Pub Date : 2002-07-01DOI: 10.1177/1948499202OS-200104
Donald. L Hamann, R. Frost, Melissa A. H. Wieters
The purpose of this study was to determine what factors contributed to bowed string students’ perceived tuning independence or perceived ability to tune their instrument without assistance. Eight hundred and twenty-six 6th through 12th grade string students participated in the study. Subjects were administered the Tuning Study survey form. Based on the findings from this study, it was found that grade level and/or years of study, intonation confidence, individual and class tuning procedures, type of reference pitch provided in tuning procedures, and private lesson study, contributed to students’ perceived tuning independence. In order to foster tuning independence, it is recommended that teacher intervention and feedback be provided to help develop students’ confidence in their ability to hear when a string is out of tuned, to provide procedures to help students develop pitch discrimination when tuning strings individually, that a reference pitch be provided from a student instrument and not one from a piano or electronic tuner, and that students be encouraged to study privately.
{"title":"Factors Contributing to Perceived Tuning Independence among Middle School and High School String Players","authors":"Donald. L Hamann, R. Frost, Melissa A. H. Wieters","doi":"10.1177/1948499202OS-200104","DOIUrl":"https://doi.org/10.1177/1948499202OS-200104","url":null,"abstract":"The purpose of this study was to determine what factors contributed to bowed string students’ perceived tuning independence or perceived ability to tune their instrument without assistance. Eight hundred and twenty-six 6th through 12th grade string students participated in the study. Subjects were administered the Tuning Study survey form. Based on the findings from this study, it was found that grade level and/or years of study, intonation confidence, individual and class tuning procedures, type of reference pitch provided in tuning procedures, and private lesson study, contributed to students’ perceived tuning independence. In order to foster tuning independence, it is recommended that teacher intervention and feedback be provided to help develop students’ confidence in their ability to hear when a string is out of tuned, to provide procedures to help students develop pitch discrimination when tuning strings individually, that a reference pitch be provided from a student instrument and not one from a piano or electronic tuner, and that students be encouraged to study privately.","PeriodicalId":36814,"journal":{"name":"String Research Journal","volume":null,"pages":null},"PeriodicalIF":0.0,"publicationDate":"2002-07-01","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"65902565","PeriodicalName":null,"FirstCategoryId":null,"ListUrlMain":null,"RegionNum":0,"RegionCategory":"","ArticlePicture":[],"TitleCN":null,"AbstractTextCN":null,"PMCID":"","EPubDate":null,"PubModel":null,"JCR":null,"JCRName":null,"Score":null,"Total":0}
Pub Date : 2002-07-01DOI: 10.1177/1948499202OS-200105
Kirk D. Moss
This study seeks to answer the question: What are the attitudes of South Georgia public school superintendents toward curricular string instruction? A10-item questionnaire was developed and sent to 44 rural public school superintendents. Eighty-four percent of the superintendents (N = 37) responded to the questionnaire. The primary findings of this survey regarding the respondents’ school district music curriculum indicated that 89.2% of the districts did not offer curricular string instruction. The primary findings regarding the respondents’ thoughts about string instruction indicated that if money were not a factor, 78.4% of the respondents would like their school board to hire a string teacher.
{"title":"Attitudes toward Curricular String instruction among South Georgia's Public School Superintendents","authors":"Kirk D. Moss","doi":"10.1177/1948499202OS-200105","DOIUrl":"https://doi.org/10.1177/1948499202OS-200105","url":null,"abstract":"This study seeks to answer the question: What are the attitudes of South Georgia public school superintendents toward curricular string instruction? A10-item questionnaire was developed and sent to 44 rural public school superintendents. Eighty-four percent of the superintendents (N = 37) responded to the questionnaire. The primary findings of this survey regarding the respondents’ school district music curriculum indicated that 89.2% of the districts did not offer curricular string instruction. The primary findings regarding the respondents’ thoughts about string instruction indicated that if money were not a factor, 78.4% of the respondents would like their school board to hire a string teacher.","PeriodicalId":36814,"journal":{"name":"String Research Journal","volume":null,"pages":null},"PeriodicalIF":0.0,"publicationDate":"2002-07-01","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"65902623","PeriodicalName":null,"FirstCategoryId":null,"ListUrlMain":null,"RegionNum":0,"RegionCategory":"","ArticlePicture":[],"TitleCN":null,"AbstractTextCN":null,"PMCID":"","EPubDate":null,"PubModel":null,"JCR":null,"JCRName":null,"Score":null,"Total":0}
Pub Date : 2002-07-01DOI: 10.1177/1948499202os-200102
Donald. L Hamann, Robert Gillespie, L. Bergonzi
The purpose of this study was to monitor the status of string instruction in string programs throughout the United States. Subjects for this study were string teachers from string school programs throughout the United States. From a total of 8,556 public, private, and parochial schools at the elementary, middle school/junior high school, and high school levels, a sample of 2, 139 schools were randomly selected for study participation. A survey was administered to string teachers at these randomly selected sites. From data analyses it was found that: the number of string teachers has declined while string student enrollment has increased, almost one-fourth of the schools in 1999–2000 and over 43% of the schools in 2000–2001 were not able to find qualified teachers for their string programs. While many programs unsuccessfully attempt to find teachers, the need for string teachers increases.
{"title":"Status of Orchestra Programs in the Public Schools","authors":"Donald. L Hamann, Robert Gillespie, L. Bergonzi","doi":"10.1177/1948499202os-200102","DOIUrl":"https://doi.org/10.1177/1948499202os-200102","url":null,"abstract":"The purpose of this study was to monitor the status of string instruction in string programs throughout the United States. Subjects for this study were string teachers from string school programs throughout the United States. From a total of 8,556 public, private, and parochial schools at the elementary, middle school/junior high school, and high school levels, a sample of 2, 139 schools were randomly selected for study participation. A survey was administered to string teachers at these randomly selected sites. From data analyses it was found that: the number of string teachers has declined while string student enrollment has increased, almost one-fourth of the schools in 1999–2000 and over 43% of the schools in 2000–2001 were not able to find qualified teachers for their string programs. While many programs unsuccessfully attempt to find teachers, the need for string teachers increases.","PeriodicalId":36814,"journal":{"name":"String Research Journal","volume":null,"pages":null},"PeriodicalIF":0.0,"publicationDate":"2002-07-01","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"65902421","PeriodicalName":null,"FirstCategoryId":null,"ListUrlMain":null,"RegionNum":0,"RegionCategory":"","ArticlePicture":[],"TitleCN":null,"AbstractTextCN":null,"PMCID":"","EPubDate":null,"PubModel":null,"JCR":null,"JCRName":null,"Score":null,"Total":0}
Pub Date : 2002-07-01DOI: 10.1177/1948499202OS-200103
Kirk D. Moss
While anecdotal information on how to improve a string program is available via the testimonials of string teachers who lead recognized programs, how those same string programs actually started has not been systematically researched. At some point in every school orchestra program's history, a local school board, for some reason, appointed the first string teacher. This review of literature explores factors that lead a school district from having no string program and no string teacher to having the first string teacher under contract through a study of advocacy, new string program development and model building. Findings reveal that the process is complex and political.
{"title":"A Review of Literature Pertaining to Factors that Contribute to the Process of Starting a Curricular String Program","authors":"Kirk D. Moss","doi":"10.1177/1948499202OS-200103","DOIUrl":"https://doi.org/10.1177/1948499202OS-200103","url":null,"abstract":"While anecdotal information on how to improve a string program is available via the testimonials of string teachers who lead recognized programs, how those same string programs actually started has not been systematically researched. At some point in every school orchestra program's history, a local school board, for some reason, appointed the first string teacher. This review of literature explores factors that lead a school district from having no string program and no string teacher to having the first string teacher under contract through a study of advocacy, new string program development and model building. Findings reveal that the process is complex and political.","PeriodicalId":36814,"journal":{"name":"String Research Journal","volume":null,"pages":null},"PeriodicalIF":0.0,"publicationDate":"2002-07-01","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"65902500","PeriodicalName":null,"FirstCategoryId":null,"ListUrlMain":null,"RegionNum":0,"RegionCategory":"","ArticlePicture":[],"TitleCN":null,"AbstractTextCN":null,"PMCID":"","EPubDate":null,"PubModel":null,"JCR":null,"JCRName":null,"Score":null,"Total":0}
Pub Date : 2000-07-01DOI: 10.1177/1948499200OS-100102
J. Mishra
The purpose of this study was to review research studies in the area of string technique and pedagogy. Nearly 50 research reports were reviewed and categorized into those concerned with predictions of success in a string program, class organization, and the development of right- and left-hand position. Results of various studies were reported and implications for teaching were discussed.
{"title":"Questions and Answers: Research Related to the Teaching of String Technique","authors":"J. Mishra","doi":"10.1177/1948499200OS-100102","DOIUrl":"https://doi.org/10.1177/1948499200OS-100102","url":null,"abstract":"The purpose of this study was to review research studies in the area of string technique and pedagogy. Nearly 50 research reports were reviewed and categorized into those concerned with predictions of success in a string program, class organization, and the development of right- and left-hand position. Results of various studies were reported and implications for teaching were discussed.","PeriodicalId":36814,"journal":{"name":"String Research Journal","volume":null,"pages":null},"PeriodicalIF":0.0,"publicationDate":"2000-07-01","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"65901921","PeriodicalName":null,"FirstCategoryId":null,"ListUrlMain":null,"RegionNum":0,"RegionCategory":"","ArticlePicture":[],"TitleCN":null,"AbstractTextCN":null,"PMCID":"","EPubDate":null,"PubModel":null,"JCR":null,"JCRName":null,"Score":null,"Total":0}
Pub Date : 2000-07-01DOI: 10.1177/1948499200os-100101
Donald. L Hamann
{"title":"Editor's Page","authors":"Donald. L Hamann","doi":"10.1177/1948499200os-100101","DOIUrl":"https://doi.org/10.1177/1948499200os-100101","url":null,"abstract":"","PeriodicalId":36814,"journal":{"name":"String Research Journal","volume":null,"pages":null},"PeriodicalIF":0.0,"publicationDate":"2000-07-01","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"65901860","PeriodicalName":null,"FirstCategoryId":null,"ListUrlMain":null,"RegionNum":0,"RegionCategory":"","ArticlePicture":[],"TitleCN":null,"AbstractTextCN":null,"PMCID":"","EPubDate":null,"PubModel":null,"JCR":null,"JCRName":null,"Score":null,"Total":0}
Pub Date : 2000-07-01DOI: 10.1177/1948499200OS-100103
G. Barnes
Interpreting changing levels of self-efficacy while improving effective teaching behaviors can be one goal of teacher education programs. Undergraduate education majors often begin their teacher education programs with high levels of self-efficacy (a belief in one's capabilities). These levels of self-efficacy frequently decline as preservice teachers progress through their curriculum and make the transition to in-service teaching. A slight decline in these levels can be interpreted as a novice teacher's greater understanding of the complexity of the teaching process. Eighteen preservice string teachers evaluated their levels of self-efficacy with the Teacher Efficacy Scale (Guskey and Passaro, 1994) three times during an academic year. The preservice teachers were videotaped three times during regular teaching assignments at a community music program. They self-evaluated the teaching episodes by the means of a Music Teaching Observation Form (Kelly, 1984). Experienced educators also evaluated the tapes. Group and individual means indicated that ratings of teaching effectiveness by both preservice teachers and experienced educators increased while levels of self-efficacy decreased slightly. Several specific items from the Teacher Efficacy Scale and Music Teaching Teaching Observation Form had significant changes. Changing levels in self-efficacy did not have an influence on increased teaching effectiveness scores for this specific group of preservice teachers.
在改善有效的教学行为的同时解释自我效能感水平的变化可以成为教师教育计划的一个目标。本科教育专业的学生通常以高水平的自我效能感(对自己能力的信念)开始他们的教师教育项目。当职前教师在课程中取得进步并向在职教学过渡时，这些自我效能感水平往往会下降。这些水平的轻微下降可以解释为新手教师对教学过程的复杂性有了更好的理解。18名职前教师在一学年中使用教师效能感量表(Guskey and Passaro, 1994)对其自我效能感进行了三次测评。这些职前教师在一个社区音乐项目的常规教学任务中被录影了三次。他们通过音乐教学观察表对教学片段进行自我评价(Kelly, 1984)。经验丰富的教育工作者也对录像带进行了评估。团体和个人方法表明，职前教师和经验丰富的教育工作者的教学有效性评分都有所增加，而自我效能水平略有下降。教师效能感量表和音乐教学教学观察表的几个具体项目发生了显著变化。自我效能感水平的变化对这一特定的职前教师群体的教学效能得分的提高没有影响。
{"title":"Self-Efficacy and Teaching Effectiveness","authors":"G. Barnes","doi":"10.1177/1948499200OS-100103","DOIUrl":"https://doi.org/10.1177/1948499200OS-100103","url":null,"abstract":"Interpreting changing levels of self-efficacy while improving effective teaching behaviors can be one goal of teacher education programs. Undergraduate education majors often begin their teacher education programs with high levels of self-efficacy (a belief in one's capabilities). These levels of self-efficacy frequently decline as preservice teachers progress through their curriculum and make the transition to in-service teaching. A slight decline in these levels can be interpreted as a novice teacher's greater understanding of the complexity of the teaching process. Eighteen preservice string teachers evaluated their levels of self-efficacy with the Teacher Efficacy Scale (Guskey and Passaro, 1994) three times during an academic year. The preservice teachers were videotaped three times during regular teaching assignments at a community music program. They self-evaluated the teaching episodes by the means of a Music Teaching Observation Form (Kelly, 1984). Experienced educators also evaluated the tapes. Group and individual means indicated that ratings of teaching effectiveness by both preservice teachers and experienced educators increased while levels of self-efficacy decreased slightly. Several specific items from the Teacher Efficacy Scale and Music Teaching Teaching Observation Form had significant changes. Changing levels in self-efficacy did not have an influence on increased teaching effectiveness scores for this specific group of preservice teachers.","PeriodicalId":36814,"journal":{"name":"String Research Journal","volume":null,"pages":null},"PeriodicalIF":0.0,"publicationDate":"2000-07-01","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"65902029","PeriodicalName":null,"FirstCategoryId":null,"ListUrlMain":null,"RegionNum":0,"RegionCategory":"","ArticlePicture":[],"TitleCN":null,"AbstractTextCN":null,"PMCID":"","EPubDate":null,"PubModel":null,"JCR":null,"JCRName":null,"Score":null,"Total":0}
Pub Date : 2000-07-01DOI: 10.1177/1948499200OS-100104
Keitha L Hamann
Developing an effective string education system is the goal of educators and researchers alike. In order to do this educators need to be made aware of how students learn, what student attitudes affect learning and retention, and how effective programs address the many issues facing string educators. The purposes of this paper are to describe research related to the aptitude, attitude and achievement of individuals in string teaching/learning situations, to present research that describes interference to string learning such as injury, and to describe effective string programs both past and present. The paper is divided into three sections. The first section presents research related to string teaching while the second section focuses on string learners from preschool through adult. The third section describes both current and historical string programs.
{"title":"Teachers, Learners and Programs in String Education: A Review of Research","authors":"Keitha L Hamann","doi":"10.1177/1948499200OS-100104","DOIUrl":"https://doi.org/10.1177/1948499200OS-100104","url":null,"abstract":"Developing an effective string education system is the goal of educators and researchers alike. In order to do this educators need to be made aware of how students learn, what student attitudes affect learning and retention, and how effective programs address the many issues facing string educators. The purposes of this paper are to describe research related to the aptitude, attitude and achievement of individuals in string teaching/learning situations, to present research that describes interference to string learning such as injury, and to describe effective string programs both past and present. The paper is divided into three sections. The first section presents research related to string teaching while the second section focuses on string learners from preschool through adult. The third section describes both current and historical string programs.","PeriodicalId":36814,"journal":{"name":"String Research Journal","volume":null,"pages":null},"PeriodicalIF":0.0,"publicationDate":"2000-07-01","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"65902110","PeriodicalName":null,"FirstCategoryId":null,"ListUrlMain":null,"RegionNum":0,"RegionCategory":"","ArticlePicture":[],"TitleCN":null,"AbstractTextCN":null,"PMCID":"","EPubDate":null,"PubModel":null,"JCR":null,"JCRName":null,"Score":null,"Total":0}
Pub Date : 2000-07-01DOI: 10.1177/1948499200os-100105
Camille M. Smith
This study examined string programs in low socioeconomic level school districts where more than twenty-five percent of the children fell below the U.S. Census poverty level. The preliminary findings revealed a 28 percent decrease in the number of such districts that offered strings during the five-year period from 1994 (100) to 1999 (72). Questionnaires were sent to the remaining 72 districts that still had viable string programs with a response rate of 83.3 percent (60). The findings indicated that 90 percent of the districts offered orchestra at the high school level, 85 percent offered strings at the middle school level, and 70 percent offered beginning string classes at the elementary school level. It was also found that as school district size increased, strings were offered primarily in either performing arts or academically gifted schools. Findings related to string program funding indicated that one-third to one-half of the districts with less than 10,000 students or more than 30,000 students used outside funding sources to pay the teachers’ salaries and provide instruments. Among the outside funding sources identified were 1) private foundation grants, 2) corporate grants, 3) state arts grants, 4) federal government Title I funds, and 5) magnet school desegregation funds.
{"title":"String Programs in Low Socioeconomic Level School Districts","authors":"Camille M. Smith","doi":"10.1177/1948499200os-100105","DOIUrl":"https://doi.org/10.1177/1948499200os-100105","url":null,"abstract":"This study examined string programs in low socioeconomic level school districts where more than twenty-five percent of the children fell below the U.S. Census poverty level. The preliminary findings revealed a 28 percent decrease in the number of such districts that offered strings during the five-year period from 1994 (100) to 1999 (72). Questionnaires were sent to the remaining 72 districts that still had viable string programs with a response rate of 83.3 percent (60). The findings indicated that 90 percent of the districts offered orchestra at the high school level, 85 percent offered strings at the middle school level, and 70 percent offered beginning string classes at the elementary school level. It was also found that as school district size increased, strings were offered primarily in either performing arts or academically gifted schools. Findings related to string program funding indicated that one-third to one-half of the districts with less than 10,000 students or more than 30,000 students used outside funding sources to pay the teachers’ salaries and provide instruments. Among the outside funding sources identified were 1) private foundation grants, 2) corporate grants, 3) state arts grants, 4) federal government Title I funds, and 5) magnet school desegregation funds.","PeriodicalId":36814,"journal":{"name":"String Research Journal","volume":null,"pages":null},"PeriodicalIF":0.0,"publicationDate":"2000-07-01","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"65901833","PeriodicalName":null,"FirstCategoryId":null,"ListUrlMain":null,"RegionNum":0,"RegionCategory":"","ArticlePicture":[],"TitleCN":null,"AbstractTextCN":null,"PMCID":"","EPubDate":null,"PubModel":null,"JCR":null,"JCRName":null,"Score":null,"Total":0}
Environmental Practice is an Englishlanguage journal published quarterly by the National Association of Environmental Professionals. It serves an international audience of environmental professionals in practice and research. Environmental Practice is peer-reviewed and accepts original manuscripts that have not previously been published in whole or in part in a peerreviewed journal or in a widely available book. The general philosophy of the journal is outlined in the Mission Statement, which is reproduced in full at the end of the Table of
{"title":"Information to Contributors","authors":"","doi":"10.1093/jee/tov353","DOIUrl":"https://doi.org/10.1093/jee/tov353","url":null,"abstract":"Environmental Practice is an Englishlanguage journal published quarterly by the National Association of Environmental Professionals. It serves an international audience of environmental professionals in practice and research. Environmental Practice is peer-reviewed and accepts original manuscripts that have not previously been published in whole or in part in a peerreviewed journal or in a widely available book. The general philosophy of the journal is outlined in the Mission Statement, which is reproduced in full at the end of the Table of","PeriodicalId":36814,"journal":{"name":"String Research Journal","volume":null,"pages":null},"PeriodicalIF":0.0,"publicationDate":"1966-09-01","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"https://sci-hub-pdf.com/10.1093/jee/tov353","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"61589610","PeriodicalName":null,"FirstCategoryId":null,"ListUrlMain":null,"RegionNum":0,"RegionCategory":"","ArticlePicture":[],"TitleCN":null,"AbstractTextCN":null,"PMCID":"","EPubDate":null,"PubModel":null,"JCR":null,"JCRName":null,"Score":null,"Total":0}
京公网安备 11010802042870号
京ICP备2023020795号-1
扫码关注我们
求助内容：
应助结果提醒方式：