Thesis (M.Ed.)--Murdoch University, 2006. / Thesis submitted to the Division of Arts. Bibliography: leaves 169-183.

Thesis (Ed.D)--Teachers College, Columbia University. / Typescript; issued also on microfilm. Sponsor: Harold F. Abeles. Dissertation Committee: Robert Stephens. Bibliography: leaves 144-155.

Thesis (Ed.D.)--Teachers College, Columbia University. / Typescript; issued also on microfilm. Sponsor: Pogonowski. Dissertation Committee: Abeles. Bibliography: leaves 241-245.

Thesis (Ed.D.)--Teachers College, Columbia University, 1996. / Typescript; issued also on microfilm. Sponsor: Harold F. Abeles. Dissertation Committee: Richard Charles Sang. Includes bibliographical references (leaves 113-116).

Thesis (M.I.T.)--The Evergreen State College, 2009. / Title from title screen (viewed 7/30/2009). Includes bibliographical references (leaves 114-117).

Thesis (D.M.A.)--University of Oregon, 2002. / Reproduced from typescript. Includes vita and abstract. Includes bibliographical references (leaves 240-261).

In view of the lack of an appropriate instrument to measure primary school music teachers' concerns about teaching music to students with special educational needs in inclusive classrooms in Hong Kong, this research intends to fill the research gap by developing and validating the Music Teachers' Concerns of Inclusive Music Teaching Scale (CIMTS) for addressing these concerns. Specifically, this study aims at: (1) Developing and validating the CIMTS, (2) Assessing its psychometric properties, (3) Exploring primary school music teachers' levels of concern about inclusive music teaching, and (4) Predicting their CIMTS scores with a number of psychological, personality, and environmental variables which are hypothesized to correlate with the CIMTS. Different methods with two samples of primary school music teachers were involved in the development, validation, and prediction of the CIMTS. Regarding development, sequential mixed method involving qualitative analysis was employed to generate, pilot-test, and refine the initial pool of question items. Concerning validation (N = 309), quantitative analysis using item analysis was conducted to evaluate and refine the CIMTS, assessing its internal consistency and construct validity. Specifically, Exploratory Factor Analysis, Confirmatory Factor Analysis, SEM estimation, and Multi-trait and Multi-method analysis were performed to establish evidence of convergent and discriminant validity. Referring to prediction (N = 224), hierarchical multiple regression analysis was conducted to examine if the chosen psychological, personality, and environmental variables in the hypothesized model were significant predictors of the scores on the CIMTS. Results indicated that the 25-item CIMTS possessed adequate evidence of validity as well as satisfactory reliability regarding the overall scale and its five factors (Learning Support, Learning Obstacle, Resource, Training, as well as Curricular Design and Assessment). While the level of primary school music teachers' concerns for the Resource factor was found to be the highest among the five factors, Openness-to-Experience and School Climate were shown to be the strongest predictors of their scores on the CIMTS in the hypothesized model. With the development and validation of the CIMTS, this research not only filled the research gap in inclusive music education, but also aroused policy-makers' and music educators' awareness of teachers' needs for formal training in special education and for resource allocated to inclusive music teaching. For future research, with addition of new items, the CIMTS could be expanded in its domain coverage, refined, and revalidated with different samples. Further exploration of possible correlates of the CIMTS should be pursued.

Made available in DSpace on 2014-06-11T19:24:56Z (GMT). No. of bitstreams: 0 Previous issue date: 2012-02-29Bitstream added on 2014-06-13T20:52:51Z : No. of bitstreams: 1 massaro_m_me_mar.pdf: 900163 bytes, checksum: 8d1355ae6aaa0b4f951d1567d3279148 (MD5) / Conselho Nacional de Desenvolvimento Científico e Tecnológico (CNPq) / Os recursos de comunicação suplementar e alternativa podem colaborar para o processo de aquisição e desenvolvimento da linguagem, para o desenvolvimento da competência comunicativa e também podem inserir o aluno com deficiência e necessidades complexas de comunicação em diferentes atividades pedagógicas, colaborando assim, para o processo de ensino e aprendizagem. Além disso, a literatura tem discutido que a música adaptada por meio de sistemas de comunicação suplementares e alternativos pode ser um recurso importante para trabalhar diversos conteúdos acadêmicos. Nesse contexto, o objetivo dessa pesquisa foi identificar a participação de um grupo de alunos com deficiência nas atividades pedagógicas por meio de músicas infantis adaptadas com sistemas de comunicação suplementares e alternativos. Participaram da pesquisa uma classe da Educação Infantil que possui sete alunos com deficiência e severa complexidade de comunicação, a professora, duas auxiliares de sala e três classes do ensino regular. A coleta de dados foi realizada no período de maio a dezembro de 2010. Para o desenvolvimento da pesquisa, aplicou-se um programa de comunicação alternativa, constituído de três etapas. Na primeira etapa ocorreram orientações sistemáticas a respeito de linguagem e comunicação, apresentação dos sistemas de comunicação suplementares e alternativos e o vínculo dos sistemas com as questões de comunicação e a aprendizagem da leitura e escrita à professora; foi identificado o currículo da escola e obteve conhecimento do planejamento pedagógico da sala de aula. Na segunda etapa foram identificadas as habilidades dos alunos e a rotina da escola por meio de entrevistas com a professora... / Augmentative and Alternative Communication Resources have proven to be helpful in the processes of language acquisition and development as well as to the development of communicative competence and in the insertion of students with disabilities and complex communication needs into a variety of pedagogical activities, thus collaborating with the teaching-learning process. Furthermore, literature on the subject has argued that music, adapted through Augmentative and Alternative Communication Systems, can be an important resource in approaching several academic subjects. In this context, the goal of this research was to investigate the participation of a group of disabled students in pedagogical activities by means of children’s songs adapted through Augmentative and Alternative Communication Systems. Participants were a class of seven Preschool students with disabilities and severe communication complexity, along with their teacher, two auxiliary and three classes of regular education. Data collection took place between May and December, 2010. For the development of this research, a 3-tier Alternative Communication Program was applied. In the first phase, the teacher was provided with systematic guidance concerning language and communication, Augmentative and Alternative Communication Systems as well as the link between such systems and communication issues and the acquisition of literacy. In addition, the school curriculum and the class pedagogical planning were identified. In the second phase, by means of interviews with the teacher, the school’s routine and the student’s abilities were identified. The third step consisted in the creation and adaptation of resources through Augmentative... (Complete abstract click electronic access below)

Orientador: Débora Deliberato / Banca: Rita de Cássia Tibério Araújo / Banca: Dionísia Aparecida Cusin Lamônica / Resumo: Os recursos de comunicação suplementar e alternativa podem colaborar para o processo de aquisição e desenvolvimento da linguagem, para o desenvolvimento da competência comunicativa e também podem inserir o aluno com deficiência e necessidades complexas de comunicação em diferentes atividades pedagógicas, colaborando assim, para o processo de ensino e aprendizagem. Além disso, a literatura tem discutido que a música adaptada por meio de sistemas de comunicação suplementares e alternativos pode ser um recurso importante para trabalhar diversos conteúdos acadêmicos. Nesse contexto, o objetivo dessa pesquisa foi identificar a participação de um grupo de alunos com deficiência nas atividades pedagógicas por meio de músicas infantis adaptadas com sistemas de comunicação suplementares e alternativos. Participaram da pesquisa uma classe da Educação Infantil que possui sete alunos com deficiência e severa complexidade de comunicação, a professora, duas auxiliares de sala e três classes do ensino regular. A coleta de dados foi realizada no período de maio a dezembro de 2010. Para o desenvolvimento da pesquisa, aplicou-se um programa de comunicação alternativa, constituído de três etapas. Na primeira etapa ocorreram orientações sistemáticas a respeito de linguagem e comunicação, apresentação dos sistemas de comunicação suplementares e alternativos e o vínculo dos sistemas com as questões de comunicação e a aprendizagem da leitura e escrita à professora; foi identificado o currículo da escola e obteve conhecimento do planejamento pedagógico da sala de aula. Na segunda etapa foram identificadas as habilidades dos alunos e a rotina da escola por meio de entrevistas com a professora... (Resumo completo, clicar acesso eletrônico abaixo) / Abstract: Augmentative and Alternative Communication Resources have proven to be helpful in the processes of language acquisition and development as well as to the development of communicative competence and in the insertion of students with disabilities and complex communication needs into a variety of pedagogical activities, thus collaborating with the teaching-learning process. Furthermore, literature on the subject has argued that music, adapted through Augmentative and Alternative Communication Systems, can be an important resource in approaching several academic subjects. In this context, the goal of this research was to investigate the participation of a group of disabled students in pedagogical activities by means of children's songs adapted through Augmentative and Alternative Communication Systems. Participants were a class of seven Preschool students with disabilities and severe communication complexity, along with their teacher, two auxiliary and three classes of regular education. Data collection took place between May and December, 2010. For the development of this research, a 3-tier Alternative Communication Program was applied. In the first phase, the teacher was provided with systematic guidance concerning language and communication, Augmentative and Alternative Communication Systems as well as the link between such systems and communication issues and the acquisition of literacy. In addition, the school curriculum and the class pedagogical planning were identified. In the second phase, by means of interviews with the teacher, the school's routine and the student's abilities were identified. The third step consisted in the creation and adaptation of resources through Augmentative... (Complete abstract click electronic access below) / Mestre

'There is more to a song than meets the ear' to paraphrase an old adage. This 'more' refers particularly to certain songs in which the acoustic properties of the music move in confluence with spoken English. This 'more' refers to a particular process through which children learn songs, and once learned engage with them as objects of thought and represent them in symbol. This 'more' refers to particular songs as events aptly suited to circumscribe the temporal/spatial, perceptual/motor, emotional/social, imaginative/cognitive engagement of children-as-learners. The dissertation is a narrative in which the author traces the story of her transformation from being a successful symbol-to-sound music teacher, to becoming a sound-to-symbol educator of children and the teachers of children. / Education, Faculty of / Curriculum and Pedagogy (EDCP), Department of / Graduate