Classroom Music Experiences of U.S. Elementary School Children: An Analysis of the Early Childhood Longitudinal Study of 1998-1999

Autor/inn/en	Miksza, Peter; Gault, Brent M.
Titel	Classroom Music Experiences of U.S. Elementary School Children: An Analysis of the Early Childhood Longitudinal Study of 1998-1999
Quelle	In: Journal of Research in Music Education, 62 (2014) 1, S.4-17 (14 Seiten)Infoseite zur Zeitschrift PDF als Volltext Verfügbarkeit
Sprache	englisch
Dokumenttyp	gedruckt; online; Zeitschriftenaufsatz
ISSN	0022-4294
DOI	10.1177/0022429413519822
Schlagwörter	Music Education; Elementary School Students; Longitudinal Studies; Interdisciplinary Approach; Teaching Methods; Music Activities; Mathematics Instruction; Urban Areas; Place of Residence; Socioeconomic Status; Racial Differences; White Students; Minority Group Students; Time; Likert Scales; Community Programs + Suchen Sie Ihr Suchwort? Musikerziehung; Longitudinal study; Longitudinal method; Longitudinal methods; Längsschnittuntersuchung; Fächerübergreifender Unterricht; Fächerverbindender Unterricht; Interdisziplinarität; Teaching method; Lehrmethode; Unterrichtsmethode; Musikalische Aktion; Mathematics lessons; Mathematikunterricht; Urban area; Stadtregion; Wohnort; Socio-economic status; Sozioökonomischer Status; Rassenunterschied; Zeit; Likert-Skala
Abstract	The primary purpose of this study was to describe the music experiences elementary school children in the United States receive in the academic classroom setting. The data were drawn from the Early Childhood Longitudinal Study of the Kindergarten Class of 1998-1999 (ECLS-K), a nationally representative study that followed kindergarteners through to their eighth-grade school year with the last data collection wave in 2006-2007. The variables pertaining to music experiences in the academic classroom that were available in the ECLS-K were (a) the frequency and duration with which children received music instruction, (b) the frequency that music was used to teach math, and (c) the percentage of children receiving formal music instruction outside of school. Each of these variables also was analyzed as a function of child urbanicity, socioeconomic status (SES), and race. Statistically significant (p <0.001) disparities among children based on urbanicity, SES, and race were found on each of the music experience variables. Overall, White suburban students of high levels of SES tended to receive significantly more music experiences than students of color from urban and rural settings and of low SES. The findings support the need to advocate for high-quality music programs for all students and particularly for those from traditionally underserved populations. (As Provided).
Anmerkungen	SAGE Publications. 2455 Teller Road, Thousand Oaks, CA 91320. Tel: 800-818-7243; Tel: 805-499-9774; Fax: 800-583-2665; e-mail: journals@sagepub.com; Web site: http://sagepub.com
Erfasst von	ERIC (Education Resources Information Center), Washington, DC
Update	2017/4/10