Tesis sobre el tema "Music teaching"
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Li, Zheng. "Teaching Chinese Traditional music with Generative instruction and Effective music teaching". Georg Olms Verlag, 2018. https://slub.qucosa.de/id/qucosa%3A34617.
Texto completoJohnson, Sherry Anne. "High-school music teachers' meanings of teaching world musics". Thesis, National Library of Canada = Bibliothèque nationale du Canada, 1997. http://www.collectionscanada.ca/obj/s4/f2/dsk2/ftp04/mq22326.pdf.
Texto completoCusano, Janice M. "Music specialists' beliefs and practices in teaching music listening /". Electronic version Electronic version, 2004. http://wwwlib.umi.com/dissertations/fullcit/3209909.
Texto completoComputer printout. Source: Dissertation Abstracts International, Volume: 67-03, Section: A, page: 0878. Adviser: Mary Goetze. Includes bibliographical references (leaves 205-223), abstract, and vita.
Higginbotham, Lee Ann M. "Teaching techniques : suggested techniques in teaching music through performance in choir /". View online, 2008. http://repository.eiu.edu/theses/docs/32211131459702.pdf.
Texto completoCromwell, Robert G. "Consuming music and teaching music : a case study in creativity". Thesis, Loughborough University, 1995. https://dspace.lboro.ac.uk/2134/7001.
Texto completoKangron, Ene. "Teaching music through active participation and involvement in music making". Georg Olms Verlag, 2018. https://slub.qucosa.de/id/qucosa%3A34623.
Texto completoLaLonde, Kirsten M. "Teaching Music to the Hearing Impaired". Thesis, Minot State University, 2017. http://pqdtopen.proquest.com/#viewpdf?dispub=10684252.
Texto completoElementary music teachers often have students who are hard-of-hearing participating in their classes. Teachers need to be aware of what hearing impairments are and how these hard-of-hearing students have entered the music classroom. The present text explores assistive hearing technology, general music education for students with hearing loss, adaptations for the general music classroom, instrumental music for students with hearing loss and a brief explanation of song signing. The author attempts to better understand which strategies can be used to improve the music education of hard-of-hearing students.
Packard, Jonathan Frederick. "Released-time music teaching in Kansas". Thesis, Kansas State University, 1986. http://hdl.handle.net/2097/9944.
Texto completoYuasa, Aya. "Teaching and learning music in Japan". Thesis, University of Reading, 2003. http://ethos.bl.uk/OrderDetails.do?uin=uk.bl.ethos.399390.
Texto completoArnold, Amber Wily. "Teaching Outside a Specialty| An Examination of String-Trained Music Educators Teaching Winds in California". Thesis, California State University, Long Beach, 2018. http://pqdtopen.proquest.com/#viewpdf?dispub=10840573.
Texto completoIn California, music teachers are credentialed to teach all subjects in music with a single, broad credential. This practice as well as district hiring practices may result in many teachers working outside of their specialty. The purpose of this study is to determine techniques for building knowledge specifically for string-trained teachers to find fulfilment teaching students who are learning wind instruments. This study addresses the motivation for these teachers to teach students who learn wind instruments, experiences that contribute to teach students learning wind instruments, and how non-specialized teaching impacts student outcomes.
Six string-trained music educators who taught students learning to play wind instruments in California were interviewed from December 1–December 10, 2017. Despite these teachers having limited knowledge at the outset, they found teaching students learning wind instruments satisfying as they increased their own knowledge in this area. Some activities for increasing competence in teaching winds included: collaborating with colleagues, attending conferences, and referring to instrument-specific collegiate course content. Additionally, these teachers indicated that non-specialized teaching did not negatively influence student outcomes.
Majeed, Alan. "Middle Eastern Violin Method : A Method for Teaching and Transcribing Middle Eastern Music". Thesis, Kungl. Musikhögskolan, Institutionen för folkmusik, 2019. http://urn.kb.se/resolve?urn=urn:nbn:se:kmh:diva-3055.
Texto completoSamai Hijaz Göksel Baktagir (Turkish) Bogazici Baki Kemanci (Turkish)
Alan Kamil – Violin
Feras Sharstan – Kanun
Saman Taha – Piano
Mårten Hillbom – Raqq and Cajon
Swedish folk music meets Kurdish folk music! (Kurdish and Swedish)
Alan Kamil – Violin
Tommy Lundberg – Violin
Pirozbe Nasir Razazi’s Song (Kurdish)
Violins:
Alan Kamil
Tommy Lundberg
Anna Ekborg
Sandra Arvman
Nichelle Johansson
Saman Taha – Piano
Mårten Hillbom – Cajon
Swan Lake Mojtaba Mirzadeh (Persian) Soran Badinan Dilshad Said (Kurdish)
Alan Kamil – Violin
Saman Taha – Piano
Nassam Aleyna el Hawa Rahbani Brothers – Fairouz (Arabic)
Alan Kamil – Violin
Feras Sharstan – Kanun
Saman Taha – Piano
Mårten Hillbom – Darbuka
Eshveh Bijan Mortazavi (Persian)
Alan Kamil – Violin
Saman Taha – Piano
Pardàs, Lluïsa. "Constructivism and Collaborative Learning in Music Teaching". Georg Olms Verlag, 2018. https://slub.qucosa.de/id/qucosa%3A34619.
Texto completoBidgood, Lee. "Integrating Teaching: Music, Appalachian Studies, and Sustainability". Digital Commons @ East Tennessee State University, 2015. https://dc.etsu.edu/etsu-works/1083.
Texto completoChan, Edmund Sze Shing. "Music teachers' concern of inclusive music teaching scale: development, validation and correlates". HKBU Institutional Repository, 2016. https://repository.hkbu.edu.hk/etd_oa/308.
Texto completoPerkins, Emily Good. "In Search of Culturally Sustaining Music Pedagogy| Adolescent Music Students' Perceptions of Singing and Music Teaching". Thesis, Teachers College, Columbia University, 2018. http://pqdtopen.proquest.com/#viewpdf?dispub=10816933.
Texto completoThe diversity present within K-12 classrooms in the United States presents teachers with students from many backgrounds and musical traditions. Traditional undergraduate music education programs which prioritize the Western canon provide little opportunity for students to address diversity, both in pedagogy and in content. Prospective music teachers in the choral or general music areas experience vocal education that focuses primarily on the classical bel canto vocal technique. This education fails to prepare teachers to teach students from diverse backgrounds and musical traditions. Because music plays an important role in adolescents’ identity formation, teachers who are unprepared to recognize and teach diverse vocal styles may unknowingly alienate or silence their students.
The purpose of this study was to develop an understanding of how two groups of music students, in early adolescence, and from a diverse urban public school, perceive the singing and the music teaching in their general music classrooms. By discovering their perspectives, I hoped to shed light on the ways in which music teaching influenced their musical, vocal, and cultural identities, particularly during the malleable time of adolescence.
Over the course of three months, I conducted semi-structured interviews with 14 students and two teachers as well as twice-weekly classroom observations. Three research questions informed the data collection process: (1) How do students in a diverse urban public school describe their own singing and musical background? (2) How do they describe the vocal (and music) teaching in their general music class? (3) How do they describe an effective or ideal music teacher?
The interview data and field notes from the observations were coded, organized, and analyzed into the following categories: (1) Music and Self Expression; (2) Music and Family; (3) Culturally Congruent and Incongruent Teaching; (4) Student Vocal Profiles; (5) If They Could Teach the Music Class, How Would They Teach? The overarching conclusion from this study is that the congruence or incongruence of a teacher’s musical epistemology — “the norms, logic, values, and way of knowing” music (Domínguez, 2017, p. 233) — along with the musical epistemologies of her students was the primary factor for student exclusion or empowerment in the classroom.
Gendrich, Julia M. "Teaching and learning jazz trombone". Connect to this title online, 2003. http://rave.ohiolink.edu/etdc/view?acc%5Fnum=osu1054757697.
Texto completoTitle from first page of PDF file. Document formatted into pages; contains x, 182 p. Includes bibliographical references (p. 174-182). Available online via OhioLINK's ETD Center
Gray, Megan. "Teaching music entrepreneurship in the chamber music classroom: a cross-disciplinary curricular framework". Diss., University of Iowa, 2017. https://ir.uiowa.edu/etd/5763.
Texto completoHedström, Daniel. "Kulturskoleundervisning på skoltid : Om kulturskolornas närvaro i den obligatoriska skolan". Thesis, Kungl. Musikhögskolan, Institutionen för musik, pedagogik och samhälle, 2020. http://urn.kb.se/resolve?urn=urn:nbn:se:kmh:diva-3425.
Texto completoUppsatsen handlar om de kommunala musik- och kulturskolornas undervisning av elever under ordinarie skoldag i grundskolan. Skolinspektionen utfärdar ett vite om 500 000 kronor i juni 2019 gentemot Gislaveds kommun eftersom musikskolan där undervisar under skoltid. Elever som går ifrån ordinarie undervisning riskerar att inte nå målen i skolan menar Skolinspektionen och att sådan frånvaro strider mot skollagen. Musik- och kulturskolorna har under lång tid undervisat vissa elever under deras ordinarie skoldag och för att ta reda på attityderna för eller emot detta har jag valt att intervjua rektorer och lärare i grundskolan. Skolorna som blir föremål för mina intervjuer ligger i olika delar av landet och uppvisar skillnader i storlek och om de ligger i tätort eller på landsbygden. Alla skolorna har det gemensamt att de har elever som går till sin kulturskolelektion på skoltid. Syftet är att undersöka hur grundskolans rektorer och lärare ser på kulturskolornas närvaro under skoldagen, och om hur de ställer sig till att elever går till sina kulturskolelektioner under ordinarie skoltid. Resultatet av undersökningen är inte entydigt utan visar på en splittring mellan skolorna i hur rektorer och lärare ser på kulturskolornas undervisning under skoldagen. Tendensen är att man i glesbygdsskolor är mer positiv och i tätort mer negativ till kulturskoleundervisning på skoltid. Arbetet ger ingen generell bild av attityder eftersom urvalet är för litet men det ger en bild av de enskilda rektorernas och lärarnas attityder till kulturskoleundervisning på skoltid. I diskussionen diskuterar jag den osäkerhet som råder kring hur man i skolan kan förhålla sig till kulturskoleundervisning på skoltid. Ramarna för hur skolorna kan agera är motstridiga med regering och inspekterande myndighet som resonerar olika i frågan.
Polydorou, Nikoletta. "Exploring approaches to teaching music history at university". Thesis, University of Roehampton, 2015. https://pure.roehampton.ac.uk/portal/en/studentthesis/exploring-approaches-to-teaching-music-history-at-university(0a7d95fa-5623-421d-a890-b2fd16bce397).html.
Texto completoFerrer, Damian Llopis. "Technology support for teaching music to kindergarten children". Thesis, University of Manchester, 2003. http://ethos.bl.uk/OrderDetails.do?uin=uk.bl.ethos.509681.
Texto completoBeebe, Marla. "Teaching and Rehearsal Behaviors of Instrumental Music Teachers". Bowling Green State University / OhioLINK, 2007. http://rave.ohiolink.edu/etdc/view?acc_num=bgsu1181923968.
Texto completoGoodman, Jerry Lee. "Perceived music and music-teaching competencies of classroom teachers in the state of Ohio". The Ohio State University, 1985. http://rave.ohiolink.edu/etdc/view?acc_num=osu1302725455.
Texto completoKuebel, Christa. "PREPARATION, CONTINUING EDUCATION, AND PROFESSIONAL DEVELOPMENT OF INSTRUMENTAL MUSIC MAJORS TEACHING ELEMENTARY GENERAL MUSIC". Case Western Reserve University School of Graduate Studies / OhioLINK, 2017. http://rave.ohiolink.edu/etdc/view?acc_num=case1491408733327604.
Texto completoNarunsky, Michael Dan. "Teaching jazz harmony through an understanding of bebop". Master's thesis, University of Cape Town, 2008. http://hdl.handle.net/11427/8150.
Texto completoIncludes bibliographical references (leaves 59-63).
The approach used to explain functional harmony in this thesis, combines the two views on harmony, horizontal and vertical. In this respect, it is an attempt to bridge the two worlds, classical and jazz. Pedagogy in these disciplines has been advancing as two parallel lines that would seemingly never meet. Prejudices on both sides, fuelled by ignorance, have led musicians to view classical music as 'serious' and jazz as being a form of 'light' music. This has an obvious negative effect on any attempt to bring about some coherent educational programme that will address the common aspects shared by these two musical worlds. This theis will address concepts in classical harmony and show how these can be used for the understanding of jazz harmony. The syle in jazz know as 'bepop' will be the focus of this study since it can be looked upon as the 'Baroque era' of jazz.
Morgan, Christopher. "Instrumental music teaching and learning : a life history approach". Thesis, University of Exeter, 1998. http://ethos.bl.uk/OrderDetails.do?uin=uk.bl.ethos.284626.
Texto completoLarsen, Satyapan Adrienne M. "Teaching Music Composition| Perspective from a Third-Grade Teacher". Thesis, California State University, Long Beach, 2019. http://pqdtopen.proquest.com/#viewpdf?dispub=10978011.
Texto completoThe purpose of this study is to chronicle the experiences of an elementary music educator incorporating composition and improvisation activities into her elementary general music curriculum. I interviewed a primary music specialist with the purpose of discovering her background in teaching music. The questions focused on the teacher’s experience with music composition. After this interview, I observed the teacher in a third-grade general music composition lesson. I documented how the teacher approached the lesson and any steps she took to adapt the lesson to the needs of their students and her teaching style.
After the observation, I interviewed the teacher again to record her reactions to teaching the lesson. After coding the transcripts of the interviews and observation, four themes developed from the data: Personal Initiative, Teacher Reassurance, Student Engagement, and Teacher Improvement. The participant involved in this study received training in improvisation and reported that it had a positive effect on not only how she taught composition and improvisation, but also how comfortable she felt while teaching. As the training this teacher received was not through her teacher training program, her case may be unusual among experienced music teachers. Although this teacher was successful in teaching composition, her positive reactions to professional development indicate a desire for more training among in-service music education specialists. This study supports the idea that there is a need for more pre-service and in-service teacher training in how to teach younger students to compose.
Roche, Catherine Mary. "A philosophically based praxis for teaching symphonic music literature". Scholarly Commons, 2003. https://scholarlycommons.pacific.edu/uop_etds/2605.
Texto completoLima, MarlÃcia Chagas de. "The music teaching ways in Fortaleza: Contributions of PIBID". Universidade Federal do CearÃ, 2015. http://www.teses.ufc.br/tde_busca/arquivo.php?codArquivo=16090.
Texto completoThis study aims to analyze, from the perspective of graduate students in Music and Pedagogy, the interaction established between music and pedagogy through the Institutional Program of Scholarship Initiation to Docencia (PIBID) during the period from 2010 to 2012. The subjects are graduate students in Music and Pedagogy from the Federal University of Cearà who worked as fellows by the PIBID, a federal program to encourage teacher training and aimed at the improvement of teacher education for Basic Education and the improvement of quality of Brazilian public education. Through this study about de work developed by the PIBID fellows in three schools of the Public Education System of Fortaleza, we realized that the musical practices are presented as a potentially favorable factor for social change groups and individuals. In this study we discussed what permeates the implementation of music education content in school life, through the joint action of Music and pedagogy fellows and we reflect about the shared learning (MATOS, 2014) that occurred at school between those participating students in the Program. Our methodological approach is qualitative and is configured as a case study (CRESSWELL, 2010) and our theoretical approach is grounded in Vygotsky (2007), Koellreutter (1997), Freire (2013), Moraes (1993, 2007) and Morin (2000).
O presente trabalho pretende analisar, na perspectiva dos licenciandos de MÃsica e Pedagogia, a interaÃÃo estabelecida entre MÃsica e Pedagogia por meio do Programa Institucional de Bolsa de IniciaÃÃo à DocÃncia (PIBID), durante o perÃodo de 2010 à 2012. Os sujeitos participantes sÃo estudantes aos cursos de Licenciatura em MÃsica e Pedagogia da Universidade Federal do Cearà (UFC) que atuaram, como bolsistas, junto ao PIBID, um Programa Federal de incentivo à formaÃÃo docente e cujo objetivo à o aperfeiÃoamento da formaÃÃo de professores para a EducaÃÃo BÃsica e a melhoria de qualidade da educaÃÃo pÃblica brasileira. Estudando o trabalho desenvolvido pelos bolsistas do PIBID em trÃs escolas do Sistema PÃblico Municipal de Ensino de Fortaleza, percebemos que prÃticas musicais se apresentam como um fator potencialmente favorÃvel para a transformaÃÃo social dos grupos e de indivÃduos. Neste trabalho discutimos que permeiam a implementaÃÃo dos conteÃdos de EducaÃÃo Musical no cotidiano escolar, atravÃs da aÃÃo conjunta de bolsistas de MÃsica e Pedagogia e refletimos sobre as aprendizagens compartilhadas (MATOS, 2014), ocorridas no ambiente escolar entre os referidos estudantes participantes do Programa. Nossa abordagem metodolÃgica à de carÃter qualitativo e configura-se como um estudo de caso (CRESWELL, 2010) e nosso aporte teÃrico alicerÃa-se em (VIGOTSKY, 2007), (KOELLREUTTER, 1997), (FREIRE, 2013), (MORAES, 1993, 2007) e (MORIN, 2000).
Oellermann, Esmari. "Exploring the use of music in Foundation Phase teaching". Diss., University of Pretoria, 2020. http://hdl.handle.net/2263/80498.
Texto completoDissertation (MEd)--University of Pretoria 2020.
Humanities Education
MEd
Unrestricted
Harman-Bishop, Caroline Marguerite. "Aristotelian virtue and teaching and learning in music performance". Thesis, University of Glasgow, 2018. http://theses.gla.ac.uk/9009/.
Texto completoAng, Kathryn. "Teaching Western classical piano music effectively in West Malaysia". Diss., University of Pretoria, 2013. http://hdl.handle.net/2263/41371.
Texto completoDissertation (MMus)--University of Pretoria, 2013.
gm2014
Music
unrestricted
Heald, Jody. "Pedagogical relationships: A master-apprentice model in music teaching". Thesis, Curtin University, 2019. http://hdl.handle.net/20.500.11937/77385.
Texto completoVeneskey, John E. "Catalysts for Success: Beliefs of Effective Teaching Among Members of the Music Student Teaching Triad". Kent State University / OhioLINK, 2014. http://rave.ohiolink.edu/etdc/view?acc_num=kent1400166440.
Texto completoStevens, Melissa A. "Marcel Tabuteau : pedagogical concepts and practices for teaching musical expressiveness : an oral history /". Connect to resource, 1999. http://rave.ohiolink.edu/etdc/view?acc%5Fnum=osu1225392470.
Texto completoLundin, Viktor. "Reflektioner om musikundervisning : framgångsfaktorer i skapandet av lärandemiljöer i musik". Thesis, Linnéuniversitetet, Institutionen för musik och bild (MB), 2020. http://urn.kb.se/resolve?urn=urn:nbn:se:lnu:diva-95928.
Texto completoConrad, Wendie Joyce. "Music Literacy and Sight-Singing Techniques Used by Elementary and Middle School Music Teachers". Cleveland, Ohio : Cleveland State University, 2007. http://rave.ohiolink.edu/etdc/view?acc_num=csu1198290006.
Texto completoAbstract. Title from PDF t.p. (viewed on May 8, 2008). Includes bibliographical references (p. 75-82). Available online via the OhioLINK ETD Center. Also available in print.
Jimenez, Samantha D. "An Exploration of Teaching Music to Individuals With Autism Spectrum Disorder". Antioch University / OhioLINK, 2014. http://rave.ohiolink.edu/etdc/view?acc_num=antioch1396908032.
Texto completoHicks, Ann Marie. "Factors Influencing the Teaching of Instrumental Music in Rural Ohio School Districts". The Ohio State University, 2010. http://rave.ohiolink.edu/etdc/view?acc_num=osu1275443334.
Texto completoMurphy, Christopher Lawrence. "Mindfulness and Metacognition: A Guide to Implementing Beneficial Mental Habits in Music Teaching". Bowling Green State University / OhioLINK, 2020. http://rave.ohiolink.edu/etdc/view?acc_num=bgsu1597763886069871.
Texto completoFuriani, Dominic Michael. "Informal Teaching and Learning Practices in a Traditional Jazz Ensemble| A Case Study". Thesis, California State University, Long Beach, 2019. http://pqdtopen.proquest.com/#viewpdf?dispub=10978203.
Texto completoNon-traditional music ensembles have emerged in public school classrooms as part of a larger effort to facilitate informal learning in school music. In this multi-instrumental case study, twenty-two member jazz ensemble composed of 10-12th grade students embarked on an aural learning activity. In this study, I examine the teaching and learning styles that emerged from the participants to gain a better understanding of informal learning practices and how they manifest in a formal learning environment. Data collection included twenty-two student surveys and one semi-structured interview of the participating teacher. In addition, video recordings of instruction, field notes, and in class memos were composed while observing the teacher and students. All data were coded using open and axial processes. The data are divided into two sections—the teacher’s experience which highlights teaching strategies and implementation procedures and the students’ experiences which focused on affective perception, the learning process, social/communal responses, and achievement. Findings indicate that a teacher who is implementing an aural learning activity into a large ensemble setting may adopt a different teaching style in order to create an authentic informal learning experience for the students. When authentically placing informal methods into a formal learning environment, students rely more on self- and peer-teaching, which led to heightened social and communal responses. These findings are linked to this specific aural learning activity, and future research in other settings with different activities may yield alternative results. Additional research which may include sharing of new activities, experiences and teaching strategies may benefit all teachers in blending informal and formal learning practices.
Factora, Miriam Beltran. "A model of sequential music teaching utilising Philippine vocal materials /". [St. Lucia, Qld.], 2005. http://www.library.uq.edu.au/pdfserve.php?image=thesisabs/absthe19166.pdf.
Texto completoHughes, D. "Teaching singing in Sydney government schools". View thesis, 2007. http://handle.uws.edu.au:8081/1959.7/36654.
Texto completoA thesis submitted to the University of Western Sydney, College of Arts, School of Communication Arts, in fulfillment of the requirements for the degree of Doctor of Philosophy. Includes bibliographical references.
Butler, Abigail. "The relationship among preservice music education teachers' conceptions of teaching effectiveness, microteaching experiences, and teaching performance". Diss., The University of Arizona, 1999. http://hdl.handle.net/10150/289016.
Texto completoSchindler, Margaret. "The Performer as Classical Voice Teacher: Evauating the Role of the Performer-Teacher and its Impact on the Student Learning Experience". Thesis, Griffith University, 2016. http://hdl.handle.net/10072/365730.
Texto completoThesis (Professional Doctorate)
Doctor of Musical Arts (DMA)
Queensland Conservatorium
Arts, Education and Law
Full Text
Sisley, Beth Ann. "A Comparative Study of Approaches to Teaching Melodic Dictation". Kent State University / OhioLINK, 2008. http://rave.ohiolink.edu/etdc/view?acc_num=kent1216237008.
Texto completoSun, Derjen Jeney. "Teaching young children compositional concepts to enhance music learning in a computer learning environment". Connect to resource, 1993. http://rave.ohiolink.edu/etdc/view.cgi?acc%5Fnum=osu1244216827.
Texto completoCremata, Radio. "The effects of rote and note teaching on the performance of high school chorus". FIU Digital Commons, 2003. http://digitalcommons.fiu.edu/etd/2486.
Texto completoKarlsson, Jessika. "A Novel Approach to Teaching Emotional Expression in Music Performance". Doctoral thesis, Uppsala : Acta Universitatis Upsaliensis, 2008. http://bvbr.bib-bvb.de:8991/F?func=service&doc_library=BVB01&doc_number=017628597&line_number=0001&func_code=DB_RECORDS&service_type=MEDIA.
Texto completoAltun, Zuhal Dinç. "Exploring teaching strategies of Turkish primary teachers in music education". Thesis, University of Leicester, 2005. http://hdl.handle.net/2381/30883.
Texto completoPosegate, Stephen C. 1954. "Changes in interns and cooperating teachers during music student teaching". Thesis, University of Oregon, 2009. http://hdl.handle.net/1794/10341.
Texto completoThis descriptive study collected both qualitative data and quantitative data to gain an increased understanding of changes in interns and cooperating teachers during student teaching in music. Five dyads consisting of an intern and a cooperating teacher participated. I gathered quantitative data through analysis of 20 videotaped teaching episodes: one of each intern and cooperating teacher at the beginning and near the end of each placement. Two recognized experts in music student teaching viewed the episodes in randomized order. The experts scored the episodes on 30 items using the Survey of Teaching Effectiveness (STE). The experts also gave an overall rating of each lesson's quality. Additionally, I tallied statements of reinforcement as either specific or nonspecific and as either statements of approval or disapproval . An additional category was found during analysis: nonfunctional communication . I gathered quantitative and qualitative data with a one-page demographic survey and by individual interviews. Though the participants were unanimous in stating that the interns improved as teachers during the placement, no quantitative differences were found. Interns all experienced fulfilled expectations, effective preparation, capable application, increased professionalization, and successful induction. Cooperating teachers were agreed that their interns came into the placement prepared to be successful in student teaching.
Committee in charge: Harry Price, Chairperson, Music; Sharon Paul, Member, Music; David Doerksen, Member, Music; Roland Good, Outside Member, Special Education and Clinical Sciences