DOCSLIB.ORG

A MIXED METHODS STUDY Submitted by Jennifer

Total Page：16

File Type：pdf, Size：1020Kb

Download full-text PDF Read full-text
A MIXED METHODS STUDY Submitted by Jennifer THE PROVISION OF CLASSROOM MUSIC PROGRAMS TO REGIONAL VICTORIAN PRIMARY SCHOOLS: A MIXED METHODS STUDY Submitted by Jennifer Heinrich B.Mus Ed. University of Melbourne. A thesis submitted in total fulfillment of the requirements for the degree of Master of Education. Faculty of Education – Bendigo La Trobe University Bundoora, Victoria, 3086 Australia July, 2012. 1 List of Tables ....................................................................................................................... 8 List of Figures ...................................................................................................................... 9 Abstract .............................................................................................................................. 10 Statement of authorship ..................................................................................................... 11 Dedication .......................................................................................................................... 12 Acknowledgements ............................................................................................................ 12 1.0 INTRODUCTION ....................................................................................................... 13 1.1 Introduction .............................................................................................................. 13 1.2 Purpose and significance of study ............................................................................ 14 1.3 Background to the study .......................................................................................... 15 1.4 Research Questions .................................................................................................. 15 General research question .......................................................................................... 15 Guiding research questions ........................................................................................ 16 1.5 Mapping the provision of classroom music education ............................................ 17 1.6 What defines a ―music teacher‖? ............................................................................. 18 1.7 The scope of the study ............................................................................................. 18 1.8 Brief outline of thesis .............................................................................................. 19 1.9 Conclusion ............................................................................................................... 19 2.0 LITERATURE REVIEW ............................................................................................ 20 2.1 Introduction .............................................................................................................. 20 2.2 Music education for children: why provide it? ........................................................ 20 2.2.1 Community attitudes to music education .......................................................... 20 2.2.2 Equality of access ............................................................................................. 21 2.2.3 Does music enhance other areas of study? ....................................................... 22 2.2.4 The effects of music training on brain development ........................................ 26 2.2.5 Music as an aid for students with learning difficulties ..................................... 27 2.2.6 The role of music in enhancing self-concept .................................................... 28 2.2.7 Educating the whole person .............................................................................. 32 2.2.8 Education as vocational training ....................................................................... 33 2.2.9 Educating leaders of the future ......................................................................... 35 2.2.10 Shifting directions in education priorities ....................................................... 36 2.2.11 The role of music in social and emotional education ..................................... 37 2.2.12 The choice of music content ........................................................................... 38 2.2.13 Music for music‘s sake ................................................................................... 39 2 2.2.14 The effect of quality teaching on musical educational outcomes ................... 41 2.2.15 Summary ......................................................................................................... 42 2.3 Policy, curriculum and funding ................................................................................ 43 2.3.1 Music as a shared component of a general arts learning area ........................... 43 2.3.2 The gap between policy and implementation ................................................... 45 2.3.3 Balance across the key learning areas ............................................................... 47 2.3.4 Literacy and numeracy testing takes time from other subject areas ................. 48 2.3.5 Latest developments: The national curriculum ................................................. 50 2.3.6 Problems with the national curriculum to date ................................................. 51 2.3.7 Should music be mandated? .............................................................................. 54 2.3.8 Funding ............................................................................................................. 56 2.3.9 Summary ........................................................................................................... 57 2.4 Pre-service teacher education................................................................................... 58 2.4.1 Time dedicated within courses for music/the arts ............................................. 58 2.4.2 Lack of funding ................................................................................................. 60 2.4.3 Arts amalgamation and funding linked to reduced teaching hours ................... 60 2.4.4 The importance of previous music/arts experiences bought to teacher education ........................................................................................................... 61 2.4.5 Reduced time on music study equates to inadequate confidence to teach ........ 62 2.4.6 Specialist versus generalist ............................................................................... 62 2.4.7 What defines a music ―specialist‖ in Victoria? ................................................. 66 2.4.8 The nature of music content in teacher education courses................................ 66 2.4.9 The issue of geography ..................................................................................... 70 2.4.10 Summary ......................................................................................................... 71 2.5 Conclusion ............................................................................................................... 71 3.0 METHODOLOGY ...................................................................................................... 72 3.1 Introduction .............................................................................................................. 72 3.2 Research Problem .................................................................................................... 72 3.3 Research Questions .................................................................................................. 73 3.3.1 General research question ................................................................................. 73 3.3.2 Guiding research questions ............................................................................... 73 3.4 Guiding paradigm .................................................................................................... 73 3.4.1 Pragmatism ....................................................................................................... 74 3.4.2 Pragmatism and mixed methods ....................................................................... 74 3 3.5 Research approach ................................................................................................... 75 3.5.1 Teacher education ............................................................................................. 75 3.5.2 Surveys for principals and music teachers ........................................................ 75 3.6 Data collection ......................................................................................................... 76 3.6.1 Instrument ......................................................................................................... 76 3.6.2 Sample ............................................................................................................... 77 3.6.3 Participants ........................................................................................................ 77 3.7 Research procedure .................................................................................................. 77 3.7.1 Ethical considerations ....................................................................................... 77 3.7.2 Pilot study ......................................................................................................... 78 3.7.3 Administration of the instrument .....................................................................
Load more

Recommended publications
  • The Married Woman, the Teaching Profession and the State in Victoria, 1872-1956
    THE MARRIED WOMAN, THE TEACHING PROFESSION AND THE STATE IN VICTORIA, 1872-1956 Donna Dwyer B.A., Dip. Ed. (Monash), Dip. Crim., M.Ed. (Melb.) Submitted in fulfilmentof the requirements for the degree of Doctor of Philosophy in the Faculty of Educafion at The University of Melbourne 2002 , . Abstract This thesis is a study of married women's teaching labour in the Victorian Education Department. It looks at the rise to power of married women teachers, the teaching matriarchs. in the 1850s and 1860s in early colonial Victoria when married women teachers were valued for the moral propriety their presence brought to the teaching of female pupils. In 1872 the newly created Victorian Education Department would herald a new regime and the findings of the Rogers Templeton Commission spell doom for married women teachers. The thesis traces their expulsion from the service under the 1889 Public Service Act implementing the marriage bar. The labyrinthine legislation that followed the passing of the Public Service Act 1889 defies adequate explanation but the outcome was clear. For the next sixty-seven years the bar would remain in place, condemning the 'needy' married woman teacher to life as an itinerant temporary teacher at the mercy of the Department. The irony was that this sometimes took place under 'liberal' administrators renowned for their reformist policies. When married women teachers returned in considerable numbers during the Second World War, they were supported in their claim for reinstatement by women unionists in the Victorian Teachers' Union (VTU). In the 1950s married women temporary teachers, members of the VTU, took up the fight, forming the Temporary Teachers' Club (TIC) to press home their claims.
    [Show full text]
  • Building an Education System for a Modern Australia
    THE McKell Institute Insti tute McKell THE MCKELLTHE INSTITUTE No Mind Left Behind Building an education system for a modern Australia OCTOBER 2016 t About the McKell Institute The1. McKellIntroduction Institute is an independent, not-for-profit, public policy institute dedicated to developing practical policy ideas and contributing to public debate. The McKell Institute takes its name from New South Wales’ wartime Premier and Governor-General of Australia, William McKell. William McKell made a powerful contribution to both New South Wales and Australian society through significant social, economic and environmental reforms. For more information phone (02) 9113 0944 or visit www.mckellinstitute.org.au About the Author Acknowledgments MARIEKE D’CRUZ The author would like to thank the following people for their valuable feedback and contributions Marieke is a during the construction of this report. member of the PROFESSOR ANTHONY WELCH: Anthony Welch is McKell Institute’s a Professor of Education at the University of Sydney policy team and specialising in national and international education policy. has contributed to a wide range of PROFESSOR ANNE DALY: Anne Daly is a Professor of research since 2014. Economics at the University of Canberra and a fellow at the National Centre for Social and Economic Modelling She holds a (NATSEM). Bachelor of Arts DR GILLIAN CONSIDINE: Gillian Considine has over 15 with a double-major in International years experience as an education and social researcher Politics and Media and Communications within both universities and not-for-profits. from the University of Melbourne, and is BRIAN EASTAUGHFFE: Brian Eastaughffe is the Principal currently completing a Master of Public of Carmel College in Queensland and has three decades Policy at the University of Sydney.
    [Show full text]
  • Geographical Education
    GEOGRAPHICAL EDUCATION Volume 29, 2016 Fieldwork Questions Invitation for Papers and Notes for Contributors An Invitation to Share • Geographical Education is a refereed journal. Articles submitted to Geographical Education for consideration in the Refereed Articles section are reviewed anonymously by a minimum of two referees. Articles are selected by the Editor based on the outcome of the anonymous reviews and ratified by the Editor. Authors of accepted articles are sent guidelines for their final submission. Contributions to other sections such as Book Reviews and Reports are not refereed. The ISSN for Geographical Education is ISSN 2204-0242. • We invite your participation in producing this journal. Geographical Education encourages school and university teachers and all others interested in geography to share their ideas and experiences in order to promote sound practice, innovative strategies, modern developments and reflection in geographical education. • Contributions of varying length are invited, with a maximum of 5,000 words for major articles and research reports. Shorter articles of 2,000, featuring classroom strategies, reflections on particular issues and practices in geography teaching, in-service education workshops and comments on previous articles are especially welcome. • Lesson plans, teaching units and how-to-do-it advice on classroom and field skills are also invited as long as they have relevance for a broad range of teachers across Australia. Presenting your Article Email: Please submit your article for review to the Editor (address below). Please send as a Rich Text file or Microsoft Word document. Word processing: Manuscripts should be word processed and double spaced, with margins of 2.5 cm on all sides, using 12 point size of Times New Roman (or CG Times) font.
    [Show full text]
  • Teacher Work Force Planning
    V I C T O R I A Auditor General Victoria Teacher work force planning Ordered to be printed by Authority. Government Printer for the State of Victoria No. 116 - Session 1999-2001 ISSN 1443 4911 ISBN 0 7311 8869 1 The Hon. B.A. Chamberlain MLC The Hon. A. Andrianopoulos MLA President Speaker Legislative Council Legislative Assembly Parliament House Parliament House MELBOURNE MELBOURNE Sir Under the provisions of section 16 of the Audit Act 1994, I transmit my performance audit report on Teacher work force planning. Yours faithfully J.W. CAMERON Auditor-General Contents Foreword vii Part 1 Executive summary _____________________________ 1 Introduction 3 Audit objectives and scope 4 Overall audit conclusion 4 The teacher labour market 5 Audit findings 6 Recommendations 9 Part 2 Background___________________________________ 15 Government goals and targets for education 17 The Victorian school system – a brief overview 17 Audit objectives and scope 18 Compliance with auditing standards 19 Period covered by the audit 19 Assistance to the audit team 19 Part 3 Teacher labour market and work force planning_____ 21 Introduction 23 Teacher labour market 23 Teacher work force planning 28 Part 4 A statistical overview of teacher supply and demand 33 Introduction 35 Limitations of information 35 Number of schools, students and population, Statewide 36 Supply of teachers from universities 38 Demand for teachers by schools 44 Key issues and trends emerging from data analysis 54 Part 5 DEET projections of teacher supply and demand ____ 55 Introduction
    [Show full text]
  • Education and Training Committee
    Education and Training Committee Final Report Step Up, Step In, Step Out: Report on the Inquiry into the Suitability of Pre-Service Teacher Training in Victoria ORDERED TO BE PRINTED February 2005 by Authority Victorian Government Printer No. 115 Session 2003-2005 i Inquiry into the Suitability of Pre-Service Teacher Training in Victoria Parliament of Victoria Education and Training Committee Inquiry into the Suitability of Pre-Service Teacher Training in Victoria ISBN 0-9752310-2-2 ii Education and Training Committee Members Mr Steve Herbert, MP (Chair) Mr Nicholas Kotsiras, MP (Deputy Chair) Hon. Helen Buckingham, MLC Ms Anne Eckstein, MP Hon. Peter Hall, MLC Ms Janice Munt, MP Mr Victor Perton, MP Hon. Johan Scheffer, MLC (from April 2004) Staff Ms Karen Ellingford, Executive Officer Mr Andrew Butler, Research Officer Ms Daisy Marshall, Office Manager Level 3, 157 Spring Street MELBOURNE 3000 Telephone: (03) 9651 8309 Facsimile: (03) 9651 8323 Email: [email protected] Website: www.parliament.vic.gov.au/etc iii Inquiry into the Suitability of Pre-Service Teacher Training in Victoria iv Contents Membership of the Education and Training Committee ...................................... iii Terms of Reference........................................................................................... xiii Chair’s Foreword ................................................................................................xv Executive Summary.......................................................................................... xvii
    [Show full text]
  • Lessons Learned: a History of Migrant Education in Victorian Government Schools –
    Lessons learned: A history of migrant education in Victorian government schools – 1960–2006 Lessons learned: A history of migrant education in Victorian government schools – 1960–2006 Acknowledgements Researcher and principal writer: Margaret Bayly Additional material: John Adams Ros Beaton Ruth Crilly Dina Guest Janet Saker Many people provided anecdotal information and assistance in telling this story about ESL teaching in Victoria, and their hard work and dedication is also acknowledged. This short history of ESL education has drawn upon the memories and experiences of many people, as well as published and unpublished documents. The writers have made every effort to tell the story accurately, and apologise for any errors or inconsistencies that may have crept in. Published by the Student Learning Division, Office for Government School Education Department of Education and Early Childhood Development Melbourne Published October 2011 © State of Victoria (Department of Education and Early Childhood Development) 2011 The copyright in this document is owned by the State of Victoria (Department of Education and Early Childhood Development), or in the case of some materials, by third parties (third party materials). No part may be reproduced by any process except in accordance with the provisions of the Copyright Act 1968 , the National Education Access Licence for Schools (NEALS) (see below) or with permission. An educational institution situated in Australia which is not conducted for profit, or a body responsible for administering such an institution may copy and communicate the materials, other than third party materials, for the educational purposes of the institution. Authorised by the Department of Education and Early Childhood Development, 2 Treasury Place, East Melbourne, Victoria, 3002.
    [Show full text]
  • MAVSHOP Dedennomiominnatatoorr
    TT hhee CoC o mmmmoo nn MAVSHOP DeDennomiominnatatoorr The N e w s l etter o f The Math emati cal Asso c i ation o f Victo r i a MAV MEMBERS RECEIVE A 20% DISCOUNT ON ALL STOCK Newsletter 241 February 2012 CHARLIE WEATHERBURN F–6 2011 VCE EXAMINATION 11–12 Literate, numerate and curious AND THE FLYING MACHINE SOLUTIONS A 32 page children’s picture book which is Prepare effectively for VCE Mathematics suitable for primary school students. Charlie loves Examinations with the MAV solutions to the VCCA mathematics and uses his skills to achieve the Examinations 1 and 2 for Specialist Mathematics, unthinkable: solo flight. Hilarious, rhyming verses Mathematical Methods and Further Mathematics. and lively, colourful illustrations combine to create a Each solution set features: fully worked solutions Inside book that young children and adults alike will relish for all sections, advice on solution processes NReturn of the again and again. and permission for the purchasing institution to Trigmaster reproduce copies for its students. 3 $15.00 (MEMBER) $18.75 (NON MEMBER) INDIVIDUAL STUDY $60 (MEMBER) NeMathematics $75 (NON MEMBER) Active Schools 5 ALL STUDIES $150 (MEMBER) $187.50 (NON MEMBER) NeAustralian Curriculum 7 NeCDicetastic! THINKTANKS 1–6 TRIGMASTER 9–12 Activity cards for 7-12 year olds for Remember the Trigmaster? MAV have 8 developing number sense and computation produced a new version of the old classic. NeTerm 1 and 2 strategies, these are perfect for boosting students’ The essence of Trigmaster is the unit circle. Students natural curiosity for numbers. The task cards are from Year 9–12 need to know about trig ratios of PD calendar suitable for small group work, extensions, and fast angles greater than 90° and start to think of sine, 10 finisher activities.
    [Show full text]
  • North Melbourne
    ISSUE 165 JUNE 2014 THE NORTH & WEST MELBOURNE NEWS IS PRODUCED BY VOLUNTEERS AT THE CENTRE Open day crowds for Library at the Docks Raphaelle Race good omen for the future of the Docklands music, songs and storytelling in the children’s which aims to promote the adoption of green area. lounge; and demonstrations for the latest building practices across Australia. The audience ranged widely in age. Parents computers and software. Kerry Clare, director of Clare Designs, ocklands has had its fair share of with excited tots and nonchalant teens, inner- There were even demos of the latest the firm that undertook the Library’s design, flack over the last few years. Initially city professionals, artists and elderly citizens in fantastical gadgets: the Oculus Rift (a said that she wanted to create a new form of Dpegged as a new upmarket shopping, all raced enthusiastically through the doors as tantalising prototype headset for virtual reality community hub. One that encompasses the restaurant and party district, the district has the library was declared open. 3D gaming), and a demonstration of 3D range of popular technology and which could been plagued by disinterest from both tourists The library, more a luxurious professional art printing technology. adapt to changing technological situations. and locals. space, boasts a performance space, a recording The library has been touted as Australia’s The Library at the Docks has teamed Melbourne City Council’s latest response studio, a gaming zone, sound and video editing most sustainable community building. The up with the Docklands Hub—where the to the issue has been the unveiling of a new suites, children’s lounge, gallery, upstairs ping- building was constructed using eco-friendly Centre Connecting People in North and West community-oriented Library at the Docks, pong table, and café.
    [Show full text]
  • Australian Dept. of Employment, Education and AVAILABLE FROM
    DOCUMENT RESUME ED 365 113 FL 021 665 AUTHOR Cryle, Peter; And Others TITLE Unlocking Australia's Language Potential: Profiles of 9 Key Languages in Australia. Volume 3, French. INSTITUTION Australian National Languages and Literacy Inst., Deakin. SPONS AGENCY Australian Dept. of Employment, Education and Training, Canberra. REPORT NO ISBN-1-875578-10-2 PUB DATE 93 NOTE 217p.; For related documents, see FL 021 663-666. Volumes 5-9 not yet in print. AVAILABLE FROM NLLIA, Level 3, 112 Wellington Parade, East Melbourne, Victoria 3002, Australia. PUB TYPE Information Analyses (070) EDRS PRICE MF01/PC09 Plus Postage. DESCRIPTORS *Bilingual Education; Educational Policy; Elementary Secondary Education; Foreign Countries; *French; Higher Education; Immersion Programs; Language Attitudes; Language Enrollment; Language Maintenance; Language Role; *Second Language Learning; Second Language Programs; *Second Languages; Student Attitudes; Surveys IDENTIFIERS *Australia ABSTRACT This work is one in a series that focuses on nine languages repress '.ing the bulk of the second language learning effort in Australian education (Arabic, Modern Standard Chinese, French, German, Modern Greek, Indonesian/Malay, Italian, Japanese, and Spanish). These languages were categorized as the Languages of Wider Teaching. This particular work describes the prominence of the French language in modern language teaching in Australia and the criticism this prominence has attracted; one of the tasks of this report is to address the place of French among other languages in Language Other Than English (LOTE) provision policy. Topics addressed include French in education; immersion and bilingual programs, and primary and secondary partial immersion programs; teacher training, curriculum, and materials. An attitudinal survey is described that examines the drop in enrollment for French language instruction between Years 10 and 11.
    [Show full text]
  • The Provision of Classroom Music Programs to Regional Victorian Primary Schools: a Mixed Methods Study
    THE PROVISION OF CLASSROOM MUSIC PROGRAMS TO REGIONAL VICTORIAN PRIMARY SCHOOLS: A MIXED METHODS STUDY Submitted by Jennifer Heinrich B.Mus Ed. University of Melbourne. A thesis submitted in total fulfillment of the requirements for the degree of Master of Education. Faculty of Education – Bendigo La Trobe University Bundoora, Victoria, 3086 Australia July, 2012. 1 List of Tables ....................................................................................................................... 8 List of Figures ...................................................................................................................... 9 Abstract .............................................................................................................................. 10 Statement of authorship ..................................................................................................... 11 Dedication .......................................................................................................................... 12 Acknowledgements ............................................................................................................ 12 1.0 INTRODUCTION ....................................................................................................... 13 1.1 Introduction .............................................................................................................. 13 1.2 Purpose and significance of study............................................................................ 14 1.3 Background
    [Show full text]
  • Unlocking Australia's Language Potential: Profiles of 9 Key Languages in Australia
    DOCUMENT RESUME ED 365 114 FL 021 666 AUTHOR Fernandez, Sue; And Others TITLE Unlocking Australia's Language Potential: Profiles of 9 Key Languages in Australia. Volume 4, German. INSTITUTION Australian National Languages and Literacy Inst., Deakin. SPONS AGENCY Australian Dept. of Employment, Education and Training, Canberra. REPORT NO ISBN-1-875578-11-0 PUB DATE 93 NOTE 155p.; For related documents, see FL 021 663-665. Volumes 5-9 not yet in print. AVAILABLE FROMNLLIA, Level 3, 112 Wellington Parade, East Melbourne, Victoria 3002, Australia. PUB TYPE Information Analyses (070) EDRS PRICE MF01/PC07 Plus Postage. DESCRIPTORS *Bilingual Education; Educational Policy; Elementary Secondary Education; Foreign Countries; *German; Higher Education; Language Attitudes; Language Maintenance; Language Role; *Second Language Learning; Second Language Programs; *Second Languages; Surveys IDENTIFIERS *Australia ABSTRACT This work is one in a series that focuses on nine languages representing the bulk of the second language learning effort in Au' ralian education (Arabic, Modern Standard Chinese, French, German, Modern Greek, Indonesian/Malay, Italian, Japanese, and Spanish). These languages were categorized as the Languages of Wider Teaching. Key areas addressed in this profile include:(1) the place of German in Australian education;(2) issues in the teaching of German including teacher preservice training, language proficiency among teachers of German, and teachers' concerns about the delivery of German language programs;(3) sociolinguistic data on the German-speaking community in Australia; and (4) German as a world language. Findings show that the position of German in Australian education is relatively strong. Numbers of students enrolled in German language courses are on the rise, and availability of German as a Language Other Than English (LOTE) in primary, secondary, and tertiary education is also increasing.
    [Show full text]
  • On the Delivery of Preschool Services to Children and Their Families in Victoria
    REVIEW OF THE ISSUES THAT IMPACT ON THE DELIVERY OF PRESCHOOL SERVICES TO CHILDREN AND THEIR FAMILIES IN VICTORIA PETER KIRBY SUE HARPER Contents Page 1. Introduction 1 1.1 Review Process 4 2. Context 7 2.1 Development of Preschool Services 7 2.2 Recent Developments 9 3. Importance of The Early Years 12 3.1 CESCEO Report 12 3.2 Canadian Early Years Study 13 3.3 Conclusions from the Research 15 4. Central Issues 16 4.1 Funding System 17 4.2 Committees of Management 19 4.3 Terms and Conditions for Employment of Staff 23 4.4 Long Service Leave 28 5. Local Government and Planning of Provision 30 5.1 Local Government 30 5.2 Planning 31 5.3 Capital Facilities 36 6. Other Providers 37 6.1 Long Day Care 37 6.2 Independent Schools 40 6.3 Mobile Preschool Services 42 7. Regulations 43 8. Children with Additional Needs 44 8.1 Children with a Disability 45 Page 8.2 Children from non-English Speaking Backgrounds 46 8.3 Koori Early Childhood Education 47 8.4 Second Year of Preschool 48 9. Advice and Support Services 50 10. Quality Issues 53 10.1 Curriculum Framework 55 10.2 Training of Preschool Teachers 56 10.3 Professional Development 58 10.4 Master Teacher Classification 60 10.5 Preschool Teacher Registration 61 11. Administration 62 11.1 Integration of Early Childhood Services 64 12. Conclusion and Summary of Recommendations 65 Glossary 73 References 74 Appendices 1. Terms of Reference 2. Written Submissions to the Panel 3.
    [Show full text]