Thesis (Ed.D.)--Teachers College, Columbia University, 1995. / Typescript; issued also on microfilm. Sponsor: Lenore Pogonowski. Dissertation Committee: Margaret Jo Shepherd. Includes bibliographical references (leaves 95-109).

Thesis (Ph. D.)--University of Missouri-Columbia, 2004. / Typescript. Vita. Includes bibliographical references (leaves 143-152). Also available on the Internet.

Thesis (Ph. D.)--University of Missouri-Columbia, 2004. / Typescript. Vita. Includes bibliographical references (leaves 143-152). Also available on the Internet.

Thesis (M.A.)--University of North Carolina at Chapel Hill, 2003. / Includes bibliographical references (leaves 21-22). Also available online (PDF file) by a subscription to the set or by purchasing the individual file.

Thesis (M.M.)--University of Michigan, 1943.

Thesis (M.M.)--University of Michigan, 1943.

Thesis (M.A.)--University of North Carolina at Chapel Hill, 2003. / Includes bibliographical references (leaves 21-22).

The purpose of this study was to examine Japanese high school students' motivation in band as it relates to the gender of the band director and the student. A total of 790 band students from 20 Japanese high schools (10 male and 10 female band directors) completed a modified version of the Academic Motivation Scale (AMS). The scale is based on Deci and Ryan's self-determination theory and was modified from the original so it could be used with Japanese music students. It consists of 28 items describing why students play in a band. The students indicated a level of agreement for each reason according to 7-points on a Likert-type scale. Reasons were categorized into three types intrinsic motivation, three types of extrinsic motivation, and amotivation. The score of JAMSM was used as parametric data and analyzed using a two-way multivariate analysis of variance (MANOVA) to find any significant (p < .05) main effects or interactions among variables when compared by gender of the director and gender of the student. The results of the study showed that there were no significant differences (p < .05) by gender of band directors for all of the motivational types. This result indicates the female band directors are as effective as male band directors in terms of motivating students to play in a band. Additional findings include (1) male students seem to be more extrinsically motivated than are female students, (2) friend related reasons and fondness for music and/or instruments are important reasons for students to play in a band, (3) public school students seem to be more intrinsically motivated than private school students whereas private school students seem to be more extrinsically motivated than public school students. Implications for music education and further research are discussed.

<p> The purpose of the qualitative single-case study was to explore and gain deeper understanding of instructor responsibility within hybrid learning courses from the perspective of higher education music students. Two research questions guided the case study: (a) How do higher education music students perceive their instructors&rsquo; responsibility for cognitive, social, and instructional presences along with their expectations of content development and quality of feedback in hybrid learning courses? (2) What do higher education music students perceive as valuable instructor responsibilities in hybrid learning courses? From a triangulated case study, data were collected via demographic and Community of Inquiry questionnaires along with individual one-on-one interviews with participants. Data were analyzed using Atlas.ti8 software with open and list coding. Themes were derived from the codes to adequately arrange, analyze, and organize participant perspectives. The exploration led to discovering the five main themes representing a large spectrum of expectations students had of their hybrid instructor&rsquo;s responsibilities including, (a) assignments, (b) communication and online presence, (c) engagement, (d) feedback, and (e) curriculum. Through the nature of the in-depth case study investigation, various perceived and expected hybrid instructor responsibilities, qualities, and values were also revealed from the students including an overall view of the hybrid learning structure. As more distance and hybrid courses were built, higher education institution leaders increasingly needed to be in tune with their students&rsquo; instructor expectations and learning needs. </p><p>

Semi-occluded vocal tract exercises (SOVTEs) have been a topic of research and interest among voice specialists for over three decades. An SOVTE is "any exercise in which the vocal tract is made partially closed at or near the lips." When this kind of occlusion occurs there are numerous consequences that follow, but of primary interest is a beneficial change of impedance. These beneficial changes are still being studied, but efficiency in phonation, as well as a shift in the configuration of the vocal folds during phonation are two significant findings thus far. Efficiency in vocal production is paramount to a performer's vocal health. Therefore, a dissipating impedance or a hindering reactance would be undesirable. Research over the last three decades has largely addressed the degree of reactive inertance possible through such impedance and its health benefits on the speaking and singing voice. The performing arts health aspects of these benefits are increasingly relevant to professional voice users. Although research on SOVTEs has become plentiful and widely available to voice teachers, it is unknown how or if this population is digesting the current performing arts health research and implementing it within their vocal instruction. Understanding the extent to which SOVTE science is known and implemented by the current voice-teaching population could inform the current and future voice-science community on how to best alter the dissemination of upcoming research.