Date of Award
5-21-2015
Document Type
Thesis
Degree Name
Music Education, MME
First Advisor
Kyle Chandler
Committee Members
Sarah Labovitz; Timothy Oliver
Call Number
LD 251 .A566t 2015 G42
Abstract
In order to better inform band directors and administrators on effective methods of increasing retention in beginning band, Glover explored the impact of how instructional time is allotted and structured on enrollment and subsequent retention among beginning band students in middle school and junior high schools in the state of Arkansas. Lines of inquiry in the online questionnaire completed by beginning band directors (n=45) included describing and analyzing different instructional time structures within beginning band programs, discussing who in public schools systems makes decisions about these structures, and questioning band directors about personal perceptions of program structures and retention practices for beginning band. Descriptive data was used to measure and interpret variables individually, correlation coefficients were used to explore relationships between variables, and open response items were analyzed for themes commonly expressed by study participants. Modest to moderate correlations were found among enrollment and retention rates when compared against the number of years current structures had been used in the program and the amount of instructional time used in full band and homogeneous (single instrument) student groupings. A moderate to strong positive correlation was found between initial band enrollment and subsequent retention when the band director was the decision maker for instructional grouping.
Rights Management
This work is licensed under a Creative Commons Attribution 4.0 International License.
Recommended Citation
Glover, Micah Forrest, "Instructional Time Structures in Arkansas Middle School and Junior High Beginning Bands: Initial Enrollment and Subsequent Retention" (2015). Student Theses and Dissertations. 719.
https://arch.astate.edu/all-etd/719
