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Teaching strategies of successful college trombone professors for undergradute students

This study identified teaching strategies of successful trombone professors for undergraduate trombone students. Participants were three professors at accredited colleges in the United States who had received international awards in the field of trombone pedagogy. A comprehensive interview instrument was administered to each participant in a multiple case studies research design. From the gathered data, a classical content analysis revealed 79 emergent themes from 375 coded passages, with 45 of the emergent themes being commonalities among the three participants. In addition to specific teaching strategies, three meta-themes emerged from an examination of these commonalities: Product Over Process, Individualized Teaching Approaches, and Raising Student Awareness of Issues. A teaching model of the three professors is presented based upon these meta-themes, and findings and implications of the research are discussed.

Identiferoai:union.ndltd.org:USF/oai:scholarcommons.usf.edu:etd-3464
Date01 June 2006
CreatorsBuckmaster, Matthew T
PublisherScholar Commons
Source SetsUniversity of South Flordia
Detected LanguageEnglish
Typetext
Formatapplication/pdf
SourceGraduate Theses and Dissertations
Rightsdefault

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