› › The Relation Between Socioeconomic Level And Participation In Instrumental Music And Retention Of Instrumental Music Teachers

The Relation Between Socioeconomic Level and Participation in Instrumental Music and Retention of Instrumental Music Teachers

Author : Jeffrey J.T. Siasoco

Publisher :

Page : 25 pages

File Size : 20,69 MB

Release : 2013

Category : Academic achievement

ISBN :

Get eBook

Book Description

Prior research has demonstrated that participation of students in instrumental music coincides with student achievement. Research is limited, however, in nonmusical factors that influence both the participation of students in instrumental music and the retention of instrumental teachers at differing student socioeconomic status. The current study will address this gap in the literature by examining socioeconomic status and its effects on student participation and teacher retention from a sampling of schools inside of neighboring Midwestern school districts. The results of the study indicated that there was an indirect relationship of negligible strength between free and reduced lunch percentage and percentage of student population involved in instrumental music. The study also found correlations of negligible strength between free and reduced lunch percentages and instrumental music teachers' years of experience and also free and reduced lunch percentages and number of instrumental music teachers hired inside of a 5-year period. From the results of the study, there was no significant relationship between socioeconomic status and student participation, teacher tenure, or teacher turnover in instrumental music.





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

Author : Teddi Ricketts

Publisher :

Page : 54 pages

File Size : 32,27 MB

Release : 2012

Category : Electronic dissertations

ISBN :

Get eBook

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.



Diverse Methodologies in the Study of Music Teaching and Learning

Author : Linda K. Thompson

Publisher : IAP

Page : 240 pages

File Size : 36,93 MB

Release : 2008-04-01

Category : Education

ISBN : 1607525925

Get eBook

Book Description

As a set of studies, Diverse Methodologies represents and reflects the music education research community at a truly unique moment. The collection demonstrates the profession's increased motivation, willingness, and desire to expand and enhance the research base and traditions in the study and practice of music education. This volume is an important addition to the libraries of Colleges of Education and Schools of Music, as well as music scholars and educators, researchers, and graduate students who are concerned with advancing both the scope and quality of research in the study of music teaching and learning.



Socioeconomic Status, Instrumental Music Participation, and Middle School Student Achievement

Author : Michael D. Antmann

Publisher :

Page : 123 pages

File Size : 10,41 MB

Release : 2015

Category :

ISBN :

Get eBook

Book Description

The purpose of this study was to determine the differences in growth on the reading and mathematics FCAT 2.0 across varying levels of instrumental music participation by both low- and high-socioeconomic status (SES) middle school students, and to determine whether or not there is a relationship between instrumental music participation and socioeconomic status. The differences between instrumental music participation groups were not found to be statistically significant for both the reading and mathematics FCAT 2.0 growth by high-SES status students, and for reading FCAT 2.0 growth by low-SES status students. The differences between groups were found to be significant for mathematics FCAT 2.0 growth by low-SES students, but a Tukey HSD post-hoc test found no significant differences between the individual groups. The study also found that high-SES students had a higher rate of instrumental music participation in sixth grade, and a lower attrition rate between sixth and seventh grade than the low-SES students.









A Study on Factors that Influence Instrumental Music Programs in Secondary Schools

Author : Charles B. Evans

Publisher :

Page : 64 pages

File Size : 25,40 MB

Release : 2012

Category : School music

ISBN :

Get eBook

Book Description

The purpose of this study was to investigate factors previously associated with challenges facing in-service instrumental music educators in northwest North Carolina. Two research questions guided the study: 1) How do instrumental music educators in northwest North Carolina rate factors that may influence their programs? and 2) To what extent are the following factors relevant to instrumental music educators: school size, student involvement, geographic location, budget, and support? The Rural Instrumental Music Teacher Survey was constructed by the researcher using a five point Likert-type scale. The 38-item questionnaire was distributed to 84 instrumental music educators in northwest North Carolina, of which, 56 were returned and used for analysis (N=56). Descriptive statistics were used to analyze the questionnaire data. Results from the data suggest that class offerings are perceived to be adequate within perspective schools, but scheduling conflicts are rated as problematic, and to a greater extent with educators who are service multiple schools. Regardless of school size, instrumental music educators choose to participate in large ensemble adjudicated events, with a less clear picture of school participation in small ensemble or solo events. All survey participants agreed they have high student participation in other school and community extra-curricular activities. Geographic location was rated as less of a hindrance for access to music retailers than it was for access to university outreach. Budget considerations received inconclusive results. Music educators valued the support received from all sources and deemed them important to the overall success of the music program; the perceived amount of support received was strongest from parents and school level administration.



Predictors of Instrumental Music Enrollment

Author : Elizabeth Whitehead Chappell

Publisher :

Page : 278 pages

File Size : 28,27 MB

Release : 2013

Category :

ISBN :

Get eBook

Book Description

The purpose of this study was to (1) examine the academic and demographic characteristics of 6th-grade instrumental music students attending selected public schools of contrasting socioeconomic backgrounds, (2) examine the retention patterns of students who were required to enroll in 6th-grade instrumental music compared to those who elected to do so, and (3) construct a predictive model of student retention in middle school instrumental music programs. Individual student data (N = 1052) were gathered from beginning instrumental 6th-grade programs at selected schools in a large, urban school district in Texas. Data included students' 5th and 6th standardized test results, 7th-grade class schedules, and demographic information. Data were analyzed according to the 6th-grade campus the students attended (Title I/non-Title I) and the type of school (elementary school with required music programs or middle school with elective music programs) to identify demographic and academic factors associated with 6th-and 7th-grade music participation. I examined students' schedules for retention patterns associated with individual school scheduling and academic remedial policies. I used logistic regression to develop predictive models of retention based on the following factors: gender, ethnicity, special education, at-risk, gifted, 5th and 6th-grade standardized test results, 5th-grade campus and pre-AP enrollment. Only the 6th-grade standardized tests, either math or reading, predicted retention in instrumental music in all of the school settings. Ethnicity, at-risk, and 5th-grade standardized tests did not predict retention in any school setting. Each school setting was unique in the factors that predicted instrumental music retention. For example, in the Title I setting, giftedness and 6th-grade reading test results predicted retention whereas in the non-Title I setting, gender, pre-AP enrollment and 6th-grade math results predicted retention. I also observed that 6th-grade required music programs were, by default, more inclusive than elective programs, and that the diversity in the student population of the 6th-grade required programs was maintained during the 7th-grade when music became elective. Results from this study suggest that offering only one elective choice per year may exclude access to music education for low academic achievers and reduce enrollment in music ensembles.