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Title How Do Music Teachers Measure Student Growth?
URL
Publication Date
Degree EdD
Discipline/Department College of Education
Degree Level doctoral
University/Publisher Ashland University
Abstract Just as in other subjects, student growth in music is measured based on a number of factors. Based on the data collected from twelve music teachers ranging from grades kindergarten through twelve, I discuss the most frequently utilized factors and approaches employed by music teachers to measure student growth in the classroom. In addition to the inclusion of components such as rhythm, tone, scales, and sight-reading, music teachers made use of both a formal, individual, one-on-one observational approach, as well as an informal, “on-the-fly” individual observational approach within a group. Tacit knowledge along with professional expertise, in conjunction with individual experiences of both the teacher and the student established the framework under which student growth is measured. The findings suggest a potentially unique interaction between teacher and student where student growth is measured differently for each student-teacher encounter.
Subjects/Keywords Education; Music Education; student growth; K-12 music education
Contributors Wilson, Harold (Committee Chair); Savage, Constance (Committee Co-Chair)
Language en
Rights unrestricted ; This thesis or dissertation is protected by copyright: all rights reserved. It may not be copied or redistributed beyond the terms of applicable copyright laws.
Country of Publication us
Format application/pdf
Record ID oai:etd.ohiolink.edu:ashland1416567235
Repository ohiolink
Date Indexed 2016-12-22
Grantor Ashland University

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