflect teachers' needs regarding instruction of students with special needs: A content analysis.

Record Type:	Electronic resources : Monograph/item
Title/Author:	The extent to which elementary music education textbooks reflect teachers' needs regarding instruction of students with special needs: A content analysis./
Author:	Culton, Carol Lee.
Description:	173 p.
Notes:	Source: Dissertation Abstracts International, Volume: 60-12, Section: A, page: 4358.
Contained By:	Dissertation Abstracts International60-12A.
Subject:	Education, Music. -
Online resource:	http://pqdd.sinica.edu.tw/twdaoapp/servlet/advanced?query=9957258
ISBN:	0599601280

The extent to which elementary music education textbooks reflect teachers' needs regarding instruction of students with special needs: A content analysis.
Culton, Carol Lee.

The extent to which elementary music education textbooks reflect teachers' needs regarding instruction of students with special needs: A content analysis. - 173 p.

Source: Dissertation Abstracts International, Volume: 60-12, Section: A, page: 4358.

Thesis (Ph.D.)--The University of Iowa, 1999.

The purpose of this study was to determine particular topics of concern regarding instruction of students with disabilities that were important to elementary music educators in Iowa; and to what extent those topics are presented in the dime most recently published general music education series.

ISBN: 0599601280Subjects--Topical Terms:

1017808
Education, Music.

The extent to which elementary music education textbooks reflect teachers' needs regarding instruction of students with special needs: A content analysis.
LDR:03282nmm 2200313 4500 001 1864072
005 20041216131302.5
008 130614s1999 eng d
020 $a 0599601280
035 $a (UnM)AAI9957258
035 $a AAI9957258
040 $a UnM $c UnM
100 1 $a Culton, Carol Lee. $3 1951582
245 1 4 $a The extent to which elementary music education textbooks reflect teachers' needs regarding instruction of students with special needs: A content analysis.
300 $a 173 p.
500 $a Source: Dissertation Abstracts International, Volume: 60-12, Section: A, page: 4358.
500 $a Supervisor: Kate E. Gfeller.
502 $a Thesis (Ph.D.)--The University of Iowa, 1999.
520 $a The purpose of this study was to determine particular topics of concern regarding instruction of students with disabilities that were important to elementary music educators in Iowa; and to what extent those topics are presented in the dime most recently published general music education series.
520 $a A needs assessment regarding instruction of children with special needs in the mainstreamed elementary music classroom was distributed to a random sample of elementary music educators in Iowa. Seventeen needs items from the full survey were determined to be of greatest importance to at least 75% of those sampled. Utilizing these 17 topics, a content analysis was conducted on the three music textbook series. Content for the analysis was the teachers' editions (K--6), and any accompanying supplementary booklets that included instructional and educational strategies for children with special needs.
520 $a Of the 17 topics of greatest importance to Iowa elementary music teachers, 14 categories had, on average, less than 1% textual coverage devoted to these topics. Three topics received no textual coverage (0%). Total percent of coverage for the three series ranged from 4%--12%. In addition, the study revealed a weak relationship (r = .126) between the topics teachers deem important to know and what is provided to them in the three music education basal series.
520 $a This study revealed that music educators am expected to teach students with special needs in mainstreamed music classes despite little or no training either in preservice (college) or post-baccalaureate (inservice) settings. In addition, teachers indicate specific need for practical information and training in music and mainstreaming, useful instructional methodology, and guidance in assessment, evaluation, and behavioral management. Content of elementary music education textbooks offers little information specific to mainstreaming. Thus, there is a discrepancy between what Iowa elementary music teachers say they need to meet their needs and the needs of their students in mainstrearned music settings, and what is provided within the pages of teacher's editions of elementary music education textbooks. Implications and suggestions for amelioration of this problem are is problem are discussed.
590 $a School code: 0096.
650 4 $a Education, Music. $3 1017808
650 4 $a Education, Special. $3 606639
690 $a 0522
690 $a 0529
710 2 0 $a The University of Iowa. $3 1017439
773 0 $t Dissertation Abstracts International $g 60-12A.
790 1 0 $a Gfeller, Kate E., $e advisor
790 $a 0096
791 $a Ph.D.
792 $a 1999
856 4 0 $u http://pqdd.sinica.edu.tw/twdaoapp/servlet/advanced?query=9957258