The primary purpose of this study was to compare two methods of instruction for teaching music listening to upper elementary children--an experimental approach utilizing the 4MAT instructional model of Bernice McCarthy and a conventional approach based on textbook materials. The investigator employed the 4MAT model for incorporating a holistic and whole-brain approach into music listening instruction. The study compared mean differences on two dependent variables, attitude and achievement test scores, between two groups (teaching methods) and two grade levels (fourth and fifth grades). Analyses of variance (ANOVA) were used to assess both primary and secondary data regarding gender, grade, and teacher. The researcher also analyzed subjective observations of participating teachers.Subjects were 440 fourth and fifth grade students from two suburban schools randomly assigned to intact classes and equally divided between grades to 4MAT or conventional instruction. Each class heard three classical music selections within a six-lesson framework. The investigator assessed subjects' attitudes toward classical music and their music knowledge after instruction.No significant effects resulted for instructional method. Further investigation of gender, grade, and teacher suggested some interactions for attitude: attitudes of 4MAT-instructed males of Teacher A tended to be more positive than those of conventionally-instructed males; the fourth grade sample produced greater gains for Teacher A in the 4MAT condition and for Teacher B in the conventional condition; three-fourths of the fifth grade cells in the 4MAT condition showed gain, and three-fourths in the conventional condition showed decline.Regardless of instructional method, males showed a significantly more positive attitude than females; fifth grade subjects tended to be more positive than fourth grade subjects; significant difference in attitude between students of the two teachers might be ascribed to socioeconomic standard or academic achievement level.Conclusions: (1) furnishing students with opportunities for hearing classical music is likely to produce improved attitudes toward classical music; (2) if the goal of music listening instruction is to provide students with cognitive and affective experiences, and to benefit from findings regarding musical behavior, brain research, and individual differences, the 4MAT instructional model offers a viable approach for listening lessons. / School of Music

The purpose of the study was to examine the relationship between preferred learning styles and prevailing personality types among traditional age college students and adult learners. Participants in the study were enrolled in either the undergraduate program at Marion College or the Leadership Education for Adult Professionals (LEAP) program at Marion College. Kolb's learning style inventory and the Performax Personality Profile (DISC) were self-administered to 221 traditional students and 253 adult learners. Kolb's learning style inventory was used to identify each learner's preferred style of learning: converger, accommodator, diverger, or assimilator. The Performax personality profile was used to identify each learner's prevailing personality type: dominant,influencer, steadiness, or compliant. Factors including learners' age, gender, and occupation were also considered.A pilot study had indicated a high correlation between learning style preference and personality type among adult learners. Data from the full study was subjected to a multivariate analysis of variance. Findings derived from this analysis indicated the relationship between learning style preference and personality type was predictable at the .000 level of confidence for participants of all ages. Dominant personality types preferred converger learning styles, influencer personality types preferred accommodator learning styles, steadiness personality types preferred diverger learning styles, and compliant personality types preferred assimilator learning styles.The overall age effect was significant at the .02 level of confidence. Younger adults (26-37) preferred abstract conceptualizations over concrete experiences significantly more than older adults (38-56) or traditional students.The accommodator learning style was significantly more predominant among adult learners; the diverger learning style was slightly more predominant among traditional students. Participants were, however, represented in all four-of Kolb's preferred learning styles for both traditional and adult learners.Gender was not found to be a significant predictor of learning style preference. Occupational choices, likewise, were not determined by this study to be significantly related to learning style preference or personality type.To the extent that participants in this study were representative of learners in general, the following implications appear warranted:Since students of all ages were represented in all four learning style categories, educators should be prepared to be flexible in teaching styles in order to meet varying individual learner needs.Learners should be given opportunities to expand their learning style range, to move through all four stages of Kolb's learning cycle.An awareness of a students personality type may enhance a teacher's understanding of the students learning needs. An understanding of personality type may also enhance interpersonal relationships both in and outside of the classroom.Students should be assisted in recognizing and understanding their own personality type and how it relates to their learning and work experiences. This understanding should facilitate lifelong learning for all individuals. / Center for Lifelong Education

The purpose of this study was to examine the effect of revision and no-revision upon the quantity and quality of written expression of fourth grade students. The study was additionally designed to observe if the relationship between the above variables was affected by a third variable, cognitive style.Data from 120 fourth grade students was analyzed in a two way multivariate analysis of variance. One independent variable consisted of two levels: revision/no revision. The other independent variable, cognitive style, consisted of four levels: reflective, fast/accurate, impulsive, slow/inaccurate. Equal numbers of subjects of each of the four levels of cognitive style were randomly assigned to revision or no-revision levels.There was no significant difference between non-revised and revised compositions across all dimensions of cognitive style considering the length and quality of the written product as the criteria for performance. Revised compositions were neither significantly longer nor rated significantly higher in quality than non-revised compositions.There was no significant difference between the cognitive style of students when composition length was examined. No category of cognitive style wrote significantly longer compositions than any other category.However, when the rated quality of the compositions was considered, there were two significant differences observed among the cognitive style groups. Students with a fast/accurate cognitive style wrote compositions that were rated significantly higher in quality than students who had an impulsive style. Also, fast/accurate students wrote significantly better compositions than students with a slow/inaccurate cognitive style. Reflective students did not differ significantly from any other group.The procedures used in this study to require fourth grade students to revise their compositions might not have provided for stimuli to exceed the assumed revising that occurs during the writing process itself. However, this study provided some support to the position that individual differences in processing information, i.e., cognitive style, had an effect on written expression.

No description available.

Thesis (Ph. D.)--Oregon State University, 1989. / Typescript (photocopy). Includes bibliographical references (leaves 111-141). Also available on the World Wide Web.

Thesis (M. Ed.)--University of Adelaide, Dept. of Education, 1990. / Includes bibliographical references (leaves 99-112).

Thesis (Ph.D.)--University of Oulu, 2008. / Extra t.p. with thesis statement and abstract inserted. Includes bibliographical references (p. 187-196).

Thesis (MS)--Montana State University--Bozeman, 2008. / Typescript. Chairperson, Graduate Committee: Michelle L. Meade. Includes bibliographical references (leaves 29-32).

Thesis (Ph. D.)--Cornell University, May, 1979. / Includes bibliographical references (leaves 166-172). Also issued in print.

Thesis (Ph.D.)--Ohio University, November, 2007. / Title from PDF t.p. Includes bibliographical references.