The Effects of Participation in School Instrumental Music Programs on Student Academic Achievement and School Attendance


Book Description

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.




Champions of Change


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Effects of Music Education on Academic Achievement


Book Description

This study aims at exploring whether English Language Learners (ELL) who are enrolled in a music education program have higher standardized test scores compared to those who are not engaged in a music education program. A West Phoenix, inner city school was studied were the majority of students are Hispanic and qualify for free and reduced lunch. The main purpose of this dissertation was to analyze the effects of instrumental music courses on the AZmerit assessment scores. AZMerit is a standardized assessment used to measure student growth during the given timeframe of one school year (AIMS A Science, n.d.). In this study, I compared a cohort of instrumental music students who studied performance against a cohort of comparable students who did not volunteer to participate in an instrumental music program. Many of these students are bilingual in English and Spanish. As such, students were divided into subcategories based on their level of language acquisition in sixth grade. The secondary purpose of this study was to determine if being a part of an instrumental music program affected students at different languages levels in different manners. Over a two-year period, the English Language Learners (ELL) students were examined to determine the effects of music education by focusing a large part of this research on ELL students' success within music education programs and academic content areas.







The Wiley International Handbook of Educational Foundations


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Promotes a model of critique for teachers, scholars, and policy makers to challenge established educational practice in a global context. The Wiley International Handbook of Educational Foundations features international scholars uniquely qualified to examine issues specific to their regions of the world. The Handbook provides readers with an alternative to the traditional texts in the foundations of education by taking aim at the status quo, and by offering frameworks from which teachers and scholars of education can critically evaluate schools and schooling. Throughout, the essays are grounded in a broad historical context and the authors use an international lens to examine current controversies in order to provoke the kinds of discussion crucial for developing a critical stance. The Handbook is presented in six parts, each beginning with an Introduction to the subject. The sections featured are: Part I. Challenging Foundational Histories and Narratives of Achievement; Part II. Challenging Notions of Normalcy and Dominion; Part III. Challenging the Profession; Part IV. Challenging the Curriculum; Part V. Challenging the Idea of Schooling; and Part VI. Challenging Injustice, Inequity, and Enmity. The Wiley International Handbook of Educational Foundations offers unique insight into subjects such as: Educational reform in India, Pakistan, and China The global implications of equity-driven education Teacher education and inclusionary practices The Global Educational Reform Movement (G.E.R.M.) Education and the arts Maria Montessori and Loris Malaguzzi Legal education in authoritarian Syria The Wiley International Handbook of Educational Foundations is an important book for current and aspiring educators, scholars, and policy makers.




Relationships Between Instrumental Music Participation and Academic Achievement in Low SES Students


Book Description

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.










Character Education


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Music, Health, and Wellbeing


Book Description

The great saxophonist Charlie Parker once proclaimed "if you don't live it, it won't come out of your horn". This quote has often been used to explain the hedonistic lifestyle of many jazz greats; however, but it also signals the reciprocal and inextricable relationship between music and wider social, cultural and psychological variables. This link is complex and multifaceted and is undoubtedly a central component of why music has been implicated as a therapeutic agent in vast swathes of contemporary research studies. Music is always about more than just acoustic events or notes on a page. Music has a universal and timeless potential to influence how we feel. Yet, only recently, have researchers begun to explore and understand the positive effects that music can have on our wellbeing - across a range of cultures and musical genres. This book brings together research from music psychology, therapy, public health, and medicine, to explore the relationship between music, health and wellbeing. It presents a range of chapters from internationally recognised experts, resulting in a comprehensive, multidisciplinary, and pluralistic account of recent advances and applications in both clinical and non-clinical practice and research. Some of the questions explored include: what is the nature of the scientific evidence to support the relationship between music, health and wellbeing? What are the current views from different disciplines on empirical observations and methodological issues concerning the effects of musical interventions on health-related processes? What are the mechanisms which drive these effects and how can they be utilised for building robust theoretical frameworks for future work? For the first time, research from disciplines including neuroscience of music, music therapy, psychophysiology and epidemiology of music, community music and music education is synthesised and presented together to further our understanding of music and health in one single volume, ensuring that closely related strands of research in different disciplines are brought together into a authoritative, comprehensive and robust collection of chapters. This book is a timely and unique response to an explosion of interest in the relationship between music, health, and wellbeing and will be invaluable resources for students, administrators and researchers in the humanities, social and medical sciences alike.