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A Causal Comparative Study Examining The Relationship Between Instrumental Music Education And Creative Development In Junior High School Students
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Book Synopsis A Causal-comparative Study Examining the Relationship Between Instrumental Music Education and Creative Development in Junior High School Students by : Matthew F. Vacanti
Download or read book A Causal-comparative Study Examining the Relationship Between Instrumental Music Education and Creative Development in Junior High School Students written by Matthew F. Vacanti and published by . This book was released on 1994 with total page 34 pages. Available in PDF, EPUB and Kindle. Book excerpt:
Book Synopsis A Study of the Relationship Between Instrumental Music Education and Critical Thinking in 8th- and 11th-Grade Students by : Ryan M. Zellner
Download or read book A Study of the Relationship Between Instrumental Music Education and Critical Thinking in 8th- and 11th-Grade Students written by Ryan M. Zellner and published by Universal-Publishers. This book was released on 2011-05-03 with total page 124 pages. Available in PDF, EPUB and Kindle. Book excerpt: The purpose of this study was to explore the possible relationship between instrumental music education in Grades 8 and 11 and critical thinking as assessed by the Pennsylvania System of School Assessment. The subsets that were examined included Reading (B): Interpretation and Analysis of Fictional and Nonfictional Text, which assesses the academic standards 1.1, Learning to read independently; standard 1.2, Reading critically in all content areas; standard 1.3, Reading, analyzing and interpreting literature, and Mathematics, sections C.1 Geometry- Analyze characteristics of two and three dimensional shapes, D.2 Algebraic concepts- Analyze mathematical situations using numbers, symbols, words, tables and/or graphs, and E.1 Data analysis and probability- Interpret and analyze data by formulating answers or questions (Pennsylvania Department of Education, 2009-2010). The sample consisted of Instrumental students (N = 50) and Noninstrumental music students (N = 50) over 2 graduated high school classes. The results indicated that the Instrumental music sample consistently outscored the Noninstrumental music sample when comparing the Reading B, Mathematics M.C.1, M.D.2, and M.E.1 subsections of the Pennsylvania System of School Assessment with significant increases noted from 8th to 11th grade.
Book Synopsis Student Achievement and Attitude in High School Instrumental Music Education by : Earl F. Sherburn
Download or read book Student Achievement and Attitude in High School Instrumental Music Education written by Earl F. Sherburn and published by . This book was released on 1984 with total page 200 pages. Available in PDF, EPUB and Kindle. Book excerpt:
Book Synopsis Relationships Between Instrumental Music Participation and Academic Achievement in Low SES Students by : Teddi Ricketts
Download or read book Relationships Between Instrumental Music Participation and Academic Achievement in Low SES Students written by Teddi Ricketts and published by . This book was released on 2012 with total page 54 pages. Available in PDF, EPUB and Kindle. Book excerpt: The purpose of this study was to examine relationships between student participation in instrumental music class and academic achievement, specifically in low socioeconomic status (SES) students. The hypothesis was that students who participate in an instrumental music program will display increased levels of achievement, and that this relationship will be more pronounced among students who receive free and reduced lunches. Participants in this study were 320 students in grades 5 and 6 from an intermediate school in a rural south central Kansas school district. Students ranged in age from 10-12 years. A total of 172 fifth grade students and 148 sixth grade students participated. The Two-Way Analysis of Variance (ANOVA) was the main analytical method employed in this study. Separate ANOVAs were conducted for each of the two dependent measures, reading and mathematics, subscales of the Kansas State Assessment, for both grade levels with music status and lunch status as factors. Some of the findings from this study are consistent with previous research. Results show were no significant interactions found between instrumental music status and lunch status in any of the four ANOVAs. A statistically significant relationship was found between sixth grade instrumental music participation and reading scores, as well as sixth grade instrumental music participation and math scores. These results suggest that duration (i.e., months of instruction) in instrumental music class may be important to increases in academic achievement. Also consistent with previous research, fifth grade results showed a statistically significant relationship between lunch status and reading scores as well as lunch status and mathematics scores; free and reduced lunch students scored significantly lower than their peers.
Book Synopsis The Relationship Between Instrumental Music Achievement and Causal Attributions for Success and Failure by : Herbert James Dick
Download or read book The Relationship Between Instrumental Music Achievement and Causal Attributions for Success and Failure written by Herbert James Dick and published by . This book was released on 2006 with total page 250 pages. Available in PDF, EPUB and Kindle. Book excerpt:
Book Synopsis A Comparative Study of Musical Knowledge, Appreciation and Understanding Between Music and Non-music Students in the Junior High School by : Marie Hildemann Martin
Download or read book A Comparative Study of Musical Knowledge, Appreciation and Understanding Between Music and Non-music Students in the Junior High School written by Marie Hildemann Martin and published by . This book was released on 1962 with total page 92 pages. Available in PDF, EPUB and Kindle. Book excerpt: The purpose of this research was to determine if the student who were continuing their study of music in junior high school had more general knowledge, understanding, and appreciation of music than the students who terminated the study of music upon entering junior high school. At the beginning of this study there were in Consilidated School District No. 1, Hickman Mills, Missouri, five elementary schools, grades one through six, with a total enrollment of 3600; one junior high school, grades seven and eight, with an enrollment of 1060; one senior high school; and three kindergarten schools. This study did not include the senior high school or the kindergarten schools. Methods used were consultations with school officials; elementary school classroom observations and study; and questionnaires for administrators, musicteachers, and the student body of the junior high school. There were ten trained music teachers in the district: one with no degree, seven with Bachelor of Music Education degrees, and two with Master of Music Education degrees. The music program in the elementary schools was divided into two groups: vocal, grades one through six; and instrumental, grades five and six. The music classes in the junior high school were divided into three groups: general music, grades seven and eight; chorus, grades seven and eight; and band, grades seven and eight. The questionnaires for the administrators, principals and music teachers were organized to gain information about music programs, school objectives, and enrollment figures. The questionnaires for the junior high school students consisted of eighteen questions. The answers to these questions provided most of the material used in the review. A summary of the information obtained showed that there was little difference in musical knowledge and awareness between the students selecting music and those not taking music at the junior high school level. It was also found that in the junior high school music classes where there was more intensive training and an interest in music had been created, there was more musical knowldege, appreciation, and a desire for continued study in music. The survey showed the need of a basic music course in addition to "Missouri's Curriculum Guide", which would establish a teaching guide for the elementary schools. The study also found that more emphasis should be placed on the fundamentals of music (primarily, reading and listening) in grades one through six. In the final analysis the writer reiterates that the schools must provide the opportunity for the "serious" study of music if we wish our future generation to have a love and appreciation for music that will enrich their adult lives.
Download or read book Critical Links written by Richard Deasy and published by . This book was released on 2002 with total page 180 pages. Available in PDF, EPUB and Kindle. Book excerpt: Two purposes of this compendium are: (1) to recommend to researchers and funders of research promising lines of inquiry and study suggested by recent, strong studies of the academic and social effects of learning in the arts; and (2) to provide designers of arts education curriculum and instruction with insights found in the research that suggest strategies for deepening the arts learning experiences and are required to achieve the academic and social effects. The compendium is divided into six sections: (1) "Dance" (Summaries: Teaching Cognitive Skill through Dance; The Effects of Creative Dance Instruction on Creative and Critical Thinking of Seventh Grade Female Students in Seoul, Korea; Effects of a Movement Poetry Program on Creativity of Children with Behavioral Disorders; Assessment of High School Students' Creative Thinking Skills; The Impact of Whirlwind's Basic Reading through Dance Programs on First Grade Students' Basic Reading Skills; Art and Community; Motor Imagery and Athletic Expertise; Essay: Informing and Reforming Dance Education Research (K. Bradley)); (2) "Drama" (Summaries: Informing and Reforming Dance Education Research; The Effects of Creative Drama on the Social and Oral Language Skills of Children with Learning Disabilities; The Effectiveness of Creative Drama as an Instructional Strategy To Enhance the Reading Comprehension Skills of Fifth-Grade Remedial Readers; Role of Imaginative Play in Cognitive Development; A Naturalistic Study of the Relationship between Literacy Development and Dramatic Play in Five-Year-Old Children; An Exploration in the Writing of Original Scripts by Inner-City High School Drama Students; A Poetic/Dramatic Approach To Facilitate Oral Communication; Children's Story Comprehension as a Result of Storytelling and Story Dramatization; The Impact of Whirlwind's Reading Comprehension through Drama Program on 4th Grade Students' Reading Skills and Standardized Test Scores; The Effects of Thematic-Fantasy Play Training on the Development of Children's Story Comprehension; Symbolic Functioning and Children's Early Writing; Identifying Casual Elements in the Thematic-Fantasy Play Paradigm; The Effect of Dramatic Play on Children's Generation of Cohesive Text; Strengthening Verbal Skills through the Use of Classroom Drama; 'Stand and Unfold Yourself' A Monograph on the Shakespeare and Company Research Study; Nadie Papers No. 1, Drama, Language and Learning. Reports of the Drama and Language Research Project, Speech and Drama Center, Education Department of Tasmania; The Effects of Role Playing on Written Persuasion; 'You Can't Be Grandma: You're a Boy'; The Flight of Reading; Essay: Research on Drama and Theater in Education (J. Catterall)); (3) "Multi-Arts" (Summaries: Using Art Processes To Enhance Academic Self-Regulation; Learning in and through the Arts; Involvement in the Arts and Success in Secondary School; Involvement in the Arts and Human Development; Chicago Arts Partnerships in Education (CAPE); The Role of the Fine and Performing Arts in High School Dropout Prevention; Arts Education in Secondary Schools; Living the Arts through Language and Learning; Do Extracurricular Activities Protect against Early School Dropout?; Does Studying the Arts Engender Creative Thinking?; The Arts and Education Reform; Placing A+ in a National Context; The A+ Schools Program; The Arts in the Basic Curriculum Project; Mute Those Claims; Why the Arts Matter in Education Or Just What Do Children Learn When They Create an Opera?; SAT Scores of Students Who Study the Arts; Essay: Promising Signs of Positive Effects: Lessons from the Multi-Arts Studies (R. Horowitz; J. Webb-Dempsey)); (4) "Music" (Summaries: Effects of an Integrated Reading and Music Instructional Approach on Fifth-Grade Students' Reading Achievement, Reading Attitude, Music Achievement, and Music Attitude; The Effect of Early Music Training on Child Cognitive Development; Can Music Be Used To Teach Reading?; The Effects of Three Years of Piano Instruction on Children's Cognitive Development; Enhanced Learning of Proportional Math through Music Training and Spatial-Temporal Training; The Effects of Background Music on Studying; Learning To Make Music Enhances Spatial Reasoning; Listening to Music Enhances Spatial-Temporal Reasoning; An Investigation of the Effects of Music on Two Emotionally Disturbed Students' Writing Motivations and Writing Skills; The Effects of Musical Performance, Rational Emotive Therapy and Vicarious Experience on the Self-Efficacy and Self-Esteem of Juvenile Delinquents and Disadvantaged Children; The Effect of the Incorporation of Music Learning into the Second-Language Classroom on the Mutual Reinforcement of Music and Language; Music Training Causes Long-Term Enhancement of Preschool Children's Spatial-Temporal Reasoning; Classroom Keyboard Instruction Improves Kindergarten Children's Spatial-Temporal Performance; A Meta-Analysis on the Effects of Music as Reinforcement for Education/Therapy Objectives; Music and Mathematics; Essay: An Overview of Research on Music and Learning (L. Scripp)); (5) "Visual Arts" (Summaries: Instruction in Visual Art; The Arts, Language, and Knowing; Investigating the Educational Impact and Potential of the Museum of Modern Art's Visual Thinking Curriculum; Reading Is Seeing; Essay: Reflections on Visual Arts Education Studies (T. L. Baker)); and (6) "Overview" (Essay: The Arts and the Transfer of Learning (J. S. Catterall)). (BT)
Book Synopsis A Survey: the Comparative Relationships Between Music and Fine Art Talent by : John L. Shafer
Download or read book A Survey: the Comparative Relationships Between Music and Fine Art Talent written by John L. Shafer and published by . This book was released on 1947 with total page 244 pages. Available in PDF, EPUB and Kindle. Book excerpt:
Book Synopsis Music Participation and Achievement Scores Among Middle School Students with Disabilities by : Ashley Anne Gonzalez
Download or read book Music Participation and Achievement Scores Among Middle School Students with Disabilities written by Ashley Anne Gonzalez and published by . This book was released on 2020 with total page 103 pages. Available in PDF, EPUB and Kindle. Book excerpt: This quantitative, causal-comparative study examined the differences in reading and math achievement between students with disabilities who participated in music for two or more years and those who did not. This study’s purpose was to show if participating in music can impact the academic achievement of middle school students as measured by the State of Texas Assessment of Academic Readiness (STAAR). The covariate in the study was the reading and math STAAR scores from fifth-grade students in the 2015–2016 school year before they participated in middle school music. These students’ eighth-grade 2018–2019 math and reading scores were used to show if a difference exists between the academic achievement of students that took part in music and those who did not. A convenience sample of 155 students from an urban district was analyzed using ANCOVA statistical analysis to discover if there is a difference in the achievement of middle school students with disabilities when participating in music classes for two or more years as measured by their STAAR scores. The research found no statistically significant difference between the two groups. Future recommendations for research include duplication of the study with a larger sample or different population.
Book Synopsis A Causal-comparative Analysis of Performance-based Music Classes and ACT Scores by : Russell Courson
Download or read book A Causal-comparative Analysis of Performance-based Music Classes and ACT Scores written by Russell Courson and published by . This book was released on 2018 with total page 101 pages. Available in PDF, EPUB and Kindle. Book excerpt: Educational leaders at the state and district level are struggling to provide adequate funding for schools due to the uncertainty of the economic outlook throughout the country. Although several states have requested and received waivers for the No Child Left Behind Act of 2001 (NCLB), many school systems still find themselves in the difficult position of providing enough instructional time dedicated to the four primary core content areas (language arts, math, science, and social studies) to allow students to be successful in high stakes standardized testing. While NCLB stated the fine arts, including performance-based music classes, such as band, choir, and orchestra are part of the core curriculum, music programs are dealing with cutbacks and even elimination. After years of debate in Congress, the Every Student Succeeds Act (ESSA) finally passed and was signed into law by President Barack Obama in December 2015. This legislation provides hope within the music education community these concerns will be addressed. This causal-comparative study measured the impact of performance-based music classes on academic achievement utilizing data provided by recent high school graduates from a high school in the Southeastern United States.
Book Synopsis Dissertation Abstracts International by :
Download or read book Dissertation Abstracts International written by and published by . This book was released on 1984 with total page 502 pages. Available in PDF, EPUB and Kindle. Book excerpt:
Book Synopsis American Doctoral Dissertations by :
Download or read book American Doctoral Dissertations written by and published by . This book was released on 1987 with total page 532 pages. Available in PDF, EPUB and Kindle. Book excerpt:
Book Synopsis Music Education as a Strategy to Narrow the Achievement Gap by : William T. Zwikelmaier
Download or read book Music Education as a Strategy to Narrow the Achievement Gap written by William T. Zwikelmaier and published by . This book was released on 2020 with total page 96 pages. Available in PDF, EPUB and Kindle. Book excerpt: There is a gap in the knowledge pertaining to socioeconomic status as a variable in academic achievement among students those who enroll in band and/or choir in public high schools in America. Research has shown that students who engage in music study consistently show higher levels of academic achievement in other subjects compared to their non-music study peers. It is necessary to study those who typically do not perform at the same academic levels as their peers (low socioeconomic status (SES) students) and determine if the formal study of music alone can serve as a strategy to contribute to closing the achievement gap between low SES music study students and average/above average SES non-music study students. Building on existing work in understanding causal comparative relationships with music study and achievement, three questions are asked; Do low-SES music students score higher than their low-SES non-music study peers? Do low-SES music students score higher than their average/above average-SES peers? Can music enrollment narrow the achievement gap between low SES students and their peers? Statistical analysis was completed on a data set containing enrollment and assessment score information for a rural school district. The results indicate no significant direct correlation to higher achievement scores of low-SES music study students and as such no significant narrowing of the gap is seen. The research did confirm previous reports that music study students overall score significantly higher on core subject assessments. On this basis, it is recommended that further research is needed to understand if the reported scores are a result of music’s impact on learning or if students with more potential are attracted to music; as well as the reasons for the research findings.
Download or read book Research in Education written by and published by . This book was released on 1972 with total page 1106 pages. Available in PDF, EPUB and Kindle. Book excerpt:
Download or read book ماذا تقول القدس؟ written by and published by . This book was released on 2005 with total page pages. Available in PDF, EPUB and Kindle. Book excerpt:
Download or read book Music Teaching Style written by Alan Gumm and published by Hal Leonard Corporation. This book was released on 2003-06-01 with total page 194 pages. Available in PDF, EPUB and Kindle. Book excerpt: (Meredith Music Resource). An exciting, balanced approach to student performance, music learning and personal change. Written in an informal, engaging style, the text is highlighted by anecdotes, quotations, challenges for self-reflection, and techniques used by the author and top professionals in the field. The result a fulfilling, productive and successful music teaching experience.
Book Synopsis The Effects of Participation in School Instrumental Music Programs on Student Academic Achievement and School Attendance by : Kevin O. Davenport
Download or read book The Effects of Participation in School Instrumental Music Programs on Student Academic Achievement and School Attendance written by Kevin O. Davenport and published by . This book was released on 2014 with total page 88 pages. Available in PDF, EPUB and Kindle. Book excerpt: This study examined whether or not students that participated in a school sponsored instrumental music program had higher academic achievement and attendance than students that did not participate in a school sponsor instrumental music program. Units of measurement included standardized test scores and attendance, without taking into consideration variables such as gender, ethnicity, or socioeconomic status. This study concentrated on participants from three middle schools (6-8) and three high schools (9-12) in Baltimore County, Maryland. Data were gathered on Maryland School Assessment (MSA) and Maryland High School Assessment (HSA) scores and federally reported school attendance rates were accessed based on the 2007-2008 school year. Four research questions were investigated and six null hypotheses were tested at the .05 level of significance. Independent samples t -tests were used to compare enrollment in instrumental music classes to student's academic achievement and attendance rate. There were statistically significant differences among the high school students enrolled in an instrumental music class and those that were not enrolled in instrumental music class on the English and algebra sections of the HSA, and in the attendance rates. The HSA scores of the students that were enrolled in an instrumental music class were significantly higher on both sections of the test. They also had significantly higher attendance rates than the students that were not enrolled in an instrumental music class. These findings suggest the high school students that participate in a school sponsored instrumental music program have higher academic achievement and attendance rates than high school students that do not participate in a school sponsored instrumental music program. The results of data analysis showed that in middle school there were no statistically significant differences among the students from the three middle schools that were enrolled in an instrumental music class and the middle school students that were not enrolled in an instrumental music class on the reading and mathematics sections of the MSA or in attendance rates. These findings suggest that participation in an instrumental music class on the middle school level had no significant impact on student achievement or attendance.
