2008 Research Poster Session III Abstracts - Part 2

2008 MENC National Conference Research Poster Session Abstracts

Research Poster Session I	Research Poster Session II	Research Poster Session III
Part 1 • Part 2	Part 1 • Part 2	Part 1 • Part 2

Research Poster Session III, Part 2

Mcpherson, Suzanne; University of Memphis. c_breeze2@hotmail.com
“The Effect of Music and Literacy-based Activities on Letter Recognition in Pre-School Students: A Pilot Study.”

Millican, Si; University of Texas-San Antonio. si.millican@utsa.edu
“A New Framework for Music Education Knowledge and Skill.”

Mishra, Jennifer; University of Houston. jmishra@uh.edu
Fine, Philip; University of Buckingham, United Kingdom.
“A Musical Stroop Test to Explore Interference of Melody and Lyrics during Sightsinging.”

Moore, Janet L. S.; University of South Florida. moore@ugs.usf.edu
“Assessment of a Professional Development Program for Music Educators.”

Oliver, Timothy W.; Arkansas State University. toliver@astate.edu
“A Meta-Analysis of Significant Wind Literature Based on Published Literature Lists.”

Perry, David L.; Anderson University. dperry@andersonuniversity.edu
“The Effects of African (Mande) Music Instruction on Middle School Band Students.”

Pinar, Colleen; Independent Scholar. colleenpinar@yahoo.com
“Music Education History: Content Analysis of Ethnic Diversity in Music Basals Before 1900.”

Pinar, Colleen; Independent Scholar. colleenpinar@yahoo.com
“Perception and Cognition: How Emotion Affects Cognition in Learning and Music Participation.”

Reifinger, Jr., James L.; University of Louisiana-Monroe. reifinger@ulm.edu
“Analysis of Tonal Patterns for Sightsinging Instruction in Second Grade General Music Class.”

Robinson, Charles R. and Parisi, Joseph; University of Missouri-Kansas City. robinsonc@umkc.edu
“High School Singers’ Reflective Responses to an All-State Chorus Experience.”

Robinson, Sarah A.; Indiana University-Bloomington. saarobin@indiana.edu
“Relationship between Parent and Student Attitudes towards Participation in Instrumental Music.”

Rolsten, Kathy; University of South Florida. Krolsten@mail.usf.edu
“Attitudes and Perceptions of a Nationally Recognized Band.”

Rosenthal, Roseanne; VanderCook College of Music. rrosenthal@vandercook.edu
“Teaching Band in Illinois.”

Ruszkowski, Joseph; Kamehameha Schools. talkiejunior@mac.com
“The Effects of the Digital Music Stand on Middle School Instrumental Music Sight-Reading.”

Schmidt, Douglas A.; Florida State University. das05h@fsu.edu
“The Effect of Program Difficulty on Wind Band Performance Ratings.”

Schraer-Joiner, Lyn E. and Chen-Hafteck, Lily; Kean University. lschraer@kean.edu
“Music Teaching Approaches for Preschool Cochlear Implant Users: A Multiple Case Study.”

Sheldon, Deborah A.; Temple University. dsheldon@temple.edu
“Music in the Lives of Music Educators.”

Smith, Janice P.; Queens College. janice.smith@qc.cuny.edu
“Encouraging Young Composers to Revise: Two Techniques and Twelve Children.”

St. John, Patricia A.; Columbia University. pas163@columbia.edu
“Preschoolers’ Instrument Exploration: [P]layers of Experience.”

Teachout, David J.; University of North Carolina-Greensboro. djteacho@uncg.edu
“Recent Doctoral Graduates’ Incentives and Barriers Associated with Completing Music Teacher Education Doctoral Programs.”

Watson, Kevin; Indiana University. kewatson@indiana.edu
“The Effect of Selected Practice Behaviors on Achievement in Jazz Improvisation.”

Wehr-Flowers, Erin; University of Missouri-Columbia. wehrflowerse@missouri.edu
“An Exploratory Model of Jazz Self-Efficacy and Gender.”

Mcpherson, Suzanne; University of Memphis. c_breeze2@hotmail.com
“The Effect of Music and Literacy-based Activities on Letter Recognition in Pre-School Students: A Pilot Study.”

Research has investigated the relationship between music learning and the development of reading skills. Some correlations include phonemic awareness (Gromko, 2005), music orchestration (Kemmerer, 2003) and phonemic and music sounds (Lamb & Gregory, 1993). As the urgency to develop proficient readers increases, effective intervention strategies that enhance reading proficiency are being investigated. The purpose of this study is two-fold: (1) to examine correlations between music and literacy learning styles, and (2) to determine the effects of literacy-based music activities on letter recognition skills. Subjects (N=9) of this pilot study were pre-school children (ages 3-5) who participated in music sessions that integrated literacy activities. Preliminary results indicated that students demonstrated improvement in letter recognition.

Millican, Si; University of Texas-San Antonio. si.millican@utsa.edu
“A New Framework for Music Education Knowledge and Skill.”

This study investigates perceptions of secondary instrumental music teachers regarding their perceptions of the relative importance of knowledge and skill categories to professional success. A framework modeled after Schulman (1986, 1987) which reflects the complex nature of how skills and knowledge are combined in the classroom was utilized in this study. This philosophical framework organizes the areas of Content Knowledge, General Pedagogical Knowledge, Curriculum Knowledge, Knowledge of Learners and Their Characteristics, Pedagogical Content Knowledge, Knowledge of Educational Contexts, and Administrative Knowledge.
Band and orchestra teachers in secondary schools from across the United States (N = 214) completed an anonymous, online survey ranking the relative importance of various knowledge and skill categories. Respondents ranked Pedagogical Content Knowledge, Content Knowledge, and General Pedagogical Knowledge as the top three categories that contributed to their success. Participants preferred these three categories much more frequently than the remaining four areas. There were no significant differences in the rankings of the categories among various sub-groups.
Results confirm the applicability of Schulman’s model to music education. This framework has implications for undergraduate, graduate, and continuing professional education. The successful development of skills in Pedagogical Content Knowledge may contribute to teacher self-efficacy and persistence in the profession. An analysis of how these categories interact provides insight into effective classroom instruction.

A musical Stroop Test (Stroop, 1935) determined the level of interference between lyrics and melody during sightsinging. Experiment 1 adapted the traditional Stroop task; two manipulated variables (notated pitch labels and letters placed under the notation in place of lyrical information) were read by musicians (n = 22) in either a congruent (letters matched pitch names) or incongruent (letters randomly assigned to pitches) condition. Repeated-measures ANOVA revealed significant interactions for time [F (1, 18) = 5.45, p = .031] and errors [F (1, 18) = 5.37, p = .032]. Participants required significantly more time to name pitches and made more errors when labeling pitches in the incongruent condition indicating automatic retrieval of the letters. In Experiment 2, a binary choice recognition test determined musicians preferred to focus attention on the melodic material rather than the lyrical information. Musicians sightsang pitches paired with letter sequences that either matched pitch names or were incongruent (Experiment 3). Unlike the traditional Stroop task, sightsinging allowed for the production of both features simultaneously. A significant difference was found for both time [F (3, 75) = 2.69, p = .05] and total errors [F (3, 75) = 15.52, p < .000]. Though musicians preferred to direct attention to the notation, lyrics were automatically retrieved and impaired performance when in conflict with the notation; however, notation was not automatically retrieved when lyrics were the focus. When forced to perform lyrics and melody (sightsinging), response time was negatively affected when lyrics and notation conflicted as attention was divided.

Moore, Janet L. S.; University of South Florida. moore@ugs.usf.edu
“Assessment of a Professional Development Program for Music Educators.”

Assessment of a Professional Development Program for Music Educators. A professional development program for music educators was designed and administered to include institutional and personal professional strategies for the enhancement or change of music teachers’ knowledge base and actions. Supervisors and targeted practitioners in a large public school system built an innovative program, applying current strategies from the music education literature of successful practices to develop a seamless K-12 music curriculum, establish music technology in classrooms, teach music literacy, teach composition techniques, enhance assessment of teaching and learning in music, apply reflective practice, observe staff development models, and mentor or peer-coach music practitioners in at-risk schools. The targeted music educators were pre- and posttested with the Technology Standards Assessment for Music Specialists, computer hardware and software inventories, a Teacher Education Survey, and a Learning Community Survey. Other formative assessments, such as journaling, focus groups, and observations of in-service workshops and peer coaching were evaluated. Qualitative and qualitative assessments indicated evidence of enhancements and increases in teachers’ knowledge base, teaching skills, and overall professional development as music educators. The results also revealed productive practices in professional development for the urban school setting which may assist other researchers of continuing teacher education.

Oliver, Timothy W.; Arkansas State University. toliver@astate.edu
“A Meta-Analysis of Significant Wind Literature Based on Published Literature Lists.”

The purpose of this study was to create a unified list of significant wind literature derived from extant wind literature lists. The researcher chose 60 different wind literature lists and entered all relevant information from them into a database. After unifying the title, composer, and grade level of each piece, frequency counts were determined. Frequency counts were based on the number of different lists each individual work appeared. After examining recorded frequencies, a list of 231 significant compositions for wind band emerged. This type of unified list might be a helpful resource for instrumental music educators, especially during times of curricular planning and music standards implementation.

Perry, David L.; Anderson University. dperry@andersonuniversity.edu
“The Effects of African (Mande) Music Instruction on Middle School Band Students.”

The purpose of this study was to investigate the effects of African (Mande) music instruction on the achievement and attitudes of middle school band students. A pilot study was conducted to develop lesson plans, achievement tests, and an attitude inventory. Main study subjects were seventh-grade band students (N = 61), randomly assigned to control (n = 30) and experimental (n = 31) groups stratified by instrument type in a pretest-posttest control-group design. The investigator, who was also the regular teacher, taught both groups and administered all tests. During 12 lessons with a mean length of 35 minutes over three weeks, both groups received equivalent instruction time on African Folk Trilogy by Anne McGinty. The control group followed standard band rehearsal procedures, and the experimental group participated in activities related to Mande performance practices, including performing on authentic instruments. MANCOVA tests indicated significantly higher overall achievement by the experimental group, with significant gains on Mande cultural knowledge, listening and analysis, and knowledge related to African Folk Trilogy. Notably, no significant differences were found on performance tests. MANOVA tests revealed significantly more favorable overall attitudes expressed by the experimental group, largely attributed to significantly more favorable attitudes toward performing on African instruments. Significant interactions between sex and academic achievement were found: Low GPA female subjects indicated more favorable attitudes, and low GPA male subjects reported less favorable attitudes than did other groups. The treatment was considered effective in increasing knowledge achievement and improving attitudes toward Mande and selected other African musical practices.

Pinar, Colleen; Independent Scholar. colleenpinar@yahoo.com
“Music Education History: Content Analysis of Ethnic Diversity in Music Basals Before 1900.”

The purpose of this study is to explore and document ethnic diversity in music curriculum as found in the contents of music basals before 1900. Most, if not all contemporary researchers in music education history declare that before 1900, the music basals focused on particularly German music with only a select few songs from England and other European countries. Volk (1994) states that it was not until 1916 when English and French folk songs began to be included in music series textbooks in greater numbers. However, this researcher has found that ethnic diversity can be documented in music basals before 1900.

Pinar, Colleen; Independent Scholar. colleenpinar@yahoo.com
“Perception and Cognition: How Emotion Affects Cognition in Learning and Music Participation.”

It is believed that emotion and cognition are not only for the field of educational psychology, but also to music education. Given the evidence that concomitant emotional and cognitive experiences are crucial for students’ academic and personal development, this issue is important because when students are discontented with their performance experience they often will: loose self worth, avoid participating in the event in the future, or refusing to formally participate in the activity at all. How emotion affects cognition plays an important role in the learning process; determining what to learn, how to process information, and how to most effectively store information. Based on the distinct qualities between emotion and cognition, more current studies suggest that emotion and cognition should not be considered separate constructs in the learning process but melded together, fostering a holistic approach to learning. This proposal will focus on the connection between emotion and cognition as viewed by positive psychology and applied to the field of music education to promote more effective learning practices that endorse positive well-being and optimism in educational processes. Therefore, stressing on the impact that emotions can positively affect human cognitive capabilities. This research study is needed because current educational and psychology theories along with existing research in this area does not fully address the issue of concomitant emotional and cognitive experience in music, nor how it related to the musical performance experience of the student.

Reifinger, Jr., James L.; University of Louisiana-Monroe. reifinger@ulm.edu
“Analysis of Tonal Patterns for Sightsinging Instruction in Second Grade General Music Class.”

The purpose of this article is to examine characteristics of tonal patterns used for sightsinging instruction as a way of identifying those characteristics that may affect the initial acquisition of skill in sightsinging pitch. Twenty-five tonal patterns were read and sung by second grade students (N = 193) individually on a sightsinging pretest, a posttest, and a retention test. Between the pretest and posttest the students practiced 15 of the patterns during general music classes. In each session one new pattern was introduced and all previously presented patterns were reviewed. Ten patterns which were not practiced in class remained unfamiliar and were read and sung only during tests. During an eight week period between the posttest and the retention test, students had no practice with the patterns. Sightsinging performance was assessed for pitch accuracy and contour accuracy. Pattern difficulty scores and difficulty rankings were calculated based the results. A discussion of specific pattern characteristics that may affect pattern difficulty when initially learning skills in sightsinging pitch are presented. Some characteristics affect pitch accuracy and contour accuracy differently.

Robinson, Charles R. and Parisi, Joseph; University of Missouri-Kansas City. robinsonc@umkc.edu
“High School Singers’ Reflective Responses to an All-State Chorus Experience.”

The purpose of this study was to examine choral singers’ expectations and reflections across time during a two-day all-state choral experience. Subjects (N= 100) were members of the 2007 high school all-state mixed chorus sponsored by the Choral Directors Association of a large Midwestern state. The ensemble rehearsed six pieces of music over a two-day period before presenting a public concert as the culmination of the experience. Participants maintained journals throughout the experience with entries prior to the first rehearsal, just prior to the concert, and following each of four rehearsal sessions. The journal booklet collected responses regarding: (a) demographic information; (b) preference for repertoire; (c) numerical ratings for quality of rehearsal experience; and (d) free-response written comments about the experience. Results indicated significant pre-post increases in liking for all pieces in the concert repertoire (p<.05). No significant correlations were found between years in school chorus or years in all-state chorus and assigned ratings across time for quality of the experience. A significant correlation (p<.001) was found between assigned “expectation” and final ratings. No significant differences were found across assigned ratings for each rehearsal session as a function of voice part, years in school chorus or years in all-state chorus; however, mean ratings were significantly different (p<.001) among the various sessions. Subjects’ written journal comments (N=2,114) were coded and categorized within each of the rehearsal sessions as cognitive, affective, or other. Additionally, affective and cognitive comments were categorized according to their focus on self, ensemble, conductor, repertoire and general issues. Graphic representation of comments across time showed a slight decline in frequencies of cognitive comments, and gradual increases in frequency for affective comments such that proportions were approximately equal in final reflective comments. Shifts in focus of affective and cognitive comments across rehearsal sessions are discussed. Further qualitative research is suggested that might explore journal comments more thoroughly.

Robinson, Sarah A.; Indiana University-Bloomington. saarobin@indiana.edu
“Relationship between Parent and Student Attitudes towards Participation in Instrumental Music.”

This study examined the relationship between parent and child attitudes towards participation in instrumental music. Subjects were fifth grade instrumental music participants and their parents (N =26), who responded to researcher developed surveys “Participation in Instrumental Music Attitude (PIMA)”. The parent survey consisted of 18 Likert statements, parent background questions, and an open ended question about instrumental music participation. The student survey consisted of 24 Likert statements and an open ended question about instrumental music participation. Results for the relationship between parent and child attitudes were significant between mother and child (r =.55, p < .05) and non-significant between father and child for instrumental music participants. The relationship between the attitudes of the mother and father were significant. An internal reliability analysis of items revealed alpha coefficients of á = .89 for mother and child and á = .87 for fathers’ Likert items. Results show the composite mean score for the mother was significantly different (M = 61.17, SD = 10.89) and the father (M = 58.28, SD = .05). Children’s answers to an open ended question suggest enjoyment of instrumental music and family traditions to be primary reasons for participation in instrumental music. Parent’s answers to open ended questions suggest enjoyment of instrumental music and enhancement of other academic areas to be primary reasons for participation in instrumental music.

Rolsten, Kathy; University of South Florida. Krolsten@mail.usf.edu
“Attitudes and Perceptions of a Nationally Recognized Band.”

Many research studies and textbooks have suggested strategies for developing quality performance ensembles but no studies have suggested strategies of nationally recognized performance ensembles. The purpose of this study was to investigate characteristics and strategies that facilitated a high school wind ensemble to national performance status. The sixty- member wind ensemble was located in a southeastern state of the United States. Members of the ensemble represented a diverse range of socio-economic levels, grades nine through twelve. Four sources of successful performance strategies were identified. They were the band director, rehearsal/musicianship strategies, wind ensemble members, and support mechanisms. Within these four sources of success 19 other factors were identified that facilitated national performance status. This study suggests rehearsal strategies and ensemble characteristics relating to achieving national performance status. Further study of each of these strategies and characteristics could lead to increased numbers of successful music ensembles.

Rosenthal, Roseanne; VanderCook College of Music. rrosenthal@vandercook.edu
“Teaching Band in Illinois.”

Band teachers in Illinois (n=163) responded to a survey examining their professional preparation, responsibilities, perceptions and trends. Respondents represented urban, rural and suburban schools at all levels of K-12 schooling. Among the most salient results are that many feel they are doing more with less, e.g., teaching more children, teaching more classes (including general music), spending more time in assessment, and working with a more diverse student population (including children with disabilities and those for whom English is a second language). They are accomplishing these things with less money and fewer teachers than five years earlier. Nearly all, however, described positive aspects of their work with a sense of pride in the good work they are able to accomplish in their classes, schools and community. Most respondents reflected the general belief that music can help children grow emotionally and in ways that support their humanity, ability to work with others, and their intellect. Results are applicable to many aspects of music teacher education.

Ruszkowski, Joseph; Kamehameha Schools. talkiejunior@mac.com
“The Effects of the Digital Music Stand on Middle School Instrumental Music Sight-Reading.”

The purpose of this study was to compare the effects of the digital music stand on middle school instrumental music sight-reading. The study was based on previous research comparing text reading on paper and video display unit (VDU). Subjects consisted of twenty-five seventh and eighth-grade music students form one Oahu intermediate school. The Watkins-Farnum Performance Scale was utilized as the sight-reading criteria. Form A of the Watkins-Farnum Performance Scale was displayed on a modified music stand in its original print format. Form B was displayed on a modified music stand using the Freehand Systems MusicPad Pro digital music stand.  The research null hypothesis stated “there would be no significant differences between the sight-reading scores of instrumental students when presenting music on a digital music stand verses printed music. Based on the data obtained, the null hypothesis is accepted (t = -1.70, df = 24, p = 0.10). Specific correlations between the use of computer screens for reading music and reading words has not been established, but this study appeared to suggest that such a correlation might exist.

Schmidt, Douglas A.; Florida State University. das05h@fsu.edu
“The Effect of Program Difficulty on Wind Band Performance Ratings.”

Research has established that subjective judgments of musical events can be affected by nonmusical factors. The purpose of this study was to examine the effect of program difficulty on ensemble performance ratings. Inservice high school band directors (N = 66) individually rated the same recorded audio excerpt from Variations on a Korean Folk Song by John Barnes Chance while perusing one of three fabricated concert programs from contrived wind band concerts on which the work was purportedly performed. While all three contrived programs included Variations on a Korean Folk Song, one program listed four additional works of acknowledged low difficulty, another program listed four additional works of acknowledged moderate difficulty, and another program listed four additional works of acknowledged high difficulty. Results revealed that judges’ mean ratings for the target piece increased from the “low” program to the “high” program. Standard deviations decreased as the perceived difficulty of the program increased—indicating that judges were more consistent in their evaluations when they considered the target piece to be part of difficult program; however, a one-way analysis of variance (ANOVA) indicated no significant effect for program difficulty. This analysis may be reassuring as it indicates that judges were indeed listening to the target piece and were not persuaded by its program context.

Schraer-Joiner, Lyn E. and Chen-Hafteck, Lily; Kean University. lschraer@kean.edu
“Music Teaching Approaches for Preschool Cochlear Implant Users: A Multiple Case Study.”

The purpose of this multiple subject case study was to explore the effectiveness of musical activities on cochlear implanted children, ages 3 to 4, through a close observation of their responses to these activities. Three prelingually deafened children, identified as “C,” “N,” and “T,” from a preschool program located at a Deaf school in the Northeastern United States, served as subjects. Lesson development was based upon student progress, instructional need, and preschool curriculum. Lesson activities included a hello song, favorite song review, drum activity, creative movement, musical story, and a goodbye song. Data analyses were based upon the musical responsiveness of each child in addition to their responses to each activity. Comparisons of the children on each kind of activities were also investigated. Results from this study suggest that the music instruction required for hard of hearing/deaf children implanted with the cochlear prosthesis is not fundamentally different from that of typical hearing children. Children were involved and successful in the music activities introduced. Repetition and familiarity were crucial to music lesson development providing the children with a stable and comfortable environment in which to learn and explore as evidenced, for example, by their increased vocalizations and incorporation of both tempo and dynamic changes when playing the drum. Findings from this study may be used as a habilitative starting point for the development of music methods and materials for school music classrooms.

Sheldon, Deborah A.; Temple University. dsheldon@temple.edu
“Music in the Lives of Music Educators.”

Music faculty’s involvement in music pursuits outside the vocation and connections between traditional values in music teaching and active music endeavors to inform music instruction in a society of music makers, learners, and consumers were reviewed. A web-based survey was to collect information concerning demographics, listening and modeling in teaching, consumerism, listening to and making music for purposes of personal entertainment or recreation, self-growth, therapy, restoration, or healing. Results show respondents are entrenched in traditional methods, means, and content of the musical experience. They are more apt to choose Western art music, jazz, and pop for listening compared to less familiar genres. They are more apt to acquire music through CDs and FM radio rather than computers or satellite. Outcomes concerning habits of music listening and making for purposes of entertainment, self-growth, or therapy were sharply divided.

Smith, Janice P.; Queens College. janice.smith@qc.cuny.edu
“Encouraging Young Composers to Revise: Two Techniques and Twelve Children.”

Although some have expressed concerns about encouraging children to revise(Wiggins,2005), revision is part of compositional process for many composers. This study contributes to the research on encouraging children to revise their musical compositions. It looked at two rather specific kinds of revision: (1) revising a piece that the child has decided is less than satisfactory, and (2) extending a piece with which they have expressed satisfaction. Twelve children around age ten created six recorder pieces. They chose the ones they liked best and least. They were asked to extend the one they liked best and to revise the one they liked least. They spent more time when asked to extend a piece they liked than they did when simply asked to revise a piece they did not like as well. Their pieces and revisions were ranked ordered by three judges, who did not know which pieces were originals and which were revisions. The judges’ ranks were averaged to create a rank order of the 48 pieces. The revisions were judged more musical than the originals only 50% of the time. When the original piece ranked highly, the revision usually did also. However, sometimes medium ranking originals led to highly ranked revisions. When the original piece ranked quite low, the revision often did also, but occasionally the revision was much more highly ranked. Examples of student work are included.

St. John, Patricia A.; Columbia University. pas163@columbia.edu
“Preschoolers’ Instrument Exploration: [P]layers of Experience.”

Using a socio-cultural lens, this study examines preschoolers’ use of instruments during free exploration time in music class. Through reciprocal interactions, children formulate an intricate web of relationships which provide an ecological context to draw from and connect to as they actively construct knowledge. Flow and descriptive narrative analysis of 4 videotaped music sessions reveals the 10 participants’ understanding of social knowledge and musical skill through instrument-play. A two-fold purpose framed the study: 1) to investigate the trail of interactions in preschoolers’ pretend-play within the context of instrument free-play and 2) to examine preschoolers’ use of spontaneous concepts to scaffold experience and to aid concept discovery and musical understanding. Two research questions guided this inquiry: 1) What do children’s interactions during instrument free-play reveal about their concept development? How do children’s connections across multiple social entities scaffold their learning and musical understanding? Three challenge-seeking themes emerged—exploratory, experimental, and expansive. Four functions framed instrument use: to accompany singing, to accompany actions, to explore instrumental timbres, to serve as extra-musical objects. Unstructured exploration and pretend-play affords children time to express their understanding of cultural knowledge and to find cognitive connections between multiple social entities. The complementarity of such social entities with collective music-making, particularly young children’s instrument play, suggests that dramatic and pretend play is in delicate counterpoint with young children’s musical development. Given the freedom to explore, children do find musical concepts and develop musical skill, even when responses seem unrelated to conventional music standards and traditional musical behavior.

The purpose of this study was to examine positive influences and barriers associated with entering and completing a music teacher education doctoral program. Subjects (N = 73), recent doctoral graduates in music education (RDG), were asked to rate 48 positive influence items and 54 barrier items. The highest ranked positive influence was “Opportunity to teach at the college level in a tenure-track position.” The highest ranked barrier item was “Needing time to research and write the dissertation.” Using the top 24 positive influence items and the top 24 barrier items, two factor analysis procedures were calculated to determine whether positive influence and barrier items could be reduced to a smaller number of discrete factors. Three positive influence factors (“Reputation of and Connection with Faculty/University,” “Desire to Affect Future Music Teachers and the Profession,” and “Career Advancement”) and four barrier factors (“Family/Time Considerations,” “Financial Challenges,” “Problems with Professors or Program,” and “Distance”) were identified. Results were also compared with those from prior research in which practicing music educators (PME), identified as being outstanding candidates for doctoral studies, were asked to rate the same sets of positive influence items and barrier items. Finally, conclusions were drawn based on comparisons between the RDG and PME results.

Watson, Kevin; Indiana University. kewatson@indiana.edu
“The Effect of Selected Practice Behaviors on Achievement in Jazz Improvisation.”

The teaching and learning of improvisation has become more important in recent years due to the proliferation of curriculum guidelines based on the National Standards. While the last three decades have witnessed the growth of research into music practice, there currently exist few, if any, investigations regarding effective practice strategies for improving improvisational skill. The purpose of this study was to examine the practice strategies that experienced musicians choose to employ in preparing for a jazz improvisation performance, and the effects of those selected practice behaviors on achievement in instrumental jazz improvisation performance. Participants for the study (N = 62) were collegiate music majors, enrolled at one of five mid-western universities, who identified themselves as having either limited or no prior jazz improvisation experience. Subjects recorded a pre-instruction improvised performance, were then provided with instruction in jazz improvisation, and given 30 minutes to practice using their choice of strategies to prepare for a post-instruction recording. Expert judges assessed performance recordings, and subjects’ practice recordings were coded for an analysis of time spent on various practice behaviors. Reliability for both achievement assessment and practice time coding was found to be high. Results showed the highest mean score for time spent improvising with a play-along recording. No significant differences in time spent on various practice behaviors between high and low scoring groups were found, and results showed low, non-significant correlations between achievement scores and time spent on various practice behaviors.

Wehr-Flowers, Erin; University of Missouri-Columbia. wehrflowerse@missouri.edu
“An Exploratory Model of Jazz Self-Efficacy and Gender.”

This study presents a theory of jazz self-efficacy, based on Albert Bandura’s theory of self-efficacy, in an effort to better understand the perceptions of music education students towards jazz education and what factors influence their participation in jazz programs. This theory was tested through the development, analysis, and revision of a survey tool utilizing techniques of item-analysis, factor analysis, and structural equation modeling. Further analysis involved multivariate techniques, which revealed gender differences on three self-efficacy variables: Social Persuasions, Physiological States, and Motivational Processes. These social-psychological variables appear to suggest reasons for gender differences in jazz programs. Results and the processes utilized are explained to guide future studies in jazz self-efficacy.