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An exploration of potential factors affecting persistence to degree completion in undergraduate music teacher education students.

机译：探索影响音乐学院音乐教育本科生坚持学业的持久性的潜在因素。

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摘要

The purpose of this study was to examine the withdrawal rates and patterns of undergraduate Music Education majors, with a specific focus on the individual experiences of students withdrawing from the major. In examining these experiences, the potential for identification of possible commonalities among withdrawn students was explored. The overall subject population (N = 1103) consisted of students enrolled in the undergraduate Music Education program at a large southeastern university between the years of 1995 and 2010. A mixed-methods approach consisting of a quantitative analysis of students enrolled in the Music Education major for a 10-year period from 1995 to 2005 (n = 868) and a qualitative analysis of semi-structured interviews of recently withdrawn students (n = 14) were identified from the total population. Results from the quantitative portion of the study indicated that approximately half of the student population enrolled in the Music Education major withdrew from that major prior to degree completion. These results also indicated that degree completion rates varied according to the specific Music Education track, with students majoring in Music Education -- General completing the degree at the highest rate, followed by Music Education -- Choral and Music Education -- Instrumental, respectively. Results of the qualitative portion of the study on subjects' pre-college experiences found commonalities in their enjoyment of music performance, opportunities to teach, and the impact of school music teachers. Subjects' experiences during college were diverse, with concerns focusing on the applied music component of the degree surfacing as being important to a majority of interviewees. The reasons given for withdrawal from the Music Education program were also diverse, including dismissal from the applied music studio, erosion of personal confidence as a musician, realizations about their feelings towards music versus their feelings about teaching in general as it related to their personal career goals, and finally, personal life issues. Following withdrawal from Music Education, student experiences showed no consistent pattern in terms of regret over their decision to leave Music Education, though all interviewed subjects reported that they remained actively involved in music in some way. Implications of these results are discussed in relation to individual experiences and the function of those experiences within the context of current models of student persistence.
机译：这项研究的目的是研究音乐教育本科生的退学率和模式，特别侧重于从该专业退学的学生的个人经历。在考察这些经验时，探索了在退学学生中发现可能的共同点的潜力。总体科目总数（N = 1103）由1995年至2010年间在东南一所大型大学就读音乐教育本科课程的学生组成。一种混合方法，包括对在音乐教育专业就读的学生进行定量分析从1995年至2005年的10年间（n = 868），并从总人口中对最近退学的学生（n = 14）进行了半结构式访谈的定性分析。研究定量部分的结果表明，大约有一半的音乐教育专业学生在学位完成之前退出了该专业。这些结果还表明，学位完成率根据特定的音乐教育方向而有所不同，其中音乐教育专业的学生-一般完成率最高，其次是音乐教育-合唱和音乐教育-器乐。定性部分研究对象的大学前经历的结果发现，他们在享受音乐表演，教学机会和学校音乐老师的影响方面具有共同点。在大学期间，受试对象的经历是多种多样的，关注点集中于学位的应用音乐部分，这对大多数受访者很重要。退出音乐教育计划的原因也多种多样，包括从应用音乐工作室解雇，削弱作为音乐家的个人信心，认识到他们对音乐的感觉以及他们对与个人职业相关的总体教学的感觉目标，最后是个人生活问题。退出音乐教育后，学生对离开音乐教育的决定表示遗憾的方式并没有一贯的规律，尽管所有受访对象均表示他们仍以某种方式积极参与音乐。在学生持久性的当前模型的背景下，将讨论这些结果的含义与个人经验以及这些经验的功能有关。

著录项

  • 作者

    Gavin, Russell B.;

  • 作者单位

    The Florida State University.;

  • 授予单位 The Florida State University.;
  • 学科 Psychology Behavioral.;Education Higher.;Education Teacher Training.;Education Music.
  • 学位 Ph.D.
  • 年度 2010
  • 页码 287 p.
  • 总页数 287
  • 原文格式 PDF
  • 正文语种 eng
  • 中图分类
  • 关键词

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