Thesis (M.A.)--Rowan University, 2005. / Typescript. Includes bibliographical references.

Thesis (M.A.)--Rowan University, 2005. / Typescript. Includes bibliographical references.

Thesis (Ph. D.)--Illinois State University, 1998. / Title from title page screen, viewed July 11, 2006. Dissertation Committee: Kenneth H. Strand (chair), George Padavil, Paul J. Baker, Rodney P. Riegle, Larry McNeal. Includes bibliographical references (leaves 163-172) and abstract. Also available in print.

Thesis (Ph.D.)--Bowling Green State University, 2007. / Document formatted into pages; contains x, 190 p. Includes bibliographical references.

Thesis (Ed.M.)--Boston University / This paper deals with the problem of subdividing an over-sized unit in ninth-grade civics on the topic, national government, into three shorter units. Then the paper takes up, more extensively, the organization and presentation of the last of the three units according to the principles and procedures set down in Fundanentals of Secondary-School Teaching and the course in the Unit Method at Boston University under the direction of Professor Roy O. Billett.

Thesis (M.S.)--Boston University / Purpose. It was the purpose of this study to analyze the musical experiences included in the elementary school, and to determine the direct effect of these experiences on musical growth in music reading readiness. Summary of the Findings. The literature revealed that the musical experiences, such as singing, rhythmic activities, playing instruments, listening, and the association of these experiences with music symbols are pertinent to music reading readiness. This study included the perusal of thirty one books, seven periodicals, twelve music texts and teacher manuals, two publications of learned organizations, and six theses. Each stressed the continuous developmental experiences which contribute to music reading readiness. The texts that dealt with music education in the elementary school traced developmental growth in reading readiness experiences through the first six grades. In the lower grades, emphasis was placed on developing awareness of sound and basic grasp of pitch and rhythmic patterns, always within a musical context of song literature. As the children proceeded through the intermediate grades progress in music was made through the development of increasing skills with symbols for rhythmic and tonal patterns. Thus music reading in the upper elementary grades was found to be built on continuously developing concepts and skills which were begun in the primary grades [TRUNCATED]

Thesis (Ed.M.)--Boston University

<p> This thesis project consists of the development of an eighth-grade lesson sequence written for students on Catalina Island in Southern California. It is written as part of a project developed by the Catalina Island Conservancy to promote the ecological awareness of students living on the island. It encompasses the three dimensions of the Next Generation Science Standards, highlights an outdoor component, and uses a 5E lesson framework. The lesson was reviewed by the Catalina Island Conservancy and by teachers experienced with the Next Generation Science Standards. Revisions were made based on their feedback. The lesson sequence focuses on a local endemic subspecies of bird in order to explore natural selection. Students learn about the bird, investigate its local habitat, compete in a natural selection simulation, and then make predictions about the fate of the bird due to a climatic change, using evidence collected throughout the lesson.</p><p>

<p> The purpose of this study was to compare the traditional grading and feedback systems used in most classrooms to a competency-based grading and feedback system. The traditional system used the familiar grading system of A, B, C, D and F applied to assignments. The competency model was based on providing students formative and summative feedback regarding their achievement toward proficiency of specific skills and concepts. </p><p> This quasi-experimental action research study had a control group and an intervention group comprised of general education and special education sixth grade students in language arts classes. Quantitative data in the form of student achievement scores and student survey responses was analyzed. Qualitative data in the form of teacher interview responses was analyzed. </p><p> Overall there was no statistically significant change in the MAP reading scores between the control and intervention group. However, when the variables of time, group and gender from an ANOVA were analyzed, the males in the intervention group showed a statically significant increase in achievement. This achievement was regardless if the male was an IEP or non-IEP student. Overall, the results do not show that either the control or intervention group sees the feedback as effective. However, the results of the girls&rsquo; responses in the control group were statistically significant. The girls in the control group did see the provided feedback as effective. The teachers&rsquo; interview responses provided three main themes, which included students applied feedback more in the competency-based classroom than in the traditional classroom. Both teachers used the feedback to adjust curriculum and instruction. Additionally, the intervention teacher pointed out that more time is needed to help students apply the competency-based system. </p><p> Based on this study, the first recommendation is to implement competency-based grading and feedback processes. The second recommendation is that formative and summative feedback processes based on proficiencies be implemented to assists students in identifying their understanding of and performance on skills and concepts. Recommendations for future studies include having a larger sample size and continuing the study for a longer period of time.</p><p>

<p> The purpose of this research was to examine the potential relationship between students&rsquo; degree of familiarity with repertoire common to beginning band method books and aural-based music achievement after one year of study. Three research questions guided this study: (1) Which songs from the Familiar Repertoire Survey (FRS) are reported as being the most and least familiar to the sample? (2) For a familiar song, &ldquo;Lightly Row,&rdquo; can FRS scores predict (a) Familiar Music Achievement Singing Test (FMAST) scores, (b) Familiar Music Achievement Playing Test (FMAPT) scores, (c) Familiar Music Achievement Improvisation Singing Test (FMAIST) scores, and (d) Familiar Music Achievement Improvisation Playing Test (FMAIPT) scores? (3) For an unfamiliar song, &ldquo;Finish Line,&rdquo; can FRS scores predict (a) Unfamiliar Music Achievement Singing Test (UMAST) scores, (b) Unfamiliar Music Achievement Playing Test (UMAPT) scores, (c) Unfamiliar Music Achievement Improvisation Singing Test (UMAIST) scores, and (d) Unfamiliar Music Achievement Improvisation Playing Test (UMAIPT) scores? </p><p> Participants (<i>N</i> = 17) were fifth and sixth grade students enrolled in their second year of beginning band in a New Jersey elementary school. I created two measurement instruments: FRS, designed to gauge the breadth and depth of students&rsquo; familiarity with songs common to beginning band method books, and the Music Achievement Test (MAT) designed to measure aural-based music achievement in singing, playing by ear, and improvising on a familiar and unfamiliar song. </p><p> In the first session, participants completed FRS by listening to songs common to beginning band books and completing a Likert-type survey on their familiarity with each song. Later, participants watched MAT through an interactive video which prompted them to complete eight musical subtests. I recorded all performances. Judges rated each performance with two rating scales. </p><p> I analyzed the frequency of responses for each song and found &ldquo;Hot Cross Buns,&rdquo; &ldquo;Jingle Bells,&rdquo; &ldquo;Pierrot,&rdquo; &ldquo;Lightly Row,&rdquo; and &ldquo;London Bridge&rdquo; to be the most familiar songs. Through linear regressions, I analyzed the ability of FRS to predict MAT scores. I found a significant regression equation between FRS and its ability to predict FMAST scores and UMAIST scores. </p><p> The current exploratory study contained many limitations which restricts its generalizability to other beginning band populations; however, six conclusions can be made. Familiarity with common beginning band repertoire as represented by a selection of 24 songs common to beginning band method books does not predict students&rsquo; achievement (a) singing an unfamiliar song, (b) demonstrating through singing improvisation based on a familiar song, (c) playing by ear a familiar or unfamiliar song, and (d) improvising on an instrument, whether improvising within the context of a familiar or unfamiliar song. Familiarity with common beginning band repertoire does predict students&rsquo; achievement (a) singing a familiar song and (b) demonstrating through singing improvisation based on an unfamiliar song.</p><p>