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|Title:||The Secondary Choral Methods Course of the 1990s: A Delphi Study|
|Author(s):||Dauner, Daniel J.|
|Doctoral Committee Chair(s):||Colwell, Richard J.|
|Department / Program:||Music|
|Degree Granting Institution:||University of Illinois at Urbana-Champaign|
|Abstract:||The purpose of the study was to determine the perceptions of selected choral methods teachers concerning (1) the student in the 1990s, (2) the outcomes of the secondary choral methods course in the 1990s (in terms of knowledge/understanding, skills, and attitudes), and (3) the experiences which will be a part of the future course. The intent of the study was to generate thinking about the future course in order to prepare secondary choral methods teachers for needed curricular changes in the 1990s.
The administration of questionnaires and a rating scale and a Delphi procedure of three rounds were used as methods for the study. Sixteen teachers of secondary choral methods at colleges and universities across the country participated in the Delphi procedure, which provided predictions concerning the outcomes/experiences of the future course, and made predictions concerning the future student and his college program. A second group of eighteen secondary choral methods teachers was polled to gather information concerning the present student, program, and outcomes/experiences of the course.
In the analysis of the data obtained from the two groups of secondary choral methods teachers, each group was divided into two groups based on the size of the secondary choral methods class taught. Comparisons were made (1) between the data received from the Delphi panel and the data received from the teachers who responded concerning the present situation, (2) within each of these groups according to class size, and (3) between the content of secondary choral methods texts and the knowledge/understanding data received from all groups. There were few notable differences between the assessments of the present student/college program and the future predictions. The comparisons of outcomes/experiences data showed little anticipated change in the most-emphasized outcomes of the course but changes in course experiences. Notable differences were found in the comparisons according to class size. While the course texts covered some of the most important knowledge/understanding outcomes of the course they were found to be lacking in coverage of a variety of other outcomes.
Thesis (Ed.D.)--University of Illinois at Urbana-Champaign, 1987.
|Date Available in IDEALS:||2014-12-16|
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Dissertations and Theses [Graduate College] - Music
Graduate Dissertations and Theses at Illinois
Graduate Theses and Dissertations at Illinois