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

Experiences of Elementary Music Teac...

Anderson, Amy K.

Linked to FindBook

Google Book

Amazon

博客來

Experiences of Elementary Music Teachers in a Subject-Specific Professional Learning Community.

Record Type:	Electronic resources : Monograph/item
Title/Author:	Experiences of Elementary Music Teachers in a Subject-Specific Professional Learning Community./
Author:	Anderson, Amy K.
Published:	Ann Arbor : ProQuest Dissertations & Theses, : 2013,
Description:	162 p.
Notes:	Source: Dissertation Abstracts International, Volume: 74-05(E), Section: A.
Contained By:	Dissertation Abstracts International74-05A(E).
Subject:	Music education. -
Online resource:	http://pqdd.sinica.edu.tw/twdaoapp/servlet/advanced?query=3550306
ISBN:	9781267873538

Experiences of Elementary Music Teachers in a Subject-Specific Professional Learning Community.
Anderson, Amy K.

Experiences of Elementary Music Teachers in a Subject-Specific Professional Learning Community. - Ann Arbor : ProQuest Dissertations & Theses, 2013 - 162 p.

Source: Dissertation Abstracts International, Volume: 74-05(E), Section: A.

Thesis (Ed.D.)--Walden University, 2013.

The purpose of this qualitative case study was to identify ways in which teachers' participation in a subject-specific music professional learning community (PLC) impacts instruction and assessment of musical skills. Previous studies have provided evidence of PLCs' impact on teaching and student learning in many subject areas, but little has been done to examine the impact on music education specifically. The conceptual base for this case study was the PLC framework as reported in school level research. The research question was focused on the experiences of elementary music teachers in a music-specific PLC in a suburban school district in a southwestern state. Data collection included interviews with participating music teachers and fine arts administrators, observation of PLC meetings, and document analysis. Data were analyzed using Hatch's typological analysis based on the components of PLCs outlined in the conceptual framework. The findings revealed overall positive impacts of PLC participation on teacher morale, student learning, and teaching practices. It was recommended that more collaborative time for PLC activities be designated by school administrators. These findings could lead to positive social change by empowering more teachers to implement PLC practices, and by doing so, teachers may be more likely to engage in their own professional development to improve their teaching practices, increase teaching morale, and enhance student learning in music.

ISBN: 9781267873538Subjects--Topical Terms:

3168367
Music education.

Experiences of Elementary Music Teachers in a Subject-Specific Professional Learning Community.
LDR:02422nmm a2200301 4500 001 2128096
005 20180105074631.5
008 180830s2013 ||||||||||||||||| ||eng d
020 $a 9781267873538
035 $a (MiAaPQ)AAI3550306
035 $a AAI3550306
040 $a MiAaPQ $c MiAaPQ
100 1 $a Anderson, Amy K. $3 3290264
245 1 0 $a Experiences of Elementary Music Teachers in a Subject-Specific Professional Learning Community.
260 1 $a Ann Arbor : $b ProQuest Dissertations & Theses, $c 2013
300 $a 162 p.
500 $a Source: Dissertation Abstracts International, Volume: 74-05(E), Section: A.
500 $a Adviser: Nathan Long.
502 $a Thesis (Ed.D.)--Walden University, 2013.
520 $a The purpose of this qualitative case study was to identify ways in which teachers' participation in a subject-specific music professional learning community (PLC) impacts instruction and assessment of musical skills. Previous studies have provided evidence of PLCs' impact on teaching and student learning in many subject areas, but little has been done to examine the impact on music education specifically. The conceptual base for this case study was the PLC framework as reported in school level research. The research question was focused on the experiences of elementary music teachers in a music-specific PLC in a suburban school district in a southwestern state. Data collection included interviews with participating music teachers and fine arts administrators, observation of PLC meetings, and document analysis. Data were analyzed using Hatch's typological analysis based on the components of PLCs outlined in the conceptual framework. The findings revealed overall positive impacts of PLC participation on teacher morale, student learning, and teaching practices. It was recommended that more collaborative time for PLC activities be designated by school administrators. These findings could lead to positive social change by empowering more teachers to implement PLC practices, and by doing so, teachers may be more likely to engage in their own professional development to improve their teaching practices, increase teaching morale, and enhance student learning in music.
590 $a School code: 0543.
650 4 $a Music education. $3 3168367
650 4 $a Elementary education. $3 641385
650 4 $a Teacher education. $3 3172312
690 $a 0522
690 $a 0524
690 $a 0530
710 2 $a Walden University. $b Education. $3 1022723
773 0 $t Dissertation Abstracts International $g 74-05A(E).
790 $a 0543
791 $a Ed.D.
792 $a 2013
793 $a English
856 4 0 $u http://pqdd.sinica.edu.tw/twdaoapp/servlet/advanced?query=3550306