Strategic uses of music in the U.S. history classroom

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dc.contributorWilson, Elizabeth K.
dc.contributorSunal, Cynthia S.
dc.contributorGregg, Madeleine
dc.contributorLovorn, Michael
dc.contributorStallworth, Brenda J.
dc.contributor.advisorWilson, Elizabeth K.
dc.contributor.authorBaker, Glenda Kennedy
dc.contributor.otherUniversity of Alabama Tuscaloosa
dc.date.accessioned2017-03-01T16:24:28Z
dc.date.available2017-03-01T16:24:28Z
dc.date.issued2011
dc.descriptionElectronic Thesis or Dissertationen_US
dc.description.abstractThis study investigated the strategic uses of music in the U.S. history classroom of six expert secondary U.S. history teachers identified by their administrators as expert teachers based on the merit of national certification, exemplary student and/or administration evaluations, high achieving teacher awards, or a combination of these criteria. The settings for this study were rural high schools on block schedules in the north Alabama region. Through observation, interview, and field notes, the study examined the classroom instruction of teachers using music as a strategic instructional teaching tool. Findings indicate that U.S. history teachers using music as a teaching strategy see a significant difference in student attentiveness, engagement in the learning process, and test scores when music is a part of their classroom instruction. Consensus from the history teachers found that music enhances the lesson and is effective in delivering content to the students in such a way that they have a deeper understanding of the history curriculum being taught. Most teachers in this study used music as a 10 to 15 minute exercise within the lesson. However, several teachers used music as a student presentation assignment that encompassed total class time. Data suggests that music is an effective strategy for teaching in the secondary setting because music is an integral part of the human experience, has been a communicator of cultural history throughout the ages, and students living in the present technological age have more access to music that any previous time in history.en_US
dc.format.extent149 p.
dc.format.mediumelectronic
dc.format.mimetypeapplication/pdf
dc.identifier.otheru0015_0000001_0000824
dc.identifier.otherBaker_alatus_0004D_10918
dc.identifier.urihttps://ir.ua.edu/handle/123456789/1328
dc.languageEnglish
dc.language.isoen_US
dc.publisherUniversity of Alabama Libraries
dc.relation.hasversionborn digital
dc.relation.ispartofThe University of Alabama Electronic Theses and Dissertations
dc.relation.ispartofThe University of Alabama Libraries Digital Collections
dc.rightsAll rights reserved by the author unless otherwise indicated.en_US
dc.subjectSecondary education
dc.titleStrategic uses of music in the U.S. history classroomen_US
dc.typethesis
dc.typetext
etdms.degree.departmentUniversity of Alabama. Department of Curriculum and Instruction
etdms.degree.disciplineSecondary Education
etdms.degree.grantorThe University of Alabama
etdms.degree.leveldoctoral
etdms.degree.nameEd.D.
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