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Music integration: Educators' perce...

Shuck, Cynthia Marie.

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Music integration: Educators' perceptions of implementation and student achievement in public school elementary education.

Record Type:	Language materials, printed : Monograph/item
Title/Author:	Music integration: Educators' perceptions of implementation and student achievement in public school elementary education./
Author:	Shuck, Cynthia Marie.
Description:	319 p.
Notes:	Major Professor: Carol Mullen.
Contained By:	Dissertation Abstracts International66-03A.
Subject:	Education, Curriculum and Instruction. -
Online resource:	http://pqdd.sinica.edu.tw/twdaoapp/servlet/advanced?query=3168734
ISBN:	9780542047572

Music integration: Educators' perceptions of implementation and student achievement in public school elementary education.
Shuck, Cynthia Marie.

Music integration: Educators' perceptions of implementation and student achievement in public school elementary education. - 319 p.

Major Professor: Carol Mullen.

Thesis (Ph.D.)--University of South Florida, 2005.

This qualitative case study investigated the levels and frequency of music integration being implemented at a public elementary school in central Florida, what key issues affect the successful implementation of effective music integration, and if music integration has an influence on academic achievement.

ISBN: 9780542047572Subjects--Topical Terms:

576301
Education, Curriculum and Instruction.

Music integration: Educators' perceptions of implementation and student achievement in public school elementary education.
LDR:03577nam 2200349 a 45 001 969775
005 20110920
008 110921s2005 eng d
020 $a 9780542047572
035 $a (UnM)AAI3168734
035 $a AAI3168734
040 $a UnM $c UnM
100 1 $a Shuck, Cynthia Marie. $3 1293833
245 1 0 $a Music integration: Educators' perceptions of implementation and student achievement in public school elementary education.
300 $a 319 p.
500 $a Major Professor: Carol Mullen.
500 $a Source: Dissertation Abstracts International, Volume: 66-03, Section: A, page: 0901.
502 $a Thesis (Ph.D.)--University of South Florida, 2005.
520 $a This qualitative case study investigated the levels and frequency of music integration being implemented at a public elementary school in central Florida, what key issues affect the successful implementation of effective music integration, and if music integration has an influence on academic achievement.
520 $a This study focused on 14 elementary school educators actively involved with music integration at one public elementary school. The multiple formats of data collection and analysis provided triangulation and increased the viability and transferability of the results. The five data collection formats that were used consisted of surveys, observations, lesson plans, interviews, and student achievement documents. Data results were coded and analyzed for themes, similarities, and differences. Tables, graphs, narratives, and transcription quotes illustrate the data results.
520 $a The literature review provides historical and foundational information of how interdisciplinary qualities of music education relate to student achievement. This study offers working integration examples and addresses the important issues and benefits of music integration. With increased high-stakes accountability for student achievement, educators must explore viable curriculum options that aid academic achievement (Arts Education Partnership, 2002; Cutietta, 1996; Hyatt, 2004; Mallery, 2000; Snyder, 2001).
520 $a This study found academic benefits are linked to music integration as previous research has found (Bresler, 2002; Brewer, 2002; Drake, 1998; MENC, 2001, 2004; Wiggins & Wiggins, 1997). Perhaps other elementary school personnel working toward higher student achievement will find the results useful to increase effective music integration at their schools.
520 $a The following were major findings of this study: (a) music integration occurred at Levels 1, 4, and 5; (b) awareness and training were the 2 most important issues affecting music integration out of the 12 identified in this study; and (c) educators do perceive music integration to be beneficial to students academically, behaviorally, and emotionally.
520 $a Contributions of this research are beyond that typically found in similar literature: (a) a balanced research-practitioner music integration resource; (b) an awareness and training program for school administrators, which includes working models and literature to help educators improve the musically integrative practice in their elementary curriculum; and (c) the development of Music Integration Criteria and an Integration Consortium.
590 $a School code: 0206.
650 4 $a Education, Curriculum and Instruction. $3 576301
650 4 $a Education, Elementary. $3 516171
650 4 $a Education, Music. $3 1017808
690 $a 0522
690 $a 0524
690 $a 0727
710 2 0 $a University of South Florida. $3 1020446
773 0 $t Dissertation Abstracts International $g 66-03A.
790 $a 0206
790 1 0 $a Mullen, Carol, $e advisor
791 $a Ph.D.
792 $a 2005
856 4 0 $u http://pqdd.sinica.edu.tw/twdaoapp/servlet/advanced?query=3168734