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  Partner: UNT Libraries
 Degree Discipline: Music Education
 Degree Level: Doctoral
 Collection: UNT Theses and Dissertations
The Application of Hackman and Oldham's Job Characteristic Model to Perceptions Community Music School Faculty Have Towards Their Job

The Application of Hackman and Oldham's Job Characteristic Model to Perceptions Community Music School Faculty Have Towards Their Job

Date: August 2001
Creator: Lawrence, Robert M.
Description: Hackman and Oldham's Job Characteristic Model was applied to study of perceptions community music school faculty hold towards their job. The research questions addressed core job characteristics of skill variety, task identity, task significance, autonomy, and feedback, critical psychological states (experienced meaningfulness, experienced responsibility, and knowledge of results); personal and work outcomes of satisfaction and motivation; need for professional growth. The results were compared to the national norms for nine different job families provided by Oldham, Hackman, and Stepina. Thirty-three schools, all members of the National Guild of Community Schools of the Arts, located in every geographical region of the United States, yielded 437 faculty responses (64% return rate). Of the core job characteristics, dealing with others and autonomy received the highest ratings; feedback and task significance received the lowest ratings. Of the psychological states, experienced responsibility yielded the highest rating and experienced meaningfulness yielded the lowest ratings. Of the personal/work outcomes, personal development and colleague relations received the highest ratings; pay satisfaction and overall general satisfaction received the lowest ratings. A comparison to the professional job family norms, using a one-sample ttest, found significant differences in 16 out of the 18 variables measured by the Job Characteristic Model. Strong ...
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Attitudes of International Music Students from East Asia toward U.S. Higher Education Institutions

Attitudes of International Music Students from East Asia toward U.S. Higher Education Institutions

Date: May 2009
Creator: Choi, Jin Ho
Description: Nine universities in the United States with the greatest number of international students and having an accredited music program through the National Association of Schools of Music (NASM) were selected. Survey research methodologies were used to identify the status of the international music students from East Asia in U.S. higher education institutions and to determine their attitudes toward their schools. Among East Asian international music students at US higher education institutions, the results indicated that the professor's reputation, scholarships, and the program's reputation were perceived as the most influential factors impacting the program choice; a good relationship with professors, good feedback from professors, and emotional stability were perceived as the most influential factors impacting academic success; and the professor's teaching, the professor's expertise, and the improvement of musical skills were perceived as the most influential factors impacting students' satisfaction level. The most problematic issues reported were the language barrier and the cultural differences between their host and own countries. In addition, many of the East international music students in this study noted financial difficulties.
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The benefits of adult piano study as self-reported by selected adult piano students.

The benefits of adult piano study as self-reported by selected adult piano students.

Date: May 2003
Creator: Jutras, Peter J.
Description: The purpose of this study was to assess the benefits that selected adult piano students reported receiving from their study. Adult piano students (N = 711) from 24 states representing all geographic regions of the U.S. each completed a questionnaire containing 31 individual benefit items. These benefits were organized into 3 categories: Personal, Skill, and Social/Cultural. The demographic characteristics of the study population were consistent with the findings of other adult music research. Students indicated the existence (yes or no) of each benefit and rated the importance of existing benefits on a scale of 1-10. The category of Skill Benefits was the most agreed upon and highest rated category in the study, with over 90% agreement for each of the 7 Skill Benefits. The 14 Personal Benefits were also rated highly, particularly benefits related to self-actualization and fun. Self-related Personal Benefits were rated moderately, while more introverted Personal Benefits such as Imagination/Creativity, Spirituality, and Aesthetic Appreciation were lower rated benefits. The 10 Social/Cultural benefits were the lowest rated and least important benefits in the study. The most agreed upon benefits were Skill Improvement, Musical Knowledge, Musicianship, Accomplishment, Skill Refinement, Technique, Play/Fun, Escape from Routine, and Music Listening. The highest rated ...
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A Case Study of Characteristics and Means of Person-to-Person Influence in American Kodály Music Education: Katinka Scipiades Dániel

A Case Study of Characteristics and Means of Person-to-Person Influence in American Kodály Music Education: Katinka Scipiades Dániel

Date: May 2003
Creator: Ferrell, Janice René
Description: The purpose of this study was to investigate the characteristics and means of Katinka Dániel's interpersonal influences through the perceptions of 20 selected students, protégés, and colleagues, and to study the behavioral and attitudinal changes they attributed to her influence. A case study design and structured interview questionnaire were used to study four variables coming from the social sciences' literature on influence: legitimate authority, attractiveness, expert authority, and trustworthiness. Responses were qualitatively analyzed to determine the role those variables played in Dániel's interpersonal influence. All interviewees were music teachers who used the Kodály method in their teaching and have studied or worked with Dániel. Two images of Dániel emerged from the interviews. The first, a business-like image, emanated from Dániel's work in the classroom, and the second, a maternal image, came from personal relationships with her students and associates. Attractiveness (defined as a willingness to respond positively to the requests of an influential person because one respects that individual and wants to obtain that person's approval) proved to be the principal characteristic of influence, followed by legitimate authority, then expertise. Trustworthiness played a lesser role. The greatest effect of Dániel's influence was on the interviewees' teaching. Among the factors interviewees ...
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The centralized higher education system in Turkey and the national music teacher training program since 1998: An analysis.

The centralized higher education system in Turkey and the national music teacher training program since 1998: An analysis.

Date: August 2006
Creator: Karakelle, Sibel
Description: The purpose was to analyze Turkey's current music teacher training curriculum as situated in the centralized educational system, focusing on the extent to which the written document (1) reflects the core elements of the overall centralized educational system; (2) prescribes the nature of teaching materials and methods, assessment tools and other forms of evaluating and monitoring performance as teachers and musicians; and (3) acknowledges cultural diversity by addressing repertoire, musical activities and concepts according to geographic and cultural regions. Qualitative-descriptive and quantitative content analysis, including the methods of (a) Inverse document frequency and (b) relevance feedback model, were the analytic tools. Of the required 147 credit hours, 138 are the core. The music core consists of 87 (63%) and the non-music core of 51 credit hours (37%). On paper, there is a conceptual overlap in wording between the music core, the general core, and the teacher training core, suggesting curricular cohesion and consistency. Noticeably less cohesion exists between the document and three major policy papers on teacher competencies. By word count, preparing teachers for instruction in Turkish folk music and multicultural issues appears to hold a low priority in the curriculum. However, course descriptions, where they exist, speak to skills ...
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The characteristics of teacher-directed modeling evidenced in the practices of three experienced high school choral directors.

The characteristics of teacher-directed modeling evidenced in the practices of three experienced high school choral directors.

Date: December 2001
Creator: Grimland, Fredna H.
Description: The purpose of this study was to analyze the characteristics of teacher directed modeling evidenced in the practices of three experienced high school choral directors. Research questions were: 1. What modeling activities were exhibited in each teacher's rehearsals? 2. When viewing a 45-minute composite tape of each teacher's instructional activities representative of all rehearsals, what instructional behaviors did each choral director recognize and identify as modeling? 3. What instructional episodes on the composite tape not identified by the teachers contained elements of modeling? 4. What other episodes from the remainder of each choral director's rehearsal practice contributed to an understanding of modeling? Videotapes of three high school choral directors were recorded over the course of one semester. Excerpts from rehearsals were combined to form a 45-minute composite tape of each choral director. A text transcription was made of the composite tape. Participant directors viewed their tape and identified instructional episodes that they recognized as examples of modeling. Identifications were analyzed, and descriptive categories of modeling behaviors were established. Modeling was found to be a teacher generated or delegated act of demonstration. Demonstrations were musical or non-musical and belonging to either of three distinct categories: audible, visible, or process modeling. Subdivisions ...
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A comparison of aural and visual instructional methodologies designed to improve the intonation accuracy of seventh grade violin and viola instrumentalists.

A comparison of aural and visual instructional methodologies designed to improve the intonation accuracy of seventh grade violin and viola instrumentalists.

Date: May 2002
Creator: Núñez, Mario Leoncio
Description: The purpose of the study was to compare two instructional methodologies designed to improve the intonation accuracy of seventh grade violin and viola instrumentalists. The collection of data was in regard to (1) instructional methodology: aural and aural/visual, (2) performance tasks: A, B, and C; (3) individual pitches (seven from each of the music tasks), and (4) differences between instrument groups: violin and viola. Sixty-eight seventh grade string students from three string classes of two middle schools were randomly assigned to two experimental groups: (a) aural and (b) aural/visual. The instructional period was implemented daily in ten-minute sessions during twenty days by the orchestra instructors of each school. A pretest-posttest format was used to determine if there were any changes in the subjects' intonation accuracy from prior to after the instructional phase was implemented, and if these changes could be attributed to any of the methodologies. The testing material used on both testing sessions included three performance tasks composed of seven notes each. Subjects were recorded on both testing occasions. The data were the scores of absolute pitch deviation, measured in cents from equal temperament, from the pre- and postest; these were treated with analysis of variance. The ANOVA on ...
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Dialogic Interactionism: The construction of self in the secondary choral classroom.

Dialogic Interactionism: The construction of self in the secondary choral classroom.

Date: August 2004
Creator: Younse, Stuart
Description: Examined in this hermeneutic phenomenological study is a transformation in the researcher's choral music teaching in which students' abilities to construct self emerged organically from interactions, or dialogues, that took place among and between the students, the teacher, and the music being studied. To allow for such interaction to emerge organically and meaningfully, students and teacher both shared in the power needed to construct a classroom environment in which the localized issues of the classroom and the specific contexts of students' lived histories were maintained and encouraged. This process of interaction, based upon dialogue among and between equal agents in the classroom, is described in the study as dialogic interactionism. In order to examine the concept of dialogic interactionism, three constructs upon which dialogic interactionism is based were developed and philosophically analyzed. They include the construction of self through the construction of self-knowledge; the localized reference system of the classroom, and the issue of power. Each construct is considered within the context of extant writings both in general education and music education philosophy. Following the analysis, a theoretical description of the dialogic interactive choral classroom is given as well a description of how such ideas might be realized in practice. ...
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The effect of ethnicity on the age-of-onset of the male voice change.

The effect of ethnicity on the age-of-onset of the male voice change.

Date: December 2008
Creator: Fisher, Ryan Austin
Description: The purposes of this study were to describe the characteristics of the changing male voice in 4th, 5th and 6th grade students using Cooksey's maturation stages and, to compare the age-of-onset of the male voice change in African American, White, and Hispanic male students. Participants included volunteer 4th (n = 61), 5th (n = 73), and 6th grade male students (n = 63) from 2 urban elementary schools, 5 suburban elementary schools, 1 suburban middle school and 1 urban middle school in the North Texas region. The three ethnic groups represented in this study were: African American (n = 62), White (n = 58), and Hispanic (n = 77). Results indicated that approximately 46% of 4th grade participants, 62% of 5th grade participants, and 67% of 6th grade participants were classified as changing voices. A descriptively larger percentage of African American participants were classified as changing voices than Hispanic and White participants. Also, a larger percentage of African American and Hispanic participants were descriptively classified in the more advanced stages of the voice change than White participants. Urban African American, White, and Hispanic participants had a larger percentage of males classified as changing voices than suburban African American, White, and ...
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The effect of individual versus collective creative problem solving experiences on fourth- and fifth-grade students' compositional products.

The effect of individual versus collective creative problem solving experiences on fourth- and fifth-grade students' compositional products.

Date: December 2004
Creator: Aguilar, Beatriz E.
Description: The purpose of the study was to explore the effects that individual vs. collective structured creative musical problem solving tasks had on students' compositional products. Subjects in a convenience sample of 32 fourth-graders and 32 fifth-graders were randomly assigned to either the individual or collective condition. The 3 treatment sessions were characterized by an open-ended creative problem solving task, which included questions intended to guide subjects through 3 stages of the creative problem solving process: Understanding the Problem, Generating Ideas, and Planning for Action. Subjects participated in the pre- and posttest individually. Three experienced music educators assessed the compositional products in terms of pattern use, cohesiveness, and creativity. The originally intended MANCOVAs could not be carried out because the data did not meet the necessary assumptions. Pretest and posttest scores were explored with individual ANOVAs. The Bonferroni technique was used to adjust the alpha level. The statistical analyses showed that subjects exposed to the individual condition obtained higher scores than subjects exposed to the collective condition on six of the eight explored subtests, but these differences were not significant. The level of interjudge reliability decreased at each of the three measurements of the study: pilot test, pretest, and posttest. The ...
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