The purpose of this study was to examine student discussions and the evidence of musical listening as part of a cooperative learning experience featuring musical maps involving undergraduate music appreciation students. The research questions in this study addressed what students discuss in a cooperative learning session, their personal experiences with the project, and what the musical maps revealed about students’ listening comprehension of a complex piece of art music. A qualitative analysis of the musical maps allowed focus on individual approaches to the musical maps. Data collection involved video recordings and transcripts of two cooperative learning sessions, field notes, interview transcripts, musical maps, and the verbal and written descriptions of the musical maps. Six students enrolled in a music appreciation class participated in the study and discussed a map created by the researcher of the exposition of Mozart’s Symphony No. 40, then created a musical map of the exposition of Beethoven’s Symphony No. 5. The students returned with their musical maps and participated in another cooperative learning session. The students participated in individual interviews to discuss their personal experiences with the cooperative learning sessions and the creation of the musical map. An approach to analysis borrowed from phenomenological psychology revealed six themes from the cooperative learning sessions: group ynamics, role management, musical discovery, use of listening materials, use of conversation for problem solving, and musical vocabulary. Analysis of the musical maps and descriptions revealed the students’ musical sense of the piece as well as their ability to listen musically beyond what they could articulate.
The purpose of this study was to examine student discussions and the evidence of musical listening as part of a cooperative learning experience featuring musical maps involving undergraduate music appreciation students.
ABSTRACT: This qualitative research study investigated what occurred when third grade recorder students engaged in differentiated, multi-modal learning tasks while working in various cooperative group arrangements. Findings suggest that completing differentiated activities in cooperative groups in music class may promote the emergence of student leaders, positively affect students' musical self-concepts, and influence the way students relate to one another. Additional findings suggest that while working in cooperative groups, students need additional teacher guidance in order to be successful completing the multi-modal, differentiated tasks. In most cases, students could accurately self-assess performance in their individual roles and responsibilities within the group. Students were able to acknowledge their mistakes and offer appropriate solutions for improvement, even when they were not yet able to execute rhythmic tasks independently. The implementation of differentiated, multi-modal techniques may be essential to ensure that all students learn. In order to create the most optimal learning environment, it was important for the teacher researcher to gather background data about students from a variety of sources. Throughout the study, character education concepts positively affected how students interacted and communicated in whole-class, small-group, and individual instruction settings.
ABSTRACT: This qualitative research study investigated what occurred when third grade recorder students engaged in differentiated, multi-modal learning tasks while working in various cooperative group arrangements.
This study analyzed the effects of cooperative learning techniques versus lecture techniques on the following aspects of a higher education classroom: (a) the perception of a student's learning environment and (b) a student's critical thinking skills. Preservice teachers at a small Midwest college completed the College and University Classroom Environment Inventory (CUCEI) and the Watson-Glaser Critical Thinking Appraisal, Form-S (WGCTA-FS). Results revealed significantly higher means in the cooperative learning group in four of the eight constructs within the CUCEI. Results within the WGCTA-FS disclosed no significant differences between the means of the two groups. The outcomes of this study suggest that cooperative learning techniques have merit and profit in the undergraduate classroom. Suggestions for further research were also included.
This study analyzed the effects of cooperative learning techniques versus lecture techniques on the following aspects of a higher education classroom: (a) the perception of a student's learning environment and (b) a student's critical ...
The purpose of the research was to determine if the implementation of cooperative learning as a primary method of instruction in an LDS released-time seminary classroom can enhance the learning experience of seminary students by allowing them to feel accepted as part of a learning environment, to become more active participants in the classroom and feel more spiritually uplifted and doctrinally competent, as well as to enjoy the overall participation in seminary.
The purpose of the research was to determine if the implementation of cooperative learning as a primary method of instruction in an LDS released-time seminary classroom can enhance the learning experience of seminary students by allowing ...
This study involved the investigation of the Student Teams Achievement Division (STAD) cooperative learning method designed to promote cross-racial friendships. This study replicated and extended an earlier study by Slavin (1979) that reported more increases in cross-racial friendship choices by students experiencing cooperative learning compared to those in a control condition using a sociometric nomination procedure. The ability of sociometric nomination devices to represent increases in cross-racial friendships was questioned. This study investigated two additional dependent measures (Interpersonal Relationship Assessment Technique, IRAT) that were hypothesized to be more representative of friendship than those currently used in the literature. Participants were 92 seventh grade students at a desegregated middle school. The experimental group studied worksheets in 4 to 5 member biracial teams and received recognition based on the sum of members' quiz scores. Control students studied alone and received individual scores only. Comparisons of these groups examined the effects of these instructional formats 2on multiple measures of friendship. Results indicated that when using the traditional nomination measurement, black males reported significantly more cross-racial friendships than black males in traditional classes. Cooperative instruction did not produce significant effects for white males, black females or white females.
This study involved the investigation of the Student Teams Achievement Division (STAD) cooperative learning method designed to promote cross-racial friendships.
