Mason Archival Repository Service

Developing Dispositions Among Pre-Service and In-Service Music Teachers

Show simple item record

dc.contributor.advisor Wuttke, Brian C
dc.contributor.author Smith, Timothy
dc.creator Smith, Timothy
dc.date.accessioned 2018-10-22T01:22:00Z
dc.date.available 2018-10-22T01:22:00Z
dc.date.issued 2017
dc.identifier.uri http://hdl.handle.net/1920/11332
dc.description.abstract This study provides a multivariate approach to the study music teachers’ beliefs about teaching dispositions. The participants were pre-service and in-service teachers in rural, suburban, and urban settings who taught or planned to teach instrumental music or vocal / general music (N = 2838). With this study the researcher sought to explore whether dispositional beliefs were stronger with more pedagogic knowledge and classroom teaching experience and whether teaching area or locality mattered. Results suggest few statistically significant differences and no practical differences between levels of experience, teaching area, or locality. In fact, mean scores on 87 statements pertaining to dispositions of reflective, caring, responsible, authentic, and responsive showed that ratings actually decreased with the acquisition of pedagogic knowledge and classroom teaching experience.
dc.format.extent 152 pages
dc.language.iso en
dc.rights Copyright 2017 Timothy Smith
dc.subject Music education
dc.subject Dispositions
dc.subject In-Service Music Teachers
dc.subject Multivariate Analysis
dc.subject Music Teacher Effectiveness
dc.subject Pre-Service Music Teachers
dc.subject Teacher Effectiveness
dc.title Developing Dispositions Among Pre-Service and In-Service Music Teachers
dc.type Dissertation
thesis.degree.level Ph.D.
thesis.degree.discipline Music
thesis.degree.grantor George Mason University


Files in this item

This item appears in the following Collection(s)

Show simple item record

Search MARS


Browse

My Account

Statistics