skip to content
Music pedagogy : the dissonance between the taught, the learned, and the practiced Preview this item
ClosePreview this item
Checking...

Music pedagogy : the dissonance between the taught, the learned, and the practiced

Author: Rita R Frady; Piedmont College. School of Education.
Publisher: ©2011.
Dissertation: Ed. D. Piedmont College 2011
Edition/Format:   Thesis/dissertation : Document : Thesis/dissertation : Manuscript   Archival Material   Computer File : English
Publication:Dissertation Abstracts International, 73-10A(E)
Summary:
The purpose of this mixed methods study was to determine the effectiveness of music teacher preparation programs in Georgia in providing preservice music teachers with the pedagogical knowledge and skills (PKS) required for music instruction in elementary music classrooms. The data-validation variant was utilized for the collection of both quantitative and qualitative data at the same time within the same survey  Read more...
Rating:

(not yet rated) 0 with reviews - Be the first.

 

Find a copy online

Links to this item

Find a copy in the library

&AllPage.SpinnerRetrieving; Finding libraries that hold this item...

Details

Material Type: Document, Thesis/dissertation, Manuscript, Internet resource
Document Type: Book, Computer File, Archival Material, Internet Resource
All Authors / Contributors: Rita R Frady; Piedmont College. School of Education.
ISBN: 9781267382054 1267382058
OCLC Number: 881453279
Notes: Source: Dissertation Abstracts International, Volume: 73-10(E), Section: A.
Adviser: J. Michael Shirley; Committee members: Bob Cummings, David Gregory.
Description: xi, 284 pages
Responsibility: Rita R. Frady.
More information:

Abstract:

The purpose of this mixed methods study was to determine the effectiveness of music teacher preparation programs in Georgia in providing preservice music teachers with the pedagogical knowledge and skills (PKS) required for music instruction in elementary music classrooms. The data-validation variant was utilized for the collection of both quantitative and qualitative data at the same time within the same survey instrument using open ended questions to validate the quantitative data. Data was acquired through an online survey. The study evaluated the alignment of PKS taught and learned in music teacher preparation programs to actual pedagogical practices in elementary music classrooms. The quantitative data was comprised of the number of reported PKS taught and learned in music teacher preparation programs and utilized in elementary music classroom as perceived by university music faculty, elementary music teachers, and elementary principals for each of the subscales Hardware, Software, Communication, Web Instructional Tools, Curriculum Instruction, Assessment, Diversity, and Classroom Management. Statistically significant differences in perceptions were found between each of the participant groups for the subscales Curriculum Instruction and Diversity. The findings indicated elementary music teachers perceived content academic knowledge was taught and learned in teacher preparation programs but not PKS for the subscales Curriculum Instruction, Classroom Management, and Diversity. The two primary areas of pedagogical need in music teacher preparation programs as perceived by elementary music teachers were Curriculum Instruction and Classroom Management. The data stipulated professional development as primary PKS source with teacher experience the source for acquisition of classroom management PKS.

Reviews

User-contributed reviews
Retrieving GoodReads reviews...
Retrieving DOGObooks reviews...

Tags

Be the first.
Confirm this request

You may have already requested this item. Please select Ok if you would like to proceed with this request anyway.

Linked Data


Primary Entity

<http://www.worldcat.org/oclc/881453279> # Music pedagogy : the dissonance between the taught, the learned, and the practiced
    a schema:MediaObject, schema:Book, pto:Manuscript, bgn:Thesis, schema:CreativeWork, schema:IndividualProduct ;
   bgn:inSupportOf "" ;
   library:oclcnum "881453279" ;
   schema:contributor <http://experiment.worldcat.org/entity/work/data/1912692063#Organization/piedmont_college_school_of_education> ; # Piedmont College. School of Education.
   schema:copyrightYear "2011" ;
   schema:creator <http://experiment.worldcat.org/entity/work/data/1912692063#Person/frady_rita_r> ; # Rita R. Frady
   schema:datePublished "2011" ;
   schema:description "The purpose of this mixed methods study was to determine the effectiveness of music teacher preparation programs in Georgia in providing preservice music teachers with the pedagogical knowledge and skills (PKS) required for music instruction in elementary music classrooms. The data-validation variant was utilized for the collection of both quantitative and qualitative data at the same time within the same survey instrument using open ended questions to validate the quantitative data. Data was acquired through an online survey. The study evaluated the alignment of PKS taught and learned in music teacher preparation programs to actual pedagogical practices in elementary music classrooms. The quantitative data was comprised of the number of reported PKS taught and learned in music teacher preparation programs and utilized in elementary music classroom as perceived by university music faculty, elementary music teachers, and elementary principals for each of the subscales Hardware, Software, Communication, Web Instructional Tools, Curriculum Instruction, Assessment, Diversity, and Classroom Management. Statistically significant differences in perceptions were found between each of the participant groups for the subscales Curriculum Instruction and Diversity. The findings indicated elementary music teachers perceived content academic knowledge was taught and learned in teacher preparation programs but not PKS for the subscales Curriculum Instruction, Classroom Management, and Diversity. The two primary areas of pedagogical need in music teacher preparation programs as perceived by elementary music teachers were Curriculum Instruction and Classroom Management. The data stipulated professional development as primary PKS source with teacher experience the source for acquisition of classroom management PKS."@en ;
   schema:exampleOfWork <http://worldcat.org/entity/work/id/1912692063> ;
   schema:inLanguage "en" ;
   schema:name "Music pedagogy : the dissonance between the taught, the learned, and the practiced"@en ;
   schema:productID "881453279" ;
   schema:publication <http://www.worldcat.org/title/-/oclc/881453279#PublicationEvent/2011> ;
   schema:url <http://pqdtopen.proquest.com/pubnum/3510495.html> ;
   schema:workExample <http://worldcat.org/isbn/9781267382054> ;
   wdrs:describedby <http://www.worldcat.org/title/-/oclc/881453279> ;
    .


Related Entities

<http://experiment.worldcat.org/entity/work/data/1912692063#Organization/piedmont_college_school_of_education> # Piedmont College. School of Education.
    a schema:Organization ;
   schema:name "Piedmont College. School of Education." ;
    .

<http://experiment.worldcat.org/entity/work/data/1912692063#Person/frady_rita_r> # Rita R. Frady
    a schema:Person ;
   schema:familyName "Frady" ;
   schema:givenName "Rita R." ;
   schema:name "Rita R. Frady" ;
    .

<http://pqdtopen.proquest.com/pubnum/3510495.html>
   rdfs:comment "This dissertation has been published through ProQuest Open Access Publishing and is freely available; click to access" ;
    .

<http://worldcat.org/isbn/9781267382054>
    a schema:ProductModel ;
   schema:isbn "1267382058" ;
   schema:isbn "9781267382054" ;
    .

<http://www.worldcat.org/title/-/oclc/881453279>
    a genont:InformationResource, genont:ContentTypeGenericResource ;
   schema:about <http://www.worldcat.org/oclc/881453279> ; # Music pedagogy : the dissonance between the taught, the learned, and the practiced
   schema:dateModified "2017-10-22" ;
   void:inDataset <http://purl.oclc.org/dataset/WorldCat> ;
    .


Content-negotiable representations

Close Window

Please sign in to WorldCat 

Don't have an account? You can easily create a free account.