Thesis (Ed.D.)--Teachers College, Columbia University, 1964. / Typescript; issued also on microfilm. Includes tables. Sponsor: Ernest E. Harris. Dissertation Committee: Gladys G. Tipton. "Handbook for student teaching in music": leaves 162-182. Includes bibliographical references.

Thesis (Ed.D.)--Boston University.

No description available.

The purpose of this project was to examine the perceptions of private studio-based music teachers regarding recruitment and retention of students. Gaining insight and understanding into the careers of private studio-based music teachers is a way to help practicing teachers and educate students who aspire to have a similar career path. Research questions included: (a) How do students and teachers become acquainted with one another? (b) What strategies do private studio-based teachers use to attract students? (c) What factors impact the effectiveness of recruitment and retention strategies used by private studio-based music teachers? (d) Why do students choose to begin privately studying music? (e) Why do students discontinue lessons? Ultimately, private studio-based teachers were found to rely on many factors and phenomena to help them recruit new students. Word of mouth, location, reputation, presence in schools, and performance were discovered to be common attractions to potential students. After a student began lessons the following aspects impacted the retention period: Enjoyment or fun, achievement, teaching methods, distractions, parental involvement, and the teacher’s perception of retention. / School of Music

Thesis (Ph. D.)--University of Florida, 2006. / Title from title page of source document. Document formatted into pages; contains 195 pages. Includes vita. Includes bibliographical references.

Thesis (Ph. D.)--University of Oklahoma, 1990. / Includes bibliographical references (leaves 169-176).

The purpose of this study was to determine the relationship between the undergraduate music education methods class curriculum and the amount of time music concepts and activities were used each week in the classrooms of in-service elementary teachers. A secondary purpose was to determine the differences among in-service elementary teachers' use of music concepts and activities in their classrooms by selected background factors. Subjects (n=416) were randomly selected elementary classroom teachers from the states of Georgia (n=106), North Carolina (n=101), South Carolina (n=100), and West Virginia (n=109). A researcher-developed questionnaire was mailed to principals who distributed the questionnaire to the teachers and secured their return. The questionnaire explored background factors of the subjects, the degree to which they experienced 17 music activities and concepts in their undergraduate music methods class, and the frequency with which they used these activities and concepts in their own classrooms.A discriminant analysis procedure was utilized to determine whether the variable clusters considered simultaneously were significant predictors of the amount of time elementary classroom teachers' use music in their classroom (n = 297). Of the three variable cluster groupings, two were found to contribute uniquely to the definition of the discriminant function. Over 42% of the subjects were correctly classified into the amount of time they used music in their classrooms by simultaneously considering variable cluster I (participating in folk dances, singing games, or other motor movements; integrating music with other academic subjects; creating songs, rhythms, movements) and in variable cluster 3 (developing call charts for listening lessons; teaching lessons on a specific musical concept; practicing solfege for pitch discrimination; reading music notation and rhythms; playing musical recordings as background music; identifying names of instruments in the orchestra) (see Table 9). Also, significant differences (p <.05) were found between subjects by gender, participation in music ensembles in high school and college, participation in private music instruction in high school and college, and the inclusion of a music specialist; and among subjects by educational background, number of years taught, grade level taught, philosophical positions, and undergraduate music methods course requirements. / School of Music

Dissertation (Ph. D.) -- Florida State University, 2004. / Advisor: Kevin Fenton, Florida State University, School of Music. Title and description from dissertation home page (viewed 9-24-04). Document formatted into pages; contains 303 pages. Includes biographical sketch. Includes bibliographical references.

Thesis (Ph.D.) - James Cook University, 2005. / Appendix O contained on CD-ROM. Typescript (photocopy) Bibliography: leaves 325-336.

Thesis (Ph.D.) -- James Cook University, 2006. / Typescript (photocopy) Bibliography: leaves 450-467.