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Alabama Classroom Teachers Who Participated in Arts Integration Workshops and Their Implementation of Music into the Core Curriculum.

紀錄類型:	書目-語言資料,手稿 : Monograph/item
正題名/作者:	Alabama Classroom Teachers Who Participated in Arts Integration Workshops and Their Implementation of Music into the Core Curriculum./
作者:	Martin, Laura Jane.
面頁冊數:	1 online resource (130 pages)
附註:	Source: Dissertation Abstracts International, Volume: 79-04(E), Section: A.
標題:	Music education. -
電子資源:	click for full text (PQDT)
ISBN:	9780355512724

Alabama Classroom Teachers Who Participated in Arts Integration Workshops and Their Implementation of Music into the Core Curriculum.
Martin, Laura Jane.

Alabama Classroom Teachers Who Participated in Arts Integration Workshops and Their Implementation of Music into the Core Curriculum. - 1 online resource (130 pages)

Source: Dissertation Abstracts International, Volume: 79-04(E), Section: A.

Thesis (Ph.D.)--The University of Southern Mississippi, 2017.

Includes bibliographical references

With the growing emphasis on academic achievement, it has become increasingly more challenging to justify the integration of arts into the curriculum. Effective teachers employ instructional strategies that enhance student engagement and can positively affect student learning. This qualitative study investigated the instructional practices and experiences of classroom teachers who implement music into the academic lesson to increase student engagement and enhance learning. Specifically, the research questions explored how teachers use music to enhance their curriculum, the level of preparedness after attending arts integration professional development, and where they located resources for music activities. Effective teachers realize that all students learn differently as proven through Gardner's Multiple Intelligences which served as the conceptual framework for this general qualitative inquiry study. Fifteen classroom teachers volunteered to interview for this qualitative study. In these face-to-face semi-structured interviews, data was collected from participants who discussed practices and experiences of the implementation of music in their classroom lessons. This data was transcribed and analyzed to reveal the extent to which the participants utilized music as an instructional tool in the classroom. The data showed sufficient evidence to support the fact that participants find using music in their classroom to be effective not only fort student achievement but for classroom behavior, to reinforce memorization skills, and engage students in the lesson. In addition, data showed that the majority of teachers who participated in this study felt more prepared to implement music into their lesson once they completed the Arts in Education professional development through the University of South Alabama. The findings in this study imply there is a need for more collegiate level classes offered in the area of music integration within the course of study.

Electronic reproduction.
Ann Arbor, Mich. :
ProQuest,
2018

Mode of access: World Wide Web

ISBN: 9780355512724Subjects--Topical Terms:

1179893
Music education.
Index Terms--Genre/Form:

554714
Electronic books.

Alabama Classroom Teachers Who Participated in Arts Integration Workshops and Their Implementation of Music into the Core Curriculum.
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502 $a Thesis (Ph.D.)--The University of Southern Mississippi, 2017.
504 $a Includes bibliographical references
520 $a With the growing emphasis on academic achievement, it has become increasingly more challenging to justify the integration of arts into the curriculum. Effective teachers employ instructional strategies that enhance student engagement and can positively affect student learning. This qualitative study investigated the instructional practices and experiences of classroom teachers who implement music into the academic lesson to increase student engagement and enhance learning. Specifically, the research questions explored how teachers use music to enhance their curriculum, the level of preparedness after attending arts integration professional development, and where they located resources for music activities. Effective teachers realize that all students learn differently as proven through Gardner's Multiple Intelligences which served as the conceptual framework for this general qualitative inquiry study. Fifteen classroom teachers volunteered to interview for this qualitative study. In these face-to-face semi-structured interviews, data was collected from participants who discussed practices and experiences of the implementation of music in their classroom lessons. This data was transcribed and analyzed to reveal the extent to which the participants utilized music as an instructional tool in the classroom. The data showed sufficient evidence to support the fact that participants find using music in their classroom to be effective not only fort student achievement but for classroom behavior, to reinforce memorization skills, and engage students in the lesson. In addition, data showed that the majority of teachers who participated in this study felt more prepared to implement music into their lesson once they completed the Arts in Education professional development through the University of South Alabama. The findings in this study imply there is a need for more collegiate level classes offered in the area of music integration within the course of study.
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