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Connectedness to Others Through Virt...

Webb, Jody,

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Connectedness to Others Through Virtual Social Music Improvisation /

Record Type:	Electronic resources : Monograph/item
Title/Author:	Connectedness to Others Through Virtual Social Music Improvisation // Jody Webb.
Author:	Webb, Jody,
Description:	1 electronic resource (127 pages)
Notes:	Source: Dissertations Abstracts International, Volume: 86-02, Section: A.
Contained By:	Dissertations Abstracts International86-02A.
Subject:	Educational leadership. -
Online resource:	https://pqdd.sinica.edu.tw/twdaoapp/servlet/advanced?query=31235427
ISBN:	9798384009481

Connectedness to Others Through Virtual Social Music Improvisation /
Webb, Jody,

Connectedness to Others Through Virtual Social Music Improvisation /Jody Webb. - 1 electronic resource (127 pages)

Source: Dissertations Abstracts International, Volume: 86-02, Section: A.

This mixed methods action research intervention study analyzed the influence of social music improvisation (SMI) on students' behaviors and perceptions of their connectedness to others in a virtual middle school classroom setting. Nine 10-minute SMI sessions allowed for the accumulation of data, with two additional pre-sessions being informative and exploratory to describe the SMI intervention and practice its aspects with participants in the intervention group.This study acquired pretest and posttest data from the Hemingway Measure of Adolescent Connectedness (Karcher, 2005) and observational information through process coding and field notes. Results showed how the presence or absence of SMI influenced 37 virtual middle school music students' perceived connectedness to others. Social music improvisation activities included playing instruments and singing using improvisation cards created by Dr. James Oshinsky (2021, see Appendix F).Qualitative field note data and process coding provided a more personalized snapshot of the results using the teacher-researcher's observations of actions and the nature of communication during sessions (Plano Clark & Ivankova, 2016; Privitera & Ahlgrim-Delzell, 2019). Actions recorded included playing an instrument, singing/speaking, smiling/laughing, and making eye contact. A statistically significant result (p=.035) in the connectedness to school subscale suggests that SMI activities positively influence students' perceived feelings of connectedness to school, an integral part of this research. Qualitative data through observations and process coding showed that levels of participation during SMI paralleled with increased levels of connectedness to school for participants.

English

ISBN: 9798384009481Subjects--Topical Terms:

529436
Educational leadership.
Subjects--Index Terms:

Connectedness

Connectedness to Others Through Virtual Social Music Improvisation /
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245 1 0 $a Connectedness to Others Through Virtual Social Music Improvisation / $c Jody Webb.
264 1 $a Ann Arbor : $b ProQuest Dissertations & Theses, $c 2024
300 $a 1 electronic resource (127 pages)
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500 $a Source: Dissertations Abstracts International, Volume: 86-02, Section: A.
500 $a Advisors: Cordoba, Tanya Espinosa Committee members: Turner, Scott; Morgan, Erin.
502 $b Ed.D. $c Anderson University, South Carolina $d 2024.
520 $a This mixed methods action research intervention study analyzed the influence of social music improvisation (SMI) on students' behaviors and perceptions of their connectedness to others in a virtual middle school classroom setting. Nine 10-minute SMI sessions allowed for the accumulation of data, with two additional pre-sessions being informative and exploratory to describe the SMI intervention and practice its aspects with participants in the intervention group.This study acquired pretest and posttest data from the Hemingway Measure of Adolescent Connectedness (Karcher, 2005) and observational information through process coding and field notes. Results showed how the presence or absence of SMI influenced 37 virtual middle school music students' perceived connectedness to others. Social music improvisation activities included playing instruments and singing using improvisation cards created by Dr. James Oshinsky (2021, see Appendix F).Qualitative field note data and process coding provided a more personalized snapshot of the results using the teacher-researcher's observations of actions and the nature of communication during sessions (Plano Clark & Ivankova, 2016; Privitera & Ahlgrim-Delzell, 2019). Actions recorded included playing an instrument, singing/speaking, smiling/laughing, and making eye contact. A statistically significant result (p=.035) in the connectedness to school subscale suggests that SMI activities positively influence students' perceived feelings of connectedness to school, an integral part of this research. Qualitative data through observations and process coding showed that levels of participation during SMI paralleled with increased levels of connectedness to school for participants.
546 $a English
590 $a School code: 6872
650 4 $a Educational leadership. $3 529436
650 4 $a Curriculum development. $3 684418
650 4 $a Performing arts. $3 523119
650 4 $a Educational technology. $3 517670
650 4 $a Middle school education. $3 969762
650 4 $a Music education. $3 3168367
653 $a Connectedness
653 $a Social music improvisation
653 $a Middle school music students
653 $a Social-emotional learning
653 $a Virtual school
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690 $a 0727
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710 2 $a Anderson University, South Carolina. $b College of Education. $e degree granting institution. $3 3820966
720 1 $a Cordoba, Tanya Espinosa $e degree supervisor.
773 0 $t Dissertations Abstracts International $g 86-02A.
790 $a 6872
791 $a Ed.D.
792 $a 2024
856 4 0 $u https://pqdd.sinica.edu.tw/twdaoapp/servlet/advanced?query=31235427