The State of Music in Secondary Schools: The Principal's Perspective

Autor/inn/en	Abril, Carlos R.; Gault, Brent M.
Titel	The State of Music in Secondary Schools: The Principal's Perspective
Quelle	In: Journal of Research in Music Education, 56 (2008) 1, S.68-81 (14 Seiten)Infoseite zur Zeitschrift PDF als Volltext Verfügbarkeit
Sprache	englisch
Dokumenttyp	gedruckt; online; Zeitschriftenaufsatz
ISSN	0022-4294
DOI	10.1177/0022429408317516
Schlagwörter	Music Education; Secondary Schools; Administrator Attitudes; Principals; Profiles; Standardized Tests; Federal Legislation; Outcomes of Education; Socioeconomic Status; Teacher Influence + Suchen Sie Ihr Suchwort? Musikerziehung; Sekundarschule; Principal; Schulleiter; Charakterisierung; Profilanalyse; Standadised tests; Standardisierter Test; Bundesrecht; Lernleistung; Schulerfolg; Socio-economic status; Sozioökonomischer Status
Abstract	The purpose of this study was to profile secondary school music programs in the United States and investigate principals' perceptions of those curricula. A survey form was sent to 1,000 secondary school principals, yielding a 54% response rate. That form was designed to answer the following questions: What is the profile of secondary music programs in the United States? How effective do principals think music programs are in helping students attain specific learning outcomes and broad educational goals? To what degree do certain variables (e.g., standardized tests, teachers, parents) impact a given music program? Ninety-eight percent of respondents indicated that their schools offered music courses, yet 34% required music. There were significant differences in the diversity of course offerings based on school socioeconomic status profiles. Standardized tests and No Child Left Behind were thought to have the most negative impact on music programs. (Contains 4 tables and 2 notes.) (As Provided).
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Erfasst von	ERIC (Education Resources Information Center), Washington, DC
Update	2017/4/10