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Author: Renee L. Martin
Publisher:
ISBN:
Category : Classroom management
Languages : en
Pages : 58
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Book Description
The purpose of this study was to find whether the use of music had a positive effect on clean-up transitioning times, and off-task behaviors in my art room. I also wanted to find whether the use of music had a positive effect on my students learning art concepts. This nine-week study was implemented for two K/1 classes during the 2007 fall semester. Data collection included timed measurement of clean-up transitions lengths, off-task behavior checklists, pre and post assessments, and teacher journaling. The results of the study showed that music decreased clean-up transition lengths, decreased the occurrences of off-task behaviors, and had a positive effect on learning art concepts.
Author: Renee L. Martin
Publisher:
ISBN:
Category : Classroom management
Languages : en
Pages : 58
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Book Description
The purpose of this study was to find whether the use of music had a positive effect on clean-up transitioning times, and off-task behaviors in my art room. I also wanted to find whether the use of music had a positive effect on my students learning art concepts. This nine-week study was implemented for two K/1 classes during the 2007 fall semester. Data collection included timed measurement of clean-up transitions lengths, off-task behavior checklists, pre and post assessments, and teacher journaling. The results of the study showed that music decreased clean-up transition lengths, decreased the occurrences of off-task behaviors, and had a positive effect on learning art concepts.
Author: Carrie L. Davis
Publisher:
ISBN:
Category : Attention in children
Languages : en
Pages : 48
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Book Description
The purpose of this study was to find whether the use of music had a positive effect on the major transitioning times in my classroom. My study determined if the implementation of music decreased transition time and off-task behaviors. This nine-week study was implemented in a kindergarten classroom during the 2006 fall semester. All kindergarten students in my classroom participated in this study. Data collection included timed measurement of transition lengths, time off-task checklists, and teacher journaling. The results of the study showed that music decreased transition length and the occurrences of off-task behaviors.
Author: Crystel N. Naja
Publisher:
ISBN:
Category : Music, Influence of
Languages : en
Pages : 246
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Book Description
The purpose of this study is to evaluate the effectiveness of using background music on the concentration and on-task behavior of students with special needs during independent class assignments. A multiple case study approach is used to gather the data for 8 participants having different cases yet all diagnosed having problems with their concentration and attention span. Four instruments are used to collect data from different resources which are student's files and documents, parent questionnaire, student observation checklist, and student interview. Baseline data is collected for 3 consecutive weeks without music followed by an intervention period of another 3 consecutive weeks where music is played in the background. During the time students are working independently, the researcher filled the behavior charts for every student examining the amount of off-task behavior per minute and the behavior manifested when the student stops working. Results demonstrate that the introduction of music in the background has different effects on the off-task behavior of students. Six out of the eight students have a decrease in their off-task behavior during the administration of music, and two students have a negligible to minor increase in their off-task behavior during the administration of music. In general, the intervention shows that the use of music has positive implications for assignment completion rate.
Author: Lisa Pannkuk
Publisher:
ISBN:
Category : Classroom management
Languages : en
Pages : 84
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Book Description
The elementary students in our art programs had struggled with transitioning procedures including lining up and stopping to listening instructions during work time. We implemented specifically transitional procedures during the fall trimester of the 2008-2009 school year. Procedure strategies included lining up with movement choreographed to music and sing musical patterns t o initiate listening time. This group comparative study included a treatment and control group. The treatment group contained a combined total of 88 kindergarten and first grade students in two elementary schools and took place over an eight-week period. Three instruments were used to collect data for this quasieesperimental study including timed transition length forms, off-task behavior checklists and a teacher journal. The teacher journal was used to record anecdotal notes and observations of both the treatment and control groups. Results showed a decrease in off-task behaviors by the students involved in the treatment groups.
Author: Heather Nichole Harkleroad
Publisher:
ISBN:
Category : Music
Languages : en
Pages : 74
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Author: Jenna Rebecca McGovern
Publisher:
ISBN:
Category : Electronic dissertations
Languages : en
Pages : 50
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Book Description
Times of transition can be challenging, no matter the age. It is important at a young age that children learn how to cope with smaller transitions so that they may learn strategies to handle larger situations later in life. In an early childhood setting, transitions can take up a substantial part of the day. Often during transitions, teachers will model the expected behavior for their students, however, for children with visual impairments, additional supports are needed. This study compared the effects of spoken versus music transitions in an inclusive classroom for children with visual impairments. The participants (n=17) aged three to five years old were students enrolled in an inclusive early childhood classroom for students with visual impairments. Three of the students were diagnosed with visual impairments. The researcher was interested in learning if spoken or musical directives during transitions affected two variables: the duration of the transition and the number of inappropriate behaviors during transition. The researcher identified five distinct transitions during a 25-minute music class: (1) Entrance, (2) Choosing an Instrument, (3) Putting Instrument Away, (4) Moving to Open Floor for Movement Activity, and (5) Lining Up to Exit. For four of the five transitions, the music condition averaged a shorter transition duration than the spoken condition. Similarly, the average transition duration had a decreasing trend as the transitions were later in class. There did not appear to be a change in the number of inappropriate transitions between the two conditions. The spoken transition condition had a total of nine inappropriate transitions and the musical transition condition had a total of eight inappropriate transitions. These findings indicate that there may be a difference in duration between spoken and musical transitions, however there were no differences found regarding the number of off-task behaviors between the two conditions.
Author: Kathryn Bittner
Publisher:
ISBN:
Category : Classroom management
Languages : en
Pages : 108
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Author: Dee Marie Moon
Publisher:
ISBN:
Category : Classroom environment
Languages : en
Pages : 96
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Author: Terri A. Young
Publisher:
ISBN:
Category : Attention in children
Languages : en
Pages : 122
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Author: Katie Sibley
Publisher:
ISBN:
Category : Classroom environment
Languages : en
Pages : 168
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Book Description
