Relevant bibliographies by topics / Trombone – Instruction and study

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Academic literature on the topic 'Trombone – Instruction and study'

Author: Grafiati
Published: 4 June 2021
Last updated: 1 February 2022

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Journal articles on the topic "Trombone – Instruction and study"

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Sehmann, Karin Harfst. "The Effects of Breath Management Instruction on the Performance of Elementary Brass Players." Journal of Research in Music Education 48, no. 2 (July 2000): 136–50. http://dx.doi.org/10.2307/3345572.

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The present study is an investigation of the effects of breath management instruction on the performance of elementary brass players. The experimental group ( N = 32) received instruction on the use of air during brass performance. The control group ( N = 29) continued with instruction from their method books. Three measures for breathing (thoracic displacement, abdominal displacement, and lung capacity) and for performance (range, duration, and tone quality) were the dependent variables. The data were analyzed using multivariate and univariate analyses of covariance. Independent variables included group (experimental and control), instrument (trumpet, horn, and trombone), and grade level (fourth, fifth, and sixth). Main effects for group showed that the experimental group had significantly higher scores on measures of abdominal displacement, range, and duration ( p < .05). There were no treatment-by-instrument or treatment-by-grade-level interactions. Breathing instruction in group lessons was effective in improving the breathing and performance of elementary brass players.
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Miksza, Peter, and Leonard Tan. "Predicting Collegiate Wind Players’ Practice Efficiency, Flow, and Self-Efficacy for Self-Regulation." Journal of Research in Music Education 63, no. 2 (July 2015): 162–79. http://dx.doi.org/10.1177/0022429415583474.

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The purpose of this study was to determine whether students’ practice efficiency, flow during practicing, and self-efficacy for self-regulation varied as a function of their practice tendencies, their tendencies toward self-evaluation, their self-regulatory tendencies to be self-reflective when practicing, tendencies to exhibit grit in their learning, and their teachers’ methods of instruction in practicing. Participants were 52 studio lesson teachers and 241 of their students from 25 large collegiate music programs in the United States. Both the teachers and students represented a diverse range of instruments: flute, oboe, bassoon, clarinet, saxophone, French horn, trumpet, trombone, euphonium, and tuba. The data for this study were self-reports collected via online questionnaires. Findings indicated that of the five predictor variables examined, only two—students’ tendencies to exhibit grit in their learning and their tendencies to be reflective about their practicing—were consistently related to the three outcome variables. Furthermore, all outcome variables were significantly related to one another.
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Copley, David C., and William J. Strong. "A study of lip vibrations in a trombone." Journal of the Acoustical Society of America 96, no. 5 (November 1994): 3300. http://dx.doi.org/10.1121/1.410844.

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Dubka, O. S. "Sonata for the trombone of the second half of the 16th – the beginning of the 19th centuries in the context of historical and national traditions of development of the genre." Problems of Interaction Between Arts, Pedagogy and the Theory and Practice of Education 54, no. 54 (December 10, 2019): 55–70. http://dx.doi.org/10.34064/khnum1-54.04.

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The present article is devoted to the general characteristics of the historical process of the formation of the sonata for the trombone (or with the participation of the trombone) in the European music of the Renaissance – Early Classicism era. A particular attention in the research has been paid to the study of the national stylistic, which was the main driving force in the evolution of the trombone at the level of the chamber instrumental and concert genres. It has been noted that since the time of A. Willaert and A. and J. Gabrieli brothers, the trombone and trombone consorts have been the permanent components of the concerts da chiesa, and later – da camera. Due to its construction and melodic-declamatory nature of the sounding, the trombone was in good agreement with both the voices of the choir and other instruments. Gradually, along with collective (concert) varieties of trombone sonatas, solo sonatas with bass began to appear, and they reflected the practice of the Baroque-era concert style. The article reviews a number of trombone sonatas of the Italian, Czech, Austro-German schools, which later became the model for composers of the Newest Time, who fully revealed the possibilities of the trombone semantics and techniques in the sonata genre. The article has noted that the formation of the instrumental sonata in Europe was associated with the practice of concerts in the church, which was for a long time practically the only place where academic music could be performed. The term “sonata” was understood then as the music intended for the instrumental performance, which, however, was closely connected with the vocal one. Therefore, the first samples of sonatas with the participation of the trombone were mixed vocal-instrumental compositions created by the representatives of the Venetian school of the second half of the 16th century – A. Willaert and A. and J. Gabrieli brothers. It has been noted that the key and largely “landmark” composition opening the chronicle of a concert sonata with the participation of trombones was the sonata called “Piano e forte” (1597), where the functions of trombone voices are already beginning to the counterpoint independence, rather than to duplicating the vocal ones. G. Gabrieli is the creator of one of the most large-scale, this time exclusively trombone compositions – “Canzon Quarti Toni” for 12 trombones, cornet and violin – one of the first trombone ensembles based on the genre of canzone as the progenitor of all the baroque instrumental-concert forms. It has been emphasized that among Italian masters of the subsequent period (the early Baroque), the trombone received a great attention from C. Monteverdi, who in his concert opuses used it as the substitute for viola da brazzo (three pieces from the collection called “Vespro della Beata Vergine”). It is noted that in the era of the instrumental versioning, when compositions were performed by virtually any instrumental compound, the trombone was already distinguished as an obligate instrument capable of competing with the cello. Sonata in D minor Op. 5 No. 8 by A. Corelli is considered a model of such a “double” purpose. It has been proved that the Italian schools of the 16th – 17th centuries, which played the leading role in the development of the sonata and concert instrumentalism, mainly the stringed and brass one and the brass one as well, were complemented by the German and Austrian ones. Among the masters of the latter one can distinguish the figure of G. Sch&#252;tz, who created “Fili mi, Absalon” for the trombone quartet and basso-continuo, where trombones are interpreted as instruments of cantilena sounding, which for a long time determines their use in opera and symphonic music, not to mention the sonata genre (introductions and slow parts). Along with the chamber sonata, which was written in the Italian style, German and Austrian masters of the 17th century turn to “tower music” (Tower music), creating their own opuses with almost obligatory participation of one or several trombones. Among such compositions there are the collection by G. Reich called “Quatricinua” of 24 tower sonatas (1696) for the cornet and three trombones, where, modelled on A. Corelli’s string-and-bow sonatas, the plays of a homophonic and polyphonic content are combined. The article notes that the creation of a solo sonata with bass for the trombone was historically associated with the Czech composing school of the second half of the 17th century. The first sample of such composition is the Sonata for the trombone and the thorough-bass (1669), written by a certain monk from the monastery of St. Thomas in Bohemia, where the instrument is shown in a wide range of its expressive possibilities. A significant contribution to the development of a trombone sonata was made by the Czech composer of the late 17th century P. Y. Veyvanovsky, who created a number of sonatas, which, despite the typical for that time performing versioning (trombone or viola da brazzo), were a milestone in the development of the genre in question. The traditions of the trombone sonata-quality genre in its three main expressions – da chiesa, da camera, “tower music” – have been preserved for a certain time in the era of Classicism. This is evidenced, for example, by F. Schneider’s 12 “Tower sonatas” for 2 pipes and 3 trombones (1803–1804). In general, in the classic-romantic era in the evolution of the trombone sonata genre there is a “pause”, which refers to both its collective and solo varieties. The true flourishing of the trombone sonata appeared only in the Newest time (from the end of the 19th century), when the instrumental music of a concert-chamber type declared itself not only as the one demanded by the public, but also as the leading, “title” field of creativity of a number of the leading composers. Among the instruments involved in the framework of the “new chamber-ness” (B. Asafiev) was also the trombone, one of the recognized “soloists” and “ensemblers” of the music from the past eras. The conclusions of the article note that the path travelled by the sonata for the trombone (or with the participation of the trombone) shows, on the one hand, the movement of the instrument to the solo quality and autonomy within the framework of “little-ensemble” chamber-ness (the sonata duet or the solo sonata without any accompaniment), on the other hand, the sustainable preservation of the ensemble origins of this genre (the trombone ensemble, sometimes in combination with other representatives of the brass group).
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Copley, David C., and William J. Strong. "A stroboscopic study of lip vibrations in a trombone." Journal of the Acoustical Society of America 99, no. 2 (February 1996): 1219–26. http://dx.doi.org/10.1121/1.414603.

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Wallace, Eric, Derek Klinge, and Kris Chesky. "Musculoskeletal Pain in Trombonists: Results from the UNT Trombone Health Survey." Medical Problems of Performing Artists 31, no. 2 (June 1, 2016): 87–95. http://dx.doi.org/10.21091/mppa.2016.2016.

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The trombone is a popular, versatile, and unique member of the brass family of musical instruments. Yet the musculoskeletal health concerns of trombonists are grossly understudied. The purpose of this study was to develop and apply a novel online research strategy for assessing musical and non-musical demographics along with prevalence, frequency, intensity, quality, timing, and location of site-specific trombone-related pain. Of the 316 trombonist respondents to this open survey, 76.6% (n=242) experienced trombone-related pain in one or more sites over the past year. Lip was the site with the highest prevalence rate for pain (23%). Selected pain sites were outlined in three primary clusters of musculoskeletal sites: 1) the lips and jaw region, 2) left upper extremity, and 3) back region. Over 35% (n=114) reported that trombone-related pain prevented playing their instrument. Site-specific characteristics of pain suggest that future epidemiologic studies seek to better understand location-specific intensity, frequency, quality, and timing of pain. Such details will assist educators, performers, and clinicians understand, prevent, and treat musculoskeletal problems associated with learning and performing musical instruments.
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Chesky, Kris, Karendra Devroop, and James Ford. "Medical Problems of Brass Instrumentalists: Prevalence Rates for Trumpet, Trombone, French Horn, and Low Brass." Medical Problems of Performing Artists 17, no. 2 (June 1, 2002): 93–98. http://dx.doi.org/10.21091/mppa.2002.2013.

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This study examined the medical problems of musicians who primarily perform on a brass instrument. Data for this study (n = 739) were extracted from the University of North Texas Musician Health Survey data set. Subjects were included if they indicated either trumpet, trombone, French horn, or low brass as their primary instrument. Prevalence rates for one or more musculoskeletal problems were determined for the whole group and by instrument. For those subjects who reported problems at specific sites, average severity levels were derived from responses to a five-point grading scale. Additional prevalence rates for non-musculoskeletal problems were established for the whole group and by instrument. About 60% of the brass musicians reported having one or more musculoskeletal problems. The trombone group reported the highest rate (70%), followed by French horn and low brass (62%), and then trumpet (53%). Results suggest unique physical performance requirements and risks across the four main brass instrument groups and that future studies should examine each brass instrument group individually.
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Kozłowski, Emil, and Rafał Młyński. "Effects of Acoustic Treatment on Music Teachers' Exposure to Sound." Archives of Acoustics 39, no. 2 (March 1, 2015): 159–63. http://dx.doi.org/10.2478/aoa-2014-0019.

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Abstract In this study, music teachers' exposure to sound was tested by measuring the A-weighted equivalent sound pressure level (SPL), the A-weighted maximum SPL and the C-weighted peak SPL. Measurements were taken prior to and after acoustic treatment in four rooms during classes of trumpet, saxophone, French horn, trombone and percussion instruments. Results showed that acoustic treatment affects the exposure of music teachers to sound. Daily noise exposure levels (LEX, 8 h) for all teachers exceeded a limit of 85 dB while teaching music lessons prior to room treatment. It was found that the LEX, 8 h values ranged from 85.8 to 91.6 dB. The highest A-weighted maximum SPL and C-weighted peak SPL that music teachers were exposed to were observed with percussion instruments (LAmax = 110.4 dB and LCpeak = 138.0 dB). After the treatments, daily noise exposure level decreased by an average of 5.8, 3.2, 3.0, 4.2 and 4.5 dB, respectively, for the classes of trumpet, saxophone, French horn, trombone and drums, and did not exceed 85 dB in any case.
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Aziz, A., A. Samri, R. I. Mainil, and A. K. Mainil. "Performance of air source air conditioning water heater using trombone coil dummy condenser with different diameter and pipe length." Journal of Mechanical Engineering and Sciences 14, no. 2 (June 22, 2020): 6743–52. http://dx.doi.org/10.15282/jmes.14.2.2020.16.0528.

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The Air Source Air Conditioning Water Heater (ASACWH) performance as an energy source to heat water in the tank using dummy condenser type of trombone coil with different diameter and pipe length without hot water circulation has been investigated. The diameter and length of the dummy condenser pipe are intensely affected by ACWH performance. In this study, cooling capacity, Coefficient of Performance (COP), compressor power and room temperature were evaluated in three types of trombone coil (6.4 mm coil diameter with a length of 7.9 m, 6.4 mm coil diameter with a length of 5.3 m, and 9.5 mm coil diameter with a length of 5.3 m) with different cooling load variation. This study used cooling load with a variation of 0 W, 1000 W, 2000 W, and 3000 W without hot water circulation in the simulation room. It was found that the ASACWH using a pipe with a coil diameter of 6.4 mm and length of 7.9 m performed the highest cooling capacity and COP, and produced more comfortable room temperature than the other two pipes. The results indicated that when the cooling load icreased from 0 W to 3000 W, the compressor power increased by 11.3%, 6.3%, and 9.3%, using the 6.4 mm coil diameter with 7.9 m length, 6.4mm diameter of the coil with 5.3m length and 9.5mm coil diameter with 5.3m length, respectively.
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Carpenter, Thomas P., and Penelope L. Peterson. "Learning Through Instruction: The Study of Students' Thinking During Instruction in Mathematics." Educational Psychologist 23, no. 2 (March 1988): 79–85. http://dx.doi.org/10.1207/s15326985ep2302_1.

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Dissertations / Theses on the topic "Trombone – Instruction and study"

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Lipton, Jamie. "An Analysis of the Pedagogical Advantages Relating to Combined Study of Euphonium and Trombone through the Use of Specific Repertoire." Thesis, University of North Texas, 2010. https://digital.library.unt.edu/ark:/67531/metadc31539/.

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Doubling is defined as playing two instruments. It is becoming increasingly necessary for low brass musicians to double in the course of their careers. Euphoniumists often learn trombone, and trombonists learn euphonium. The instruments share several surface similarities but also differ in many significant ways. Interviews with six professional doublers highlight strategies for learning, teaching, and performing on both trombone and euphonium. Slide and valve technique, adjustment of intonation, tone quality, air usage, repertoire, and skill maintenance are all addressed. Trombone literature comprises a large part of the euphonium repertoire, due to the fact that most trombone pieces can be performed on euphonium. Euphoniumists should avoid playing pieces that require glissandi or extremely loud dynamics to be effective. Euphonium solos are generally too technical to be practical for trombonists to perform. Grøndahl's Concert pour trombone et piano ou orchestre is a standard piece for both instruments. When performing the piece on either instrument, it is helpful to practice the piece on both trombone and euphonium in order to tap into each instrument's strengths.
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Mitchell, Randall T. (Randall Thomas). "The use of Selected Vocalises of Marco Bordogni in the Develpment of Musicianship for the Trombonist, a Lecture Recital, together with Three Recitals of Selected works by Eugene Bozza, Jacques Casterede, Pierre Max Dubois, Christian Gouinguene, Axel Jorgensen, Richard Monaco, Lars-Erik Larsson, Erhard Ragwitz, and Others." Thesis, University of North Texas, 1989. https://digital.library.unt.edu/ark:/67531/metadc330589/.

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This dissertation consists of three solo recitals and one lecture recital. The repertoire of all programs is composed of music written specifically for the trombone plus two transcriptions of works for voice. The purpose of this paper is to investigate the use of selected vocal pedagogical material as a means of developing musicianship for the trombonist. The historical relationship of the voice and the trombone is traced through written documentation and musical composition. Similarities between the development of legato technique for the vocal student and the trombonist are examined. A brief history of the vocalise and its pedagogical function is presented. The development of expressive musical performance for the trombonist is explored through the use of examples from three different vocalises of Marco Bordogni.
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Wilson, Aaron James. "Bridging the virtual gap in Internet based music instruction| A feasibility study in trombone performance education." Thesis, The University of North Carolina at Greensboro, 2013. http://pqdtopen.proquest.com/#viewpdf?dispub=3568938.

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Since being introduced into classrooms in the late 1990s, online instruction has grown substantially both in student enrollment and the number of programs offered at state, district, and multi-district levels. Although having been applied liberally to all core subjects and many supplemental subjects, online instruction has yet to be utilized extensively in the musical arts. Courses in music performance present a unique set of technological and logistical challenges when adapted to an online setting. Nevertheless, private music teachers have utilized Internet resources extensively. Similar techniques applied to public school music programs, however, have yet to be explored thoroughly. Utilizing a combination of asynchronous instruction and synchronous instruction for teaching online music performance courses offers a potential for study and development.

The purpose of this study was to establish the feasibility of an online music performance course that included both asynchronous and synchronous instruction. An approach that utilized both a multimedia blog format and real-time video instruction was developed, implemented, and delivered to a limited group of trombone students as a pilot study. Nine students participated in online trombone lessons that focused primarily upon the development of performance fundamentals. The delivery of content was assessed to determine a feasible format for music performance instruction in an online setting. Although typical technological shortcomings were experienced during instructional settings, students were able to identify, explain, and apply concepts gleaned from the blog and real-time video lessons.

Internet-based resources have been applied to independent and collegiate music performance instruction; pedagogical approaches, however, have not been developed for use in secondary level online learning programs. Consequently, online music performance instruction has not evolved as rapidly as online instruction of core academic subjects. As technological advances become available, the possibility for delivering online instruction in areas of the performing arts, and especially in music performance, becomes more feasible and likely will be integrated into the curricula of many online learning programs. Until such time, the implementation of viable online instructional models is essential for the development of traditional music performance courses.

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Sharpe, Chris M. "A Modern Pedagogical Method for Developing Valve Technique on Independent Double Valve Bass Trombone." Thesis, University of North Texas, 2019. https://digital.library.unt.edu/ark:/67531/metadc1609158/.

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The modern bass trombone has undergone many changes in design since the 1960s and a student beginning on or switching to bass trombone today needs pedagogical material that methodically addresses the many valve combinations available on an independent double valve bass trombone. The existing books for bass trombone contain useful exercises, but none of the currently available books address all the valve combinations and patterns that are helpful for developing proficient valve technique on bass trombone. Therefore, I created a new bass trombone double valve technique method book that includes a thorough exploration of the bass trombone's two valves within the context of scales, scale exercises, and original material specifically designed to be applicable to common literature for the bass trombone.
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Yeager, Jonathan K. "Interpretive performance techniques and lyrical innovations on the bass trombone a study of recorded performances by George Roberts, Mr. Bass Trombone /." Thesis, connect to online resource, 2006. http://www.unt.edu/etd/all/Dec2006/Open/yeager_jonathan/index.htm.

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Thesis (D.M.A.)--University of North Texas, 2006.
System requirements: Adobe Acrobat Reader. Accompanied by 4 recitals, recorded Nov. 12, 2001, Oct. 14, 2002, Mar. 31, 2003, and Oct. 17, 2006. Includes bibliographical references (p. 80-82).
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Kristensen, Eirik. "An acoustical study of trombone performance, with special attention to auditory feedback deprivation." Thesis, Norges teknisk-naturvitenskapelige universitet, Institutt for fysikk, 2014. http://urn.kb.se/resolve?urn=urn:nbn:no:ntnu:diva-24824.

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When discussing how instruments work and how performers play them, the matter can be viewed from the standpoint of the musician or the scientist. In an attempt to bridge the gap between what science and musical experience know, acoustical methods are used to analyze trombone performance. The results provide a visual description of musical factors in trombone performance. Glissandi, sustained notes, transients, crescendos and decrescendos are studied through measurements of envelopes, spectra and spectral centroids for 9 players of different experience level. The analysis is done with the use of a Matlab toolbox for Music Information Retrieval (<i>MIRtoolbox</i>). The results shed light on previous studies on trombone performance, and give insight into the matter from a performance perspective. The discussion is focused on combining acoustic theory with musical expertise in order to better understand the full model of trombone performance. Further on, the effect of auditory feedback deprivation upon trombone performance is investigated. Eight trombonists, out of whom four were experienced professionals, and four amateurs, played musical pieces from notation and from memory. In addition, they performed a pitch-bending exercise (lipping). They did this under two playing conditions: A: With a masking noise of 95 dB on headphones, to completely remove auditory feedback from the instrument, and B: Without masking. Measurements of timing and RMS energy yielded statistically significant effects of auditory feedback deprivation on some amateur players, but not on professionals. The results indicate a correlation between musical experience and dependency on auditory feedback. A reason for this is suggested to be a more developed “inner ear.” It is also found that the effects of auditory feedback deprivation were greater for music performed from notation than music performed from memory. This is in agreement with Finney and Palmer (2003), who found that auditory feedback deprivation affects learning conditions, but not retrieval. Previous studies have concluded with no significant effects of auditory feedback deprivation upon keyboard performance (Gates and Bradshaw, 1974; Banton, 1995; Finney, 1997). In this study, observed tendencies towards disruption of performance in pitch bending exercises are found. Many players also failed to hit the correct resonant mode in the performance from notation, and some played ‘out of tune.’ This suggests that auditory feedback deprivation has a more disturbing effect upon trombone performance than in the case of keyboard performance. A likely explanation for this result is that brass instruments provide the player with the possibility of producing several notes for one position or fingering, thus also the possibility of producing a wrong note. In lip-reed instruments, tuning and timbre are controlled by the player, which also introduces more room for disruption of performance. Slight differences on expressiveness in performance, tempo and dynamics were also observed, extending the findings of Repp (1999), who found small, but statistically significant results of auditory feedback deprivation upon expressive keyboard performance.
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Human, Richard B. "The Online trombone journal : a case study of credibility, accessibility, and permanence in electronic journal publishing." Virtual Press, 2001. http://liblink.bsu.edu/uhtbin/catkey/1203650.

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The purpose of this study is to answer the question: How does the Online Trombone Journal address the issues of credibility, accessibility, and permanence in the publishing of an electronic journal?Documents from the Online Trombone Journal were examined in order to discover what specific methods are in place addressing credibility. Issues of prominent brass-related print journals were examined in order to locate article citations. Interviews were conducted with authors who are published in both an established print journal and the Online Trombone Journal. The Online Trombone Journal was searched for in both standard print indices and also on-line search engines in order to determine accessibility. To investigate permanence, on-line documents at the Online Trombone Journal concerning archiving were investigated, and an interview conducted with the publisher.The existence of a Review Board at the Online Trombone Journal, as well as standard guidelines for the review process indicates that credibility is addressed through peer-review of articles. Research showed that articles in the Online Trombone Journal have not yet begun to appear in other scholarly resources.In the area of accessibility, the content of the Online Trombone Journal is not yet indexed in standard music indices. The Online Trombone Journal does rank very high in searches using the term "trombone" on Internet search engines.Addressing permanence, research shows that apart from visiting the Online Trombone Journal web site, there is no other method for accessing its content. Thepublisher of the Online Trombone Journal indicates that a CD-ROM of all articles will be published and distributed to libraries and collection agencies in order to address the issue of permanence.The Online Trombone Journal has done an effective job of addressing the concerns of credibility and accessibility in on-line journal publishing. Permanence, an ongoing concern for all a journals, is a concern to the publisher, and will be addressed in the near future.
School of Music
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James, Casie Dawn. "Strategic spelling instruction." CSUSB ScholarWorks, 2006. https://scholarworks.lib.csusb.edu/etd-project/2993.

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The study proposes an alternative way for elementary school educators to instruct students in spelling. It suggests that spelling instruction should allow ample time for students to manipulate letters and patterns in their spelling words and provide time for writing. It also offers a two-week lesson plan of spelling instruction backed by research. The study was conducted using a mixed design with a predominantly Hispanic 6th grade class at a Title I school, with 60% of the students classified as English Language Learners. The study design consisted of observations of the students manipulating the spelling words, anecdotal notes taken while observing the students, and the collection of writing samples across time. Data was collected by four formal language arts tests and bimonthly spelling assessments.
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DeWitt, S. Lloyd Hesse Douglas Dean. "Hypertextualizing composition instruction a research study /." Normal, Ill. Illinois State University, 1992. http://wwwlib.umi.com/cr/ilstu/fullcit?p9234461.

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Thesis (D.A.)--Illinois State University, 1992.
Title from title page screen, viewed January 25, 2006. Dissertation Committee: Douglas D. Hesse (chair), James R. Kalmbach, Janice G. Neuleib, Anne Rosenthal. Includes bibliographical references (leaves 194-202) and abstract. Also available in print.
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Wang, Changhua. "A comparative study of Chinese EFL reading instruction and American ESL reading instruction." PDXScholar, 1988. https://pdxscholar.library.pdx.edu/open_access_etds/3861.

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Reading instruction in China and that in the United States are so different that they are not compatible. In fact, they seem to go in opposite directions. This study examined some of the differences between Chinese EFL reading instruction and American ESL reading instruction through analyzing selected tape-recordings of reading classes from China and the United States, and comparing Chinese EFL reading textbooks with American ESL reading textbooks. This study was intended to answer the following questions. 1. Is a bottom-up method of reading really taught in China while a top-down method is taught in the United States? 2. Compared with the ESL reading textbooks used in the United States, do the Chinese EFL reading textbooks have a larger proportion of exercises dealing with vocabulary, grammar and pronunciation and fewer items in reading skills? 3. Compared with the American ESL subjects, what are the strengths and weaknesses of the Chinese EFL subjects in reading comprehension in terms of recognizing main ideas, understanding direct statements and drawing inferences?
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Books on the topic "Trombone – Instruction and study"

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Kleinhammer, Edward. Mastering the trombone. Hannover, Germany: Edition Piccolo, 1997.

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Posausen-Symposium (1st 1990 Trossingen, Germany). 1. Internationales Posaunen-Symposium 1990: Dokumentation. Trossingen: Hohner-Musikverlag, 1992.

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Auf der Suche nach einer gewissen Leichtigkeit: Gedanken um die Posaune und das Blechblasen = Looking for the natural way : thoughts on the trombone and brass playing. [Detmold?]: Edition Piccolo, 1996.

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Baker, Buddy. The Buddy Baker tenor trombone handbook: A sourcebook of materials for both young and more experienced tenor trombonists (both classical and jazz players) and for the trombone teacher. Austin, Tex: International Trombone Association Manuscript Press, University of Texas at Austin, 2001.

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Baker, Buddy. The Buddy Baker tenor trombone handbook: A sourcebook of materials for both young and more experienced tenor trombonists (both classical and jazz players) and for the trombone teacher. Austin, Tex: International Trombone Association Manuscript Press, University of Texas at Austin, 2001.

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TerHart, Stella Claire. Beginning band basics: Theory and activity workbooks for band students : trombone. Bobcaygeon, Ont: Oceanna Music Publications, 2006.

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Associated Board of the Royal Schools of Music (Great Britain). Jazz syllabus: Clarinet, alto sax, tenor sax, trumpet, trombone, piano & ensembles. London, U.K: Associated Board of the Royal Schools of Music, 2004.

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Sobey, Edwin J. C. Wrapper rockets & trombone straws: Science at every meal. New York: Learning Triangle Press/an imprint of McGraw Hill, 1997.

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Jones, Bobby. Classic instruction. Greenwich, Conn: American Golfer, 1998.

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Stein, Marcy. Designing effective mathematics instruction: A direct instruction approach. 3rd ed. Upper Saddle River, N.J: Merrill, 1997.

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Book chapters on the topic "Trombone – Instruction and study"

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Kruse, Sharon D., and Julie A. Gray. "Curriculum, Instruction, and Assessment." In A Case Study Approach to Educational Leadership, 51–75. New York : Routledge, 2018.: Routledge, 2018. http://dx.doi.org/10.4324/9781315108308-3.

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Yang, Sixian, and Abdullah Abdulrazik. "Supplemental Academic Instruction (SAI) Pilot Study." In Institutional Research Initiatives in Higher Education, 172–84. New York, NY: Routledge, 2018.: Routledge, 2017. http://dx.doi.org/10.4324/9781315136042-10.

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Kaplan, Sandra N. "Independent Study." In Differentiated Curriculum and Instruction for Advanced and Gifted Learners, 95–111. New York: Routledge, 2021. http://dx.doi.org/10.4324/9781003111443-6.

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Ishii, Terumasa. "Historical overview of lesson study." In Curriculum, Instruction and Assessment in Japan, 57–72. New York, NY : Routledge, 2016. | Series: Routledge series on schools and schooling in Asia: Routledge, 2016. http://dx.doi.org/10.4324/9781315709116-7.

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Guarda, Marta. "The Contexts of this Study." In Student Perspectives on English-Medium Instruction, 22–43. New York: Routledge, 2021. http://dx.doi.org/10.4324/9781003094098-3.

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Frick, Theodore W., Rodney D. Myers, Cesur Dagli, and Andrew F. Barrett. "Overview of the Big Study." In Innovative Learning Analytics for Evaluating Instruction, 9–27. New York: Routledge, 2021. http://dx.doi.org/10.4324/9781003176343-2.

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Yang, Yudong. "How Classroom Instruction Was Improved in a Teaching Research Group: A Case Study from Shanghai." In Transforming Mathematics Instruction, 355–81. Cham: Springer International Publishing, 2014. http://dx.doi.org/10.1007/978-3-319-04993-9_20.

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Chi, Michelene T. H. "Theoretical Perspectives, Methodological Approaches, and Trends in the Study of Expertise." In Expertise in Mathematics Instruction, 17–39. Boston, MA: Springer US, 2010. http://dx.doi.org/10.1007/978-1-4419-7707-6_2.

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Frick, Theodore W., Rodney D. Myers, Cesur Dagli, and Andrew F. Barrett. "More Details of the Big Study." In Innovative Learning Analytics for Evaluating Instruction, 46–62. New York: Routledge, 2021. http://dx.doi.org/10.4324/9781003176343-4.

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Catthoor, Francky, Praveen Raghavan, Andy Lambrechts, Murali Jayapala, Angeliki Kritikakou, and Javed Absar. "Bioimaging ASIP benchmark study." In Ultra-Low Energy Domain-Specific Instruction-Set Processors, 315–72. Dordrecht: Springer Netherlands, 2010. http://dx.doi.org/10.1007/978-90-481-9528-2_11.

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Conference papers on the topic "Trombone – Instruction and study"

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Sahu, Dr Atma. "Undergraduate Mathematics Online Instruction Study." In Annual International Conference on Computer Science Education: Innovation & Technology. Global Science & Technology Forum (GSTF), 2014. http://dx.doi.org/10.5176/2251-2195_cseit14.02.

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Ke, Xixiang, and Xue Yang. "Study on the Instruction of EOP." In 2017 7th International Conference on Education and Management (ICEM 2017). Paris, France: Atlantis Press, 2018. http://dx.doi.org/10.2991/icem-17.2018.9.

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Xie, Guimei. "Flipping Language Study in Classroom Instruction." In The Joint Conferences of 2015 International Conference on Computer Science and Engineering Technology (CSET2015) and 2015 International Conference on Medical Science and Biological Engineering (MSBE2015). WORLD SCIENTIFIC, 2015. http://dx.doi.org/10.1142/9789814651011_0061.

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Ragel, Roshan, Swarnalatha Radhakrishnan, and Angelo Ambrose. "Instruction-set selection for multi-application based ASIP design: An instruction-level study." In 2012 IEEE 6th International Conference on Information and Automation for Sustainability (ICIAfS). IEEE, 2012. http://dx.doi.org/10.1109/iciafs.2012.6419895.

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Shi, Yinghui, Harrison Yang, Di Wu, and Sha Zhu. "Interactive Whiteboard-Based Instruction versus Lecture-Based instruction: A Study on Students' Learning Achievement." In 2015 International Conference of Educational Innovation through Technology (EITT). IEEE, 2015. http://dx.doi.org/10.1109/eitt.2015.56.

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Ragel, Roshan G., Swarnalatha Radhakrishnan, Jude Angelo Ambrose, and Sri Parameswaran. "A Study on Instruction-set Selection Using Multi-application Based Application Specific Instruction-set Processors." In 2013 26th International Conference on VLSI Design: concurrently with the 12th International Conference on Embedded Systems. IEEE, 2013. http://dx.doi.org/10.1109/vlsid.2013.154.

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Ching, Emily, Chih-Ti Chen, Chih-Yueh Chou, Yi-Chan Deng, and Tak-Wai Chan. "A pilot study of computer supported learning by constructing instruction notes and peer expository instruction." In th 2005 conference. Morristown, NJ, USA: Association for Computational Linguistics, 2005. http://dx.doi.org/10.3115/1149293.1149302.

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Zhiqiang Li. "Study on system of Intelligent Computer Assisted Instruction." In 2011 International Conference on Computer Science and Service System (CSSS). IEEE, 2011. http://dx.doi.org/10.1109/csss.2011.5974485.

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Cen, Gang, and XueFen Lin. "A study of project instruction based on Internet." In 2011 International Conference on Electrical and Control Engineering (ICECE). IEEE, 2011. http://dx.doi.org/10.1109/iceceng.2011.6056882.

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Rosson, Mary Beth, John M. Carrol, and Rachel K. E. Bellamy. "Smalltalk scaffolding: a case study of minimalist instruction." In the SIGCHI conference. New York, New York, USA: ACM Press, 1990. http://dx.doi.org/10.1145/97243.97319.

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Reports on the topic "Trombone – Instruction and study"

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Wang, Changhua. A comparative study of Chinese EFL reading instruction and American ESL reading instruction. Portland State University Library, January 2000. http://dx.doi.org/10.15760/etd.5745.

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Glaser, Robert, and Miriam Bassok. Learning Theory and the Study of Instruction. Fort Belvoir, VA: Defense Technical Information Center, February 1989. http://dx.doi.org/10.21236/ada204744.

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Pratton, Jerry. A study of the effects of active participation in instruction upon learning. Portland State University Library, January 2000. http://dx.doi.org/10.15760/etd.775.

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Percival, Georgann. The Adjunct Model of Content-based Instruction: A Comparative Study in Higher Education in Oregon. Portland State University Library, January 2000. http://dx.doi.org/10.15760/etd.7178.

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BOWLES NA. FIELD TEST INSTRUCTION 100-NR-2 OPERABLE UNIT DESIGN OPTIMIZATION STUDY FOR SEQUESTRATION OF SR-90 SATURATED ZONE APATITE PERMEABLE REACTIVE BARRIER EXTENSION. Office of Scientific and Technical Information (OSTI), October 2010. http://dx.doi.org/10.2172/1000062.

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Atuhurra, Julius, and Michelle Kaffenberger. System (In)Coherence: Quantifying the Alignment of Primary Education Curriculum Standards, Examinations, and Instruction in Two East African Countries. Research on Improving Systems of Education (RISE), December 2020. http://dx.doi.org/10.35489/bsg-rise-wp_2020/057.

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Improvements in instructional coherence have been shown to have large impacts on student learning, yet analysis of such coherence, especially in developing countries and at a systems level, is rare. We use an established methodology, the Surveys of Enacted Curriculum (SEC), and apply it to a developing country context to systematically analyze and quantify the content and coherence of the primary curriculum standards, national examinations, and actual teaching delivered in the classroom in Uganda and Tanzania. We find high levels of incoherence across all three instructional components. In Uganda, for example, only four of the fourteen topics in the English curriculum standards appear on the primary leaving exam, and two of the highest-priority topics in the standards are completely omitted from the exams. In Tanzania, only three of fourteen English topics are covered on the exam, and all are assessed at the “memorization” level. Rather than aligning with either the curriculum standards or exams, teachers’ classroom instruction is poorly aligned with both. Teachers tend to cover broad swathes of content and levels of cognitive demand, unrelated to the structure of either the curriculum standards or exams. An exception is Uganda mathematics, for which standards, exams, and teacher instruction are all well aligned. By shedding light on alignment deficits in the two countries, these results draw attention to a policy area that has previously attracted little (if any) attention in many developing countries’ education policy reform efforts. In addition to providing empirical results for Uganda and Tanzania, this study provides a proof-of-concept for the use of the SEC methodology as a diagnostic tool in developing countries, helping education systems identify areas of instructional (in)coherence and informing efforts to improve coherence for learning.
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Johnson, Mark, John Wachen, and Steven McGee. Policy window in a pandemic: How a computer science RPP fostered equity in credit recovery. The Learning Partnershipip, April 2021. http://dx.doi.org/10.51420/conf.2021.1.

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The Chicago Alliance for Equity in Computer Science is a research-practice partnership that is working to broaden the participation of Chicago Public Schools’ students in computer science. For this study, we applied the multiple streams approach from theories of the policy process (Kingdon, 1995; Zahariadis, 2014) to explain how the COVID-19 pandemic helped open a policy window for the continued use of synchronous online instruction during the implementation of an equity-centered computer science credit recovery option in Chicago.
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McKnight, Katherine, and Elizabeth Glennie. Are You Ready for This? Preparing for School Change by Assessing Readiness. RTI Press, March 2019. http://dx.doi.org/10.3768/rtipress.2019.pb.0020.1903.

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Schools routinely face federal and state mandated changes, like the Common Core State Standards or standardized testing requirements. Sometimes districts and schools want to take on new policies and practices of their own, like anti-bullying programs or using technology to deliver instruction. Regardless of the origin of the change, implementation requires them to take on additional work; yet experts estimate that only 30 to 50 percent of major change efforts in organizations will succeed. Failing change efforts result in not only financial losses but also lowered organizational morale, wasted resources, and lost opportunities. For schools where resources are already stretched thin, the consequences of failed change initiatives can be particularly devastating. In this paper, we discuss results of a study, over a school year, of school principals who were working on implementing a new change initiative in their schools. We apply lessons from the change management literature and focus on the importance of assessing readiness for change as a key step in ensuring the success of new initiatives. We share examples of a change readiness rubric to help schools and districts successfully lead change.
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McGee, Steven, Amanda Durik, and Jess Zimmerman. The Impact of Text Genre on Science Learning in an Authentic Science Learning Environment. The Learning Partnership, April 2015. http://dx.doi.org/10.51420/conf.2015.2.

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A gap exists between research on learning and research on interest. Cognitive researchers rarely consider motivational processes, and interest researchers rarely consider cognitive process. However, it is essential to consider both since achievement and interest are in fact intertwined. In this paper we (1) discuss a theoretical model that intertwines cognitive and interest development, (2) describe how that model informed the development of educational materials, and (3) report on the results of the cognitive components of a randomized research study examining the impact of text genre on learning and interest. In our prior analyses, we examined the effects of text characteristics (i.e., narrative or expository genre) on situational interest. We found that students with higher levels of prior individual interest preferred the narrative versions of text whereas students with lower levels of prior individual interest preferred the expository versions of text. In this paper, we examine the impact of text characteristics on student learning. The results of this research showed that contrary to prior research, there was no significant difference in comprehension based on text characteristics. These results provide evidence that is possible to differentiate instruction based students' prior interest without sacrificing learning outcomes.
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Tucker-Blackmon, Angelicque. Engagement in Engineering Pathways “E-PATH” An Initiative to Retain Non-Traditional Students in Engineering Year Three Summative External Evaluation Report. Innovative Learning Center, LLC, July 2020. http://dx.doi.org/10.52012/tyob9090.

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The summative external evaluation report described the program's impact on faculty and students participating in recitation sessions and active teaching professional development sessions over two years. Student persistence and retention in engineering courses continue to be a challenge in undergraduate education, especially for students underrepresented in engineering disciplines. The program's goal was to use peer-facilitated instruction in core engineering courses known to have high attrition rates to retain underrepresented students, especially women, in engineering to diversify and broaden engineering participation. Knowledge generated around using peer-facilitated instruction at two-year colleges can improve underrepresented students' success and participation in engineering across a broad range of institutions. Students in the program participated in peer-facilitated recitation sessions linked to fundamental engineering courses, such as engineering analysis, statics, and dynamics. These courses have the highest failure rate among women and underrepresented minority students. As a mixed-methods evaluation study, student engagement was measured as students' comfort with asking questions, collaboration with peers, and applying mathematics concepts. SPSS was used to analyze pre-and post-surveys for statistical significance. Qualitative data were collected through classroom observations and focus group sessions with recitation leaders. Semi-structured interviews were conducted with faculty members and students to understand their experiences in the program. Findings revealed that women students had marginalization and intimidation perceptions primarily from courses with significantly more men than women. However, they shared numerous strategies that could support them towards success through the engineering pathway. Women and underrepresented students perceived that they did not have a network of peers and faculty as role models to identify within engineering disciplines. The recitation sessions had a positive social impact on Hispanic women. As opportunities to collaborate increased, Hispanic womens' social engagement was expected to increase. This social engagement level has already been predicted to increase women students' persistence and retention in engineering and result in them not leaving the engineering pathway. An analysis of quantitative survey data from students in the three engineering courses revealed a significant effect of race and ethnicity for comfort in asking questions in class, collaborating with peers outside the classroom, and applying mathematical concepts. Further examination of this effect for comfort with asking questions in class revealed that comfort asking questions was driven by one or two extreme post-test scores of Asian students. A follow-up ANOVA for this item revealed that Asian women reported feeling excluded in the classroom. However, it was difficult to determine whether these differences are stable given the small sample size for students identifying as Asian. Furthermore, gender differences were significant for comfort in communicating with professors and peers. Overall, women reported less comfort communicating with their professors than men. Results from student metrics will inform faculty professional development efforts to increase faculty support and maximize student engagement, persistence, and retention in engineering courses at community colleges. Summative results from this project could inform the national STEM community about recitation support to further improve undergraduate engineering learning and educational research.
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