|
SURVEY OPINIONS WANTED:
My name is Tim Groulx, and I am a music education Ph.D. student at the University of South Florida. I am currently conducting
research which investigates music educators’ opinions of the value of courses in the undergraduate music education curriculum.
The results of this study will have implications for undergraduate music education curriculum design. This research has been
approved by the USF Institutional Review Board and has been assigned the IRB # 105064.
I am asking your help in distributing this research. If your state MEA policies permit, I would be grateful if you would
forward the URL link below to all of the full-time employed music educators in your state MEA, or to any school district music
supervisors that might be able to in turn forward it to their respective district music teachers. If this is contrary to
your policies, I would ask if you might consider posting the following URL onto your MEA ann ouncement board or other similar
web
location where this type of thing would be appropriate. The survey is completely voluntary, anonymous, and only takes five
to ten minutes to complete.
To complete the survey, they need only follow this link:
http://CTLSilhouette.wsu.edu/surveys/ZS53843
The participant will be taken directly to the survey, which they can fill out and submit online.
Your assistance is greatly appreciated, as is the time of those fine music educators who take the time to complete and submit
this survey. Feel free to contact me if you or your music teachers have any questions. Thank you!
Sincerely,
Timothy J. Groulx, NBCT, Doctoral Fellow in Music Education
University of South Florida School of Music
4202 E. Fowl er Ave, FAH 110
Tampa, FL 33620
tgroulx@mail.usf.edu
(813) 385-6596
--------------------------
Wallick, M. D. (1998) A comparison study of the Ohio Proficiency Test results between pullout students and those of matched
ability. Journal of Research in Music Education, 46 (2), pp. 239-247.
The purpose of the study was to examine whether pulling music students out of their regular clsses resulted in lower achievement
by those students as measured by standardized tests.
The study involved 296 students separated into two groups of 148 who were matched for ability. One group left class twice
a weekly for 30 minute music instruction.
Students who left for music matched equally with those who did not leave on 50% of the writing and mathematics tests. Pullout
students scored higher on reading and citizenship components at a statistically significant level (.05). In mathematics,
76% of music students scored at of above the standard while non-music students were at 65%.
The percentage of students meeting or exceeding standards on all four tests (Ohio Proficiency Test) favored music students
as well, with 68% of pullout students passing all four tests (compared to only 58% of their matched non-music peers).
The bottom line:
Student achievement on standardized academic assessments is NOT adversely affected by pullout music programs.
|
