Unterrichtsqualität in Musikklassen. Befunde aus der quasi-experimentellen Studie ProBiNi.

Autor/inn/en	Haas, Mareike; Nonte, Sonja; Krieg, Maria; Stubbe, Tobias C.
Titel	Unterrichtsqualität in Musikklassen. Befunde aus der quasi-experimentellen Studie ProBiNi. Paralleltitel: Instructional quality in music classes. Findings from the quasi-experimental study ProBiNi.
Quelle	Aus: Weidner, Verena (Hrsg.); Rolle, Christian (Hrsg.): Praxen und Diskurse aus Sicht musikpädagogischer Forschung. Practices and Discourses from the Perspective of Music Educational Research. Münster: Waxmann (2019) S. 137-154 PDF als Volltext kostenfreie Datei Link als defekt meldenVerfügbarkeit
Reihe	Musikpädagogische Forschung. 40
Sprache	deutsch
Dokumenttyp	online; gedruckt; Sammelwerksbeitrag
ISBN	978-3-8309-4048-7
URN	urn:nbn:de:0111-pedocs-207091
Schlagwörter	Empirische Untersuchung; Quantitative Analyse; Quasi-Experiment; Wahrnehmung; Schüler; Unterrichtsqualität; Klassenmusizieren; Musikpädagogik; Musikunterricht; Qualität; Studie
Abstract	The purpose of this paper is to compare the differences in the school subject of music considering instructional quality (classroom management, cognitive activation, and supportive behavior) between classes with a music profile and regular classes without a specific profile. Empirical studies indicate that the perception of instructional quality varies depending on the subject and the composition of the class. Based on the collected data of sixth graders and their parents, which were collected in the context of the DFG-study ProBiNi (n = 301), scalar measurement invariance can be confirmed for instructional quality. The comparative analysis of latent differences in the means of both groups demonstrates a significant negative difference with regard to classroom management in favor of music classes. This finding was also confirmed when we controlled for individual features. (DIPF/Orig.).
Erfasst von	Professur für Musikpädagogik an der NORD Universität Levanger
Update	2020/2