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Title:A comparative study of the existing inservice music programs in Puerto Rico with the Beginning Teacher Assistance Programs from the states of Virginia, Florida and Georgia
Author(s):Morales, Gary Abraham
Doctoral Committee Chair(s):Boardman, Eunice
Department / Program:Music
Discipline:Music Education
Degree Granting Institution:University of Illinois at Urbana-Champaign
Degree:Ed.D.
Genre:Dissertation
Subject(s):Fine Arts
Education, Administration
Education, Music
Abstract:The purpose of this study was to describe and compare the Puerto Rico in-service educational programs for music specialists and to report the extent to which these programs conform to the philosophy, objectives, activities, and evaluation procedures of the Virginia, Florida, and Georgia Beginning Teacher Assistance Programs.
The data for this study was obtained from written materials, structured interviews and through a survey. Personal interviews were conducted with the administrative personnel at the central and regional levels of the Department of Public Instruction in Puerto Rico. A questionnaire was used to gather data to describe the music specialists' attitude and needs toward in-service programs, to report the extent to which the in-service program conducted for music specialists related to the department's program, and to report how these programs are viewed by the participants.
The following conclusions are based upon the findings. (1) Differences do exist among the Beginning Teacher Assistance Program in Virginia, Florida, and Georgia and the philosophy, objectives, activities, and evaluation procedures of the induction program in Puerto Rico. (2) The discovery of differences among the music specialists' rating of quality of the in-service training between the seven education regions suggested that the officials of the Department of Public Instruction in Puerto Rico should differentiate between the services it provides to each one of the educational regions. (3) The preference of music specialists to participate in in-service activities offered in their school or at a nearby school over the in-service training activities offered at the regional and central levels should be considered in planning and developing in-service training. (4) The preference of the music specialists for college courses as a type of in-service activity is a call for the higher education institutions to play a more active role in in-service education. (5) Music specialists from the seven education regions expressed positive attitudes towards more in-service training programs for both beginning and tenured teachers. (6) Music specialist's perception of the school support available to encourage them to participate in activities and provide them with assistance in developing a personal plan for professional growth were negative. (Abstract shortened with permission of author.)
Issue Date:1990
Type:Text
Language:English
URI:http://hdl.handle.net/2142/20830
Rights Information:Copyright 1990 Morales, Gary Abraham
Date Available in IDEALS:2011-05-07
Identifier in Online Catalog:AAI9026272
OCLC Identifier:(UMI)AAI9026272


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