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Establishing rapport in one-to-one a...

Chang, Chieh Monica.

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Establishing rapport in one-to-one applied music instruction: A theoretical framework for enhancing the one-to-one teacher-student relationship.

Record Type:	Language materials, printed : Monograph/item
Title/Author:	Establishing rapport in one-to-one applied music instruction: A theoretical framework for enhancing the one-to-one teacher-student relationship./
Author:	Chang, Chieh Monica.
Description:	133 p.
Notes:	Source: Dissertation Abstracts International, Volume: 62-03, Section: A, page: 0954.
Contained By:	Dissertation Abstracts International62-03A.
Subject:	Education, Music. -
Online resource:	http://pqdd.sinica.edu.tw/twdaoapp/servlet/advanced?query=3007529
ISBN:	0493169458

Establishing rapport in one-to-one applied music instruction: A theoretical framework for enhancing the one-to-one teacher-student relationship.
Chang, Chieh Monica.

Establishing rapport in one-to-one applied music instruction: A theoretical framework for enhancing the one-to-one teacher-student relationship. - 133 p.

Source: Dissertation Abstracts International, Volume: 62-03, Section: A, page: 0954.

Thesis (Ed.D.)--Columbia University Teachers College, 2001.

The initial stimulus for the present study was to add to the limited amount of research available on one-to-one applied music instruction. It was then determined—based on a survey of this literature and author's experience as a student and teacher—that the establishment and enhancement of rapport between teacher and student in this setting is a significant issue that has received little attention. It is important that there are analogous settings—counseling, psychotherapy, tutoring—which have produced considerable literature. Therefore, the author decided to investigate these sources to see if they provide additional perspectives, strategies, and skills for improving rapport that might also be workable in one-to-one applied music instruction. The author determined to investigate the issue of rapport in the fields of one-to-one applied music instruction, counseling/psychotherapy, and tutoring. To provide a fuller educational context, the author also investigated sources that deal with rapport in a classroom setting. After gathering and reviewing the relevant sources, the author synthesized them and carried out a content analysis. The final step was to develop a set of principles that provides a theoretical framework for (1) developing programs that will help teachers to enhance their rapport with their students, and (2) structuring future research on rapport in one-to-one applied music instruction.

ISBN: 0493169458Subjects--Topical Terms:

1017808
Education, Music.

Establishing rapport in one-to-one applied music instruction: A theoretical framework for enhancing the one-to-one teacher-student relationship.
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035 $a (UnM)AAI3007529
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100 1 $a Chang, Chieh Monica. $3 1254710
245 1 0 $a Establishing rapport in one-to-one applied music instruction: A theoretical framework for enhancing the one-to-one teacher-student relationship.
300 $a 133 p.
500 $a Source: Dissertation Abstracts International, Volume: 62-03, Section: A, page: 0954.
500 $a Sponsor: Harold Abeles.
502 $a Thesis (Ed.D.)--Columbia University Teachers College, 2001.
520 $a The initial stimulus for the present study was to add to the limited amount of research available on one-to-one applied music instruction. It was then determined—based on a survey of this literature and author's experience as a student and teacher—that the establishment and enhancement of rapport between teacher and student in this setting is a significant issue that has received little attention. It is important that there are analogous settings—counseling, psychotherapy, tutoring—which have produced considerable literature. Therefore, the author decided to investigate these sources to see if they provide additional perspectives, strategies, and skills for improving rapport that might also be workable in one-to-one applied music instruction. The author determined to investigate the issue of rapport in the fields of one-to-one applied music instruction, counseling/psychotherapy, and tutoring. To provide a fuller educational context, the author also investigated sources that deal with rapport in a classroom setting. After gathering and reviewing the relevant sources, the author synthesized them and carried out a content analysis. The final step was to develop a set of principles that provides a theoretical framework for (1) developing programs that will help teachers to enhance their rapport with their students, and (2) structuring future research on rapport in one-to-one applied music instruction.
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773 0 $t Dissertation Abstracts International $g 62-03A.
790 $a 0055
790 1 0 $a Abeles, Harold, $e advisor
791 $a Ed.D.
792 $a 2001
856 4 0 $u http://pqdd.sinica.edu.tw/twdaoapp/servlet/advanced?query=3007529