Thesis (Ph. D.)--University of Nevada, Reno, 2007. / " May, 2007." Includes bibliographical references (leaves 289-296). Library also has microfilm. Ann Arbor, Mich. : ProQuest Information and Learning Company, [2008]. 1 microfilm reel ; 35 mm. Online version available on the World Wide Web.

Thesis (Ph. D.)--University of Texas at Austin, 2004. / Vita. Supervisor: Paul E. Resta. Includes bibliographical references. Also available from UMI.

Thesis (Ed. D.)--Illinois State University, 1970. / Title from title page screen, viewed Sept. 2, 2004. Dissertation Committee: Elmer A. Lemke, Clayton F. Thomas (co-chairs), Francis R. Brown. Includes bibliographical references (leaves 76-81) and abstract. Also available in print.

Thesis (M. Ed.)--University of Hong Kong, 2000. / Includes bibliographical references (leaves 93-101).

Thesis (M. Sc.)--University of Hong Kong, 2002. / Includes bibliographical references (leaves 195-199).

Thesis (M.Ed.)--University of Hong Kong, 2000. / Includes bibliographical references (leaves 93-101). Also available in print.

Thesis (B.Ed.(Hons)) - University of Queensland, 2002. / Includes bibliography.

Thesis (Ph.D.) - University of Queensland, 2005. / Includes bibliography.

The purpose of this thesis was to show that cooperative learning strategies are suitable teaching techniques for the instruction of undergraduate music theory. Literature in music theory pedagogy has concentrated primarily on content-based teaching issues and offers little information on the range of teaching techniques available for promoting student learning. Many instructors may be relying on traditional teaching methods with which they are familiar-lectures, lecture-demonstrations and teacher-led discussions-to instruct tonal theory classes and may not be aware of cooperative learning or its potential usefulness as another instructional strategy. The body of this thesis is divided into three main sections. The opening section demonstrates how traditional teaching methods alone fail to meet many learning needs of students and points to cooperative learning strategies as one alternative method that addresses these needs. In the next section, cooperative learning is further defined in order to differentiate it from traditional group work. The third and largest section contains ten sample lesson plans based on topics central to first- and second-year tonal harmony courses. Each lesson includes at least one cooperative learning technique and a discussion of why the particular technique was applied to the topic. Instructors of tonal harmony who are looking for additional teaching strategies that actively involve the learners should consider using cooperative learning. The sample lesson plans offered in this thesis illustrate how these techniques may be used either briefly in conjunction with more traditional methods or on their own in more extensive activities. Variety within cooperative learning strategies has also been demonstrated by providing techniques ranging from simple, user-friendly ideas for the inexperienced, to more complex and challenging activities requiring higher levels of experience and collaborative skills. A selected bibliography is included to assist readers in becoming familiar with some of the resources available to those who use cooperative groups for instruction. / Arts, Faculty of / Music, School of / Graduate

Much confusion surrounds the term 'self-directed learning', which presently describes a process, a goal, a teaching technique, and an outcome of that teaching. As a process, the literature concentrates mainly on how individuals learn, with little reference to groups that can be as selfdirected as individuals. The purposes of this study were: (a) to reduce conceptual confusion by creating a typology distinguishing different processes of self-directed learning; (b) to explore the phenomenon of group self-directed learning; and (c) to illustrate the effect of environment on learning, and the complex learning dynamics in group settings. This project arose somewhat differently from typical doctoral research. Data from two unrelated field studies conducted for other purposes, completed before this thesis work began, each illustrated self-directed groups learning informally in the contexts of community action and innovative small workplaces. A subsequent review of the literature indicated a lack of attention to this form of group learning, and the field studies were then re-analyzed from this perspective. As a result of the literature review and data re-analysis (1) a typology emerged from the literature review that divides the process of self-directed learning into three forms, each of which is context sensitive but between which learners can continually move back and forth; (2) it appears that the term 'autodidactic' can apply to specific groups which are both self-organized and self-directed in their learning efforts; and (3) that the term 'autodidaxy' as presently defined is as conceptually confusing as the term 'self-directed learning'. This confusion is reduced by the typology proposed by this thesis. Minor findings indicate two continuing problems. The first is reluctance by some to accord non-credentialed learning the value it deserves, and the second is the difficulty often encountered in transferring knowledge from the site of learning to the site of application. This study concludes that 'informalizing' some formal curricula, and encouraging self-directed learning at all levels and in all contexts, may provide some of the tools necessary for living and learning in the twenty-first century. / Education, Faculty of / Educational Studies (EDST), Department of / Graduate