Music education is often one of the first programs that are removed from school districts. With the new language in the “Every Student Succeeds Act,” it is important that school performance is measured through student engagement, parental involvement, and school culture, for a well-rounded education including music (NAfME, n.d.). The National Coalition for Core Arts Standards redeveloped the music standards in 2014 to include technology (NAfME, n.d.). The purpose of the study is to determine the impact of parental involvement and how access to technology contribute to the success of creating independent musicians in middle school, instrumental music programs.
A mixed-methods research analysis was completed to explore parental involvement and technology impacts. Interviews were conducted between public and private school music teachers, as well as parent participants. Surveys were sent to parents of both school sites to investigate what factor of parental involvement of Epstein’s (1986) framework was most present in a middle school music program. Interviews were coded for common themes. An intervention was also implemented into the study to determine if there was a significant difference in musical growth gained between technology and the traditional teaching method, but also to determine if technology facilitates Zimmerman’s (1986) framework of self-regulated learning. Paired samples T-tests were computed on Statistical Package for Social Sciences (SPSS) software to calculate the comparisons between the methods and their growth scores. There was a significant difference in the pre-test and post-test for both the traditional teaching method and the intervention method. However, there was not a significant difference between the growth rates of both methods. This indicated that either method was an effective way for students to learn a piece of music. In addition, practice logs for the traditional method were coded for evidence of self-regulated learning. Positive communication between parents, teachers and technology in music education that facilitates self-regulated learning impacted the success of students becoming independent musicians in middle school instrumental-music programs. Interviews of two music teachers determined differences between the programs pertaining to support, enrollment, funding and technology. Positive communication between parents and teachers promoted a better understanding of a child’s musical development, and that parents want to know that their teacher cares for their child. Computer-based technology in the music classroom demonstrated an effective practice session for students. Students were motivated to do well by utilizing evaluation features of the software.
Keyword: music education, middle school, parental involvement, communication, student success, self-regulated learning, technology, motivation, independent musicians.
|Commitee:||Geisler, Herbert G., Vartanian, Tina M.|
|School:||Concordia University Irvine|
|School Location:||United States -- California|
|Source:||DAI-A 80/08(E), Dissertation Abstracts International|
|Subjects:||Music education, Teacher education|
|Keywords:||Independent musicians, Music education, Parental involvement, Self-regulated learning, Student success, Technology|
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