The purpose of this study was to contribute research literature for readers interested in the exemplary curricular content and processes found in the beginning string classes of selected Indiana middle/junior high schools. Roots for this descriptive study were: (1) principles of Discipline-Based Music Education (DBME), (2) related literature written by expert music education theorists, (3) research data contributed by general education theorists, (4) data gathered from the business world supporting quality endeavors and (5) views of randomly- selected Indiana string education practitioners regarding their frequencies-of-use of the DBME components (in the Indiana 1994 Music Curriculum Guide) to guide students in attaining the eighteen proficiencies ( in the Indiana 1987 Music Curriculum Guide).The sample for the study consisted of sixty Indiana teachers of beginning middle/junior high school string classes (grades five through eight). Thirty-nine educators responded to the survey. The writer developed an original questionnaire to find which curriculum guide(s) the teachers had and how frequently they used the DBME components-criticism, history, aesthetics and production-to guide their students to attain the eighteen proficiencies listed in the 1987 Indiana curriculum guide.Circumstances proved favorable for the writer to formally visit and observe eight teachers working with classes at their schools. Qualitative observations controlled by three objective documents provided criteria to describe the processes apparent during the visits.This study indicated the following favored perspectives for teaching the eighteen proficiencies-in order: production, criticism, aesthetics and history. An in-service to describe the purpose and extensions of the plan might ease any apprehension of this new framework for teaching music as a core subject. The data suggested that fifty-four percent of the sample may be using the components of the DBME paradigm.Proficiency guidance was noted as lacking in attention regarding horizontal and vertical form, instrumental family sounds, basic interpretive skills, improvisation, composing and arranging, conducting, evaluation and developing an understanding of the role of music as an avocation and career. Perhaps, an approach stimulated by the framework of DBME will allow a stretch into these proficiencies and ignite new understandings. / School of Music

The purpose of the study was to determine the impact, if any, of No Child Left Behind (NCLB) on middle level characteristics (e.g. interdisciplinary teams, common planning time, heterogeneous grouping, interdisciplinary curriculum, and advisory programming) in Indiana middle level schools as assessed by building principals, and if those characteristics have increased, decreased, or remained consistent as a result of NCLB. The research also included demographic information (e.g. age of respondents, years in administration, years in current position), university/certification training on the specific needs of young adolescents, current Adequate Yearly Progress status under NCLB, improvement in mathematics and/or language arts as measured by ISTEP, and adjustments to the daily schedule to provide more time for mathematics and/or language arts classes. In addition, respondents were surveyed regarding the increase in remediation classes, both in place of elective and core classes, and the expansion of grade retention.The population for the study included all Indiana public schools that include grade seven as reported by the 2006-2007 Indiana Department of Education School Directory. The sample did not include principals of Indiana Department of Correction schools or alternative schools. The survey instrument was mailed to 420 principals. At the close of the survey window, 274 surveys had been returned for a 65 % return rate.The findings indicate a greater level of implementation of middle level characteristics as a result of No Child Left Behind in all areas with the exception of wide participation in exploratory activities. Data also indicates a narrowing of the curriculum for young adolescent students as more students are removed from core classes and exploratory classes to spend extended time in mathematics and/or language arts classes, There has also been a dramatic increase in schools utilizing grade retention as a result of NCLB. / Department of Educational Leadership