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Comparison of Arts PROPEL and teache...

Kindall Smith, Marsha.

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Comparison of Arts PROPEL and teacher-directed approaches to teaching music education to preservice teachers.

Record Type:	Language materials, printed : Monograph/item
Title/Author:	Comparison of Arts PROPEL and teacher-directed approaches to teaching music education to preservice teachers./
Author:	Kindall Smith, Marsha.
Description:	199 p.
Notes:	Major Professor: Carole E. Greenes.
Contained By:	Dissertation Abstracts International63-01A.
Subject:	Education, Early Childhood. -
Online resource:	http://pqdd.sinica.edu.tw/twdaoapp/servlet/advanced?query=3040709
ISBN:	0493540369

Comparison of Arts PROPEL and teacher-directed approaches to teaching music education to preservice teachers.
Kindall Smith, Marsha.

Comparison of Arts PROPEL and teacher-directed approaches to teaching music education to preservice teachers. - 199 p.

Major Professor: Carole E. Greenes.

Thesis (Ed.D.)--Boston University, 2002.

The goal of this study was to compare two approaches to teaching a combined music fundamentals/methodology course to preservice early childhood/elementary classroom teachers. The 25 subjects in the control group participated in a teacher-directed approach involving teacher explanation, student response, and teacher feedback. The 25 subjects in the experimental group participated in a student-centered Arts PROPEL approach involving strategies for production, perception and reflection. The two approaches were examined in terms of changes from the beginning to the end of the course in subjects' knowledge of music, their performance skills, and their attitudes about music education for children. The researcher was the instructor for both groups.

ISBN: 0493540369Subjects--Topical Terms:

1017530
Education, Early Childhood.

Comparison of Arts PROPEL and teacher-directed approaches to teaching music education to preservice teachers.
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005 20110511
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020 $a 0493540369
035 $a (UnM)AAI3040709
035 $a AAI3040709
040 $a UnM $c UnM
100 1 $a Kindall Smith, Marsha. $3 1260884
245 1 0 $a Comparison of Arts PROPEL and teacher-directed approaches to teaching music education to preservice teachers.
300 $a 199 p.
500 $a Major Professor: Carole E. Greenes.
500 $a Source: Dissertation Abstracts International, Volume: 63-01, Section: A, page: 0126.
502 $a Thesis (Ed.D.)--Boston University, 2002.
520 $a The goal of this study was to compare two approaches to teaching a combined music fundamentals/methodology course to preservice early childhood/elementary classroom teachers. The 25 subjects in the control group participated in a teacher-directed approach involving teacher explanation, student response, and teacher feedback. The 25 subjects in the experimental group participated in a student-centered Arts PROPEL approach involving strategies for production, perception and reflection. The two approaches were examined in terms of changes from the beginning to the end of the course in subjects' knowledge of music, their performance skills, and their attitudes about music education for children. The researcher was the instructor for both groups.
520 $a Data were gathered from both groups using pre- to post Music Achievement Tests 1 and 3 (Colwell, 1969, 1970), Attitude Behavior Scale-Elementary General Music Survey (Tunks, 1973), and researcher-developed assessments based on the music sections of the <italic>National Standards for Arts Education</italic> (Consortium of National Arts Education Associations, 1994) including Reading and Notating, Personal Identification of Skills Scale, and Singing and Recorder Performance Assessments. Reflections and vision statements were used to clarify results of the analyses. Additional data gathered from the experimental group at the beginning, the middle, and the end of the course included Singing and Recorder Self-Assessments, Singing and Recorder Ensemble Rehearsal Critiques, and Peer Interviews.
520 $a Findings showed significant improvement from beginning to end of course for both groups on reading and notating, instrument recognition, singing, attitudes and subject awareness of skills. There was borderline significant changes in interval discrimination in the experimental group and borderline significant changes in meter discrimination in the control group. Arts PROPEL experimental group subjects showed significantly greater improvement in reading and notating than did control group subjects. The Arts PROPEL approach showed no significant advantage over teacher-directed instruction in all other dimensions. Differences between approaches may be explained by the methodology, in particular, the use of domain projects in Arts PROPEL that require subjects to regularly self assess and report on their performances.
590 $a School code: 0017.
650 4 $a Education, Early Childhood. $3 1017530
650 4 $a Education, Elementary. $3 516171
650 4 $a Education, Music. $3 1017808
650 4 $a Education, Teacher Training. $3 783747
690 $a 0518
690 $a 0522
690 $a 0524
690 $a 0530
710 2 0 $a Boston University. $3 1017454
773 0 $t Dissertation Abstracts International $g 63-01A.
790 $a 0017
790 1 0 $a Greenes, Carole E., $e advisor
791 $a Ed.D.
792 $a 2002
856 4 0 $u http://pqdd.sinica.edu.tw/twdaoapp/servlet/advanced?query=3040709