The purpose of this study was to investigate high school music teachers' perceived influence of student enrollment in accelerated learning programs on student enrollment, participation, and attitude in band and choir. Participants (N = 100) were Florida high school band and choir directors. The dependent measure was a researcher-developed questionnaire asking for directors' perceptions of the three research questions as they related to students enrolled in Advanced Placement, International Baccalaureate, Dual Enrollment, or Advanced International Certificate of Education courses. Respondents also provided what types of accommodations they use within their own program to allow the successful participation of these students. Results indicated that some music educators did perceive a negative influence of accelerated learning program enrollment on all three measures, yet variability in the sample was indicated by high standard deviations on nearly all questions. Further, the study yielded evidence that not all accelerated learning programs affected students similarly. Students in AP courses, for instance, were perceived as having fewer issues with enrollment in both primary and secondary ensembles than students in IB courses. The most commonly reported accommodation was permitting tardiness or absence from required events. Though the results of this study demonstrated a lack of agreement amongst Florida's music teachers about the influence of accelerated learning program enrollment on student participation in music, perhaps this disagreement itself is the most significant finding. If music study is a valued part of a complete education, then music educators and related parties should develop strategies that encourage and allow students to be successful in both music and accelerated learning programs. / A Thesis submitted to the College of Music in partial fulfillment of the Master of Music Education. / Spring Semester 2017. / April 14, 2017. / accelerated learning programs, advanced placement, enrollment, international baccalaureate, scheduling / Includes bibliographical references. / Kimberly VanWeelden, Professor Directing Thesis; Alice-Ann Darrow, Committee Member; Steven Kelly, Committee Member.
| Identifer | oai:union.ndltd.org:fsu.edu/oai:fsu.digital.flvc.org:fsu_507631 |
| Contributors | Boswell, Matthew Alan (authoraut), VanWeelden, Kimberly D. (professor directing thesis), Darrow, Alice-Ann (committee member), Kelly, Steven N. (committee member), Florida State University (degree granting institution), College of Music (degree granting college) |
| Publisher | Florida State University, Florida State University |
| Source Sets | Florida State University |
| Language | English, English |
| Detected Language | English |
| Type | Text, text, master thesis |
| Format | 1 online resource (74 pages), computer, application/pdf |
| Rights | This Item is protected by copyright and/or related rights. You are free to use this Item in any way that is permitted by the copyright and related rights legislation that applies to your use. For other uses you need to obtain permission from the rights-holder(s). The copyright in theses and dissertations completed at Florida State University is held by the students who author them. |
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