Thesis (M.S.)--Baylor University, 2004. / Includes bibliographical references (leaves 94-98).

Thesis (M.A.)--University of North Carolina at Chapel Hill, 2005. / Includes bibliographical references (leaves 82-85).

Thesis (Ed. D.) University of Missouri-Columbia, 2006. / The entire dissertation/thesis text is included in the research.pdf file; the official abstract appears in the short.pdf file (which also appears in the research.pdf); a non-technical general description, or public abstract, appears in the public.pdf file. Title from title screen of research.pdf file (viewed on August 8, 2007) Includes bibliographical references.

Thesis (M.S.)--Portland State University, 2005. / Includes bibliographical references (leaves 29-30). Also available online (PDF file) by a subscription to the set or by purchasing the individual file.

Thesis (M.S.)--Portland State University, 2005. / Includes bibliographical references (leaves 29-30).

Thesis (M.A.)--University of North Carolina at Chapel Hill, 2005. / Includes bibliographical references (leaves 82-85). Also available online (PDF file) by a subscription to the set or by purchasing the individual file.

Doctor of Philosophy / Curriculum and Instruction Programs / Jana Fallin / The purpose of this study was to test student achievement in the course of one semester while enrolled in an Aural Skills music classroom. The research used the framework from Caine and Caine’s 1991 Brain/Mind Learning Principles (later revised and republished in 2005 by Caine, Caine, McClintic and Klimek) and Jensen’s Brain-Compatible Teaching theory (1997). The research was completed at a mid-American university. Treatment classrooms taught using strategies to implement novelty, student engagement, and scaffolding success techniques based on a subset of Caine’s et al. Brain/Mind Learning Principles. The researcher used a quasi- experimental design with a treatment and control group, gathering quantitative pre-test/post-test data from student assessments before and after the implementation of the research-based brain- compatible strategies in the university Aural Skills classroom. The study followed four graduate teaching assistants who were new to collegiate teaching over the course of a semester; two were put in a training program and trained on how to create novelty, perpetuate student engagement, and build levels of success and two were left alone, to continue with a lecture style of teaching. At the end of the study, student test scores were examined to determine significance of the treatment. Results of this study are inconclusive, due to a methodology fail during the grading of the pre and post-tests. In the final chapter, preliminary findings indicate that academic gains were maintained within the control classes of Aural Skills I and III, and academic gains were maintained within the treatment class of Aural Skills II. The study is concluded with a discussion on methodological improvements necessary to provide reliable results within the bounds of educational research.

BACKGROUND: In the U.S., more than two-thirds of college and university students report gambling in the past year. Although most U.S. college students gamble without experiencing clinically significant symptoms, they do experience more problems compared to more mature adult populations. It is estimated that 16.3% of U.S. college students experience clinical or subclinical gambling disorder. Gambling disorder is a serious mental health problem on college campuses with the potential for negative academic, financial, and mental health outcomes. This study is only the second to assess college gambling policies in the U.S. and the first to assess college gambling policies at two time-points. METHODS: To gather gambling policies and supporting web-based materials, I completed extensive searches of websites for 117 U.S. colleges and universities. I assessed each school’s policies and supporting web-based materials using a modified version of Shaffer et al.’s (2005) gambling policy assessment. The policy-coding instrument includes questions about state-level gambling characteristics, school-level characteristics, school gambling policies, and implementation of the Task Force on College Gambling Policy’s 2009 recommendations. RESULTS: A previous assessment of gambling policies among this sample of U.S. colleges and universities found that only 25 had a gambling policy. By the beginning of the 2016-17 academic year, a review of each college and university’s policies revealed that 82 colleges and universities (70.1%) now have a gambling policy, representing a 228% increase. This follow-up assessment further explores college and university gambling policies by reviewing the location and scope of those policies, plus whether certain state or college/university characteristics are associated with having a gambling policy in 2017. CONTRIBUTION: In addition to the study findings, I provide college and university health practitioners with a guide to assess, select, and implement problem gambling policies and programs that are responsive to their campus needs based on SAMHSA’s Strategic Prevention Framework.

abstract: Pre-collegiate clarinet instructors are often challenged to teach students both fundamental skills and repertoire with limited instructional time. Insufficient time may cause fundamental skills to be addressed at the expense of repertoire or repertoire study may limit time spent on fundamental development. This document provides a suggested repertoire list that categorizes pre-collegiate clarinet literature based on the fundamental skill addressed in each included piece. Teachers can select repertoire that allows students to concurrently refine a fundamental skill while preparing a piece for performance. Addressed fundamental topics include embouchure, expanding the range into the clarion and altissimo registers, articulation, breathing, intonation, finger technique, and musicality. Clarinet method books and treatises were studied to determine which fundamental concepts to include and to find established teaching techniques recommended by pedagogues. Pre-collegiate clarinet instructors were surveyed to determine which pieces of clarinet repertoire were frequently studied in their private lesson curriculum and why, and if they used specific pieces in order to isolate a fundamental skill. Literature found in repertoire lists, repertoire books, on-line catalogs, and from the survey results was examined. Repertoire was selected for inclusion if it contained passages that were analogous to the established teaching strategies. / Dissertation/Thesis / Doctoral Dissertation Music 2014

abstract: The percussion jazz ensemble is a long-established yet rare component of 21st century percussion studios in the United States. While many American collegiate programs have percussion ensembles that perform jazz-based pieces, none are identified as a “percussion jazz ensemble.” This may be for a variety of reasons. Professors may not have considered adding a percussion jazz ensemble to their program because of its scarcity in American universities. Including such a class would be challenging if the instructors did not feel comfortable or familiar enough with jazz idioms and vernacular. Additionally, very few compositions or arrangements are available for this group. While there are several method books on jazz vibraphone, there are no pedagogical resources designed specifically for the percussion jazz ensemble. The purpose of this document is to provide historical context, curricula, resource materials, and arrangements necessary for establishing a percussion jazz ensemble at the collegiate level. The end result will be to demonstrate the importance of an ensemble such as this for aspiring percussionists and motivate institutions focused on Western classical music to incorporate jazz elements into their percussion program. Research conducted for this project was limited to academic universities, pedagogical approaches, and ensembles found only in the United States and will not include a survey of those outside this country. / Dissertation/Thesis / Doctoral Dissertation Music 2016