Teachers' use of background music in general and special education classrooms / by Glenn H. Buck.
| Author/creator | Buck, Glenn H., 1954- |
| Format | Book |
| Publication Info | 1993. |
| Description | xii, 222 leaves ; 29 cm |
| Subjects |
| Contents | Introduction to the problem. Introduction ; Statement of the problem ; Rationale of the study ; The need for descriptive studies ; Purpose of the study ; Definitions ; Limitations ; Summary -- Review of the literature. Introduction ; Selection of relevant literature ; Overview of literature related to the influence of background music ; Contradictory findings ; Problems in research base (Lack of control for contextual variables ; Lack of attention to belief systems ; Lack of attention to current practices) ; Summary -- Methodology. Introduction ; Development of instrumentation (Phase one ; Phase two ; Phase three) ; Description of the research questions ; Description of research instrumentation ; Description of the participants ; Description of procedures (Sampling ; Dissemination of survey instruments) ; Treatment of the data (Tabulation and reporting ; Reliability of data entry ; Statistical analyses ; Reduction of type I errors ; Other descriptive information) -- Data presentation and analyses. Introduction ; Section one: return rate and profile of respondents (Return rate ; Profiles of the respondents) ; Section two: descriptive analyses of questions related to teachers' use of, and beliefs about, background music (Proportions of teacher users by inservice training, music history, and demographic variables ; Amount of time background music is used in classrooms ; When, what, how, and why teachers use background music ; Descriptive information concerning teachers' beliefs about the effects of background music) ; Section three: analyses of relationships between variables ; Summary of results (Summary of descriptive data involving teachers' use of background music ; Summary of descriptive information regarding teachers' beliefs (for Likert items) ; Summary of inferential statistical analyses) -- Conclusions and recommendations. Summary of the problem and procedures (Problem ; Methodology) ; Summary of results (Descriptive information about teachers' use of background music ; Beliefs about effects of background music ; Interactions among use, beliefs, and teacher variables) ; Discussion ; Limitations ; Recommendations for future research ; Conclusions -- Appendices. A. Results of preliminary study ; B. Interview questions ; C. Questionnaire critique form ; D. Survey instrument ; D-1. Cover letter to teachers ; D-2. Glossary of terms ; E. Letter to superintendents ; F. Initial letter to principals ; G. Second letter to principals: instructions for dissemination ; H. Third letter to principals: follow-up procedures ; I. Follow-up postcard to teachers ; J. Summary of belief scores, by teacher type, for the seven effectiveness items ; K. Mean responses for other belief items. |
| Summary | The purpose of this study was to examine the use of background music in both general and special education classrooms. Several research questions were posed to ascertain (a) how widespread the use of background music is, (b) how teachers who use background music in their classrooms implement its use, (c) why teachers use background music in their classrooms, and (d) if certain teacher variables are related with use of background music (defined as proportion of teachers who use background music and their durations of use) and beliefs about music's influence on classroom behavior (e.g., academic performance). Copies of a questionnaire were mailed to 128 randomly selected schools in Florida. Principals were given directions to distribute (using a specified random selection procedure) the questionnaires to (a) a set number of general education teachers (based on school type), (b) the art teacher, and (c) all special education teachers in their school. Using this approach, a total of 984 teachers completed and returned their questionnaire (representing a 61% return rate). Responses made on the questionnaires were coded and analyzed using a variety of statistical methods. Results of the study indicated that a sizeable number of teachers are using background music in their classrooms, and all teachers (both music users and nonusers) have beliefs about music's effects on classroom behavior. Durations of use, however, were found to be extremely variable, ranging from a few minutes to over 40 hours per week. Analyses indicated that background music tends to be played during certain instructional activities and for certain reasons. Problems in implementing background music in classrooms were noted. When comparisons among teacher groups were made, it was found that music use was related to some teacher variables, while unrelated to others. Specifically, teachers who teach in center schools are more likely to use background music, and to have more positive beliefs about its influence, than teachers who teach in school-based programs. Center school teachers also are more likely to play music for longer periods of time during a school day than teachers in school-based programs. Conclusions and recommendations for future research are provided. |
| General note | Vita. |
| Dissertation note | Ed. D. University of Florida 1993. |
| Bibliography note | Includes bibliographical references (leaves 211-221). |
| Reproduction note | Joyner- Photocopy. Ann Arbor, Mich. : UMI Dissertation Services, 1999. xii, 222 p. ; 22 cm. |
Availability
| Library | Location | Call Number | Status | Item Actions |
|---|---|---|---|---|
| Music | Music Stacks | ML3830 .B82 1993A | ✔ Available | Place Hold |