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ERIC Number: ED580593
Record Type: Non-Journal
Publication Date: 2017
Pages: 169
Abstractor: As Provided
ISBN: 978-0-3553-0376-6
ISSN: EISSN-
Mentorship in Grades 5 through 12 Gifted Vocal Music Programs: Learners' and Educators' Perceptions of Mentorship
Brown, Jimmy Lee
ProQuest LLC, Ed.D. Dissertation, Northcentral University
Although the implementation of effective instructional practice is paramount to the academic success of gifted music programs in kindergarten through twelfth grade (K-12), many learners in gifted music programs lack critical thinking skills, self-directed learning, a learner-centered paradigm, and learner-mentor relationship during instruction. The aim of this qualitative multiple-case study was to discover the perceptions and experiences held by gifted music learners and educators regarding mentorship of critical thinking skills, self-directed learning, learner-centered mentorship, and learner-mentor relationships with Grades 5 through 12 gifted music programs during instructional time. The participants were asked about their perceptions and experiences in either primary, middle, or high school gifted music programs. Educators and students were interviewed using semi-structured interviews either face-to-face or via Skype or phone. The population for this study consisted of Grades 5 through 12 gifted music participants including 24 gifted music learners and eight educators who participate in institutions with accreditation from Middle States Association of Colleges and Schools (MSACS) with a gifted and talented music program in New York. A multiple-case study was used for this design as this approach unveiled a detailed account of the perceptions and experiences the participants. The use of NVivo 10 software program was used to produce 13 emergent thematic meaningful units that helped to provide answers to the research questions. Future studies are suggested to develop and understand the efficacy of how the mentorship of critical thinking skills, self-directed learning, learner-centered paradigm, and learner-mentor relationship must be implemented during instruction in gifted music programs. [The dissertation citations contained here are published with the permission of ProQuest LLC. Further reproduction is prohibited without permission. Copies of dissertations may be obtained by Telephone (800) 1-800-521-0600. Web page: http://www.proquest.com/en-US/products/dissertations/individuals.shtml.]
ProQuest LLC. 789 East Eisenhower Parkway, P.O. Box 1346, Ann Arbor, MI 48106. Tel: 800-521-0600; Web site: http://www.proquest.com/en-US/products/dissertations/individuals.shtml
Publication Type: Dissertations/Theses - Doctoral Dissertations
Education Level: Secondary Education
Audience: N/A
Language: English
Sponsor: N/A
Authoring Institution: N/A
Identifiers - Location: New York