Dissertations / Theses: '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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Zugger, Thomas W. "The Influence of Jazz and Popular Music on the American Trombone Concerto, A Selected Study of the Solo Trombone and Large Ensemble Works of Richard Peaslee, James Pugh, Howard Buss, and Dexter Morrill." The Ohio State University, 2000. http://rave.ohiolink.edu/etdc/view?acc_num=osu1393348259.

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Zugger, Thomas. "The influence of jazz and popular music on the American trombone concerto, a selected study of the solo trombone and large ensemble works of Richard Peaslee, James Pugh, Howard Buss, and Dexter Morrill /." The Ohio State University, 2000. http://rave.ohiolink.edu/etdc/view?acc_num=osu1488203158827096.

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Kwong, Chung-yuk. "A classroom study of collaborative study at the computer." Hong Kong : University of Hong Kong, 1998. http://sunzi.lib.hku.hk/hkuto/record.jsp?B20137424.

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Ersoy, Halil. "Blending Online Instruction With Traditional Instruction In The Programming Language Course: A Case Study." Master's thesis, METU, 2003. http://etd.lib.metu.edu.tr/upload/1063429/index.pdf.

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This study investigated the students&rsquo
perceptions about the web-based learning environment in the blended learning environment in terms of web-based instruction, online collaborative learning and the online instructor. The study tried to show the contributions of the web-based instruction in traditional face-to-face instruction. In this case study, Programming Languages II Course (CEIT211), a undergraduate course at Computer Education and Instructional Technology Department (CEIT), at Middle East Technical University, at the 2002-2003 Spring semester, was delivered as blended learning with a new web site. Totally 65 subjects, 2nd year CEIT students, attended the course in the term and participated to the study. The course was delivered via traditional face-to-face instruction and supported with the web site. At the end of the semester, three questionnaires were administrated in order to understand the students&rsquo
perceptions about web-based learning environment in terms of web-based instruction, online collaborative learning and online instructor. The time spent on the web site and the numbers of messages posted to forum were other data sources in this study. The data were statistically analyzed. The quantitative data showed that the students&rsquo
perceptions about web-based instruction and online instructor were positive, but online collaborative learning perceptions are about neutral. Beside the research questions, some design considerations in the blended learning case were presented. The study results may be used in evaluation of the blended learning environment for the instructor and for the department, may show a direction in the future design of the course.

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CARVER, TIMOTHY A. "A STUDY OF ADAPTIVE COMPUTER ASSISTED INSTRUCTION." University of Cincinnati / OhioLINK, 2001. http://rave.ohiolink.edu/etdc/view?acc_num=ucin1006187967.

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Roberson-Weser, Bettyjean. "An exploratory study of multicultural curriculum and instruction." DigitalCommons@Robert W. Woodruff Library, Atlanta University Center, 2004. http://digitalcommons.auctr.edu/dissertations/2320.

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This study examines whether or not student teachers are prepared to work with students from diverse populations. Teachers' perceptions of culture-related identities and their manifestations in the classroom are relevant to school achievement in students. Teachers understanding of students from various cultural backgrounds can provide a caring an supportive learning environment that will more than likely promote the students cultural identity and encourage high academic performance. However, teachers misunderstandings of and reactions to students' cultural behavior can lead to school and social failure. A predominantly white college located in Atlanta, Georgia, provided the sample of 35 student teachers. Each participant completed a questionnaire regarding their prior understanding of diverse cultures prior to entering school. The questionnaire also discussed if the schools they are attending includes multicultural instruction and curriculum. The data collected via the questionnaire were analyzed using descriptive, as well as a P-Test. The findings of this study showed that multicultural curriculum and instruction had no effect on teachers' perceptions when working with students form diverse culture backgrounds. Implications for measuring the variables are also discussed.

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Cummings, Brienne M. "Reading Instruction for All: A Study of the Status of Reading Instruction in Ohio High Schools." Bowling Green, Ohio : Bowling Green State University, 2008. http://rave.ohiolink.edu/etdc/view?acc%5Fnum=bgsu1206195511.

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Owens, Paul School of English UNSW. "Cognitive load theory and music instruction." Awarded by:University of New South Wales. School of English, 2005. http://handle.unsw.edu.au/1959.4/22994.

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Cognitive load theory assumes that effective instructional design is subject to the mechanisms that underpin our cognitive architecture and that understanding is constrained by the processing capacity of a limited working memory. This thesis reports the results of six experiments that applied the principles of cognitive load theory to the investigation of instructional design in music. Across the six experiments conditions differed by modality (uni or dual) and/or the nature of presentation (integrated or adjacent; simultaneous or successive). In addition, instructional formats were comprised of either two or three sources of information (text, auditory musical excerpts, musical notation). Participants were academically able Year 7 students with some previous musical experience. Following instructional interventions, students were tested using auditory and/or written problems; in addition, subjective ratings and efficiency measures were used as indicators of mental load. Together, Experiments 1 and 2 demonstrated the benefits of both dual-modal (dual-modality effect) and physically integrated formats over the same materials presented as adjacent and discrete information sources (split-attention effect), confirming the application of established cognitive load effects within the domain of music. Experiment 3 compared uni-modal formats, consisting of auditory rather than visual materials, with their dual-modal counterparts. Although some evidence for a modality effect was associated with simultaneous presentations, the uni-modal format was clearly superior when the same materials were delivered successively. Experiment 4 compared three cognitively efficient instructional formats in which either two or three information sources were studied. There was evidence that simultaneously processing all three sources overwhelmed working memory, whereas an overlapping design that delayed the introduction of the third source facilitated understanding. Experiments 5 and 6 varied the element interactivity of either two- or three- source formats and demonstrated the negative effects of splitting attention between successively presented instructional materials. Theoretical implications extend cognitive load principles to both the domain of music and across a range of novel instructional formats; future research into auditory only formats and the modality effect is suggested. Recommendations for instructional design highlight the need to facilitate necessary interactions between mutually referring musical elements and to maintain intrinsic cognitive load within working memory capacity.

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Dwyer, Edward J. "Sustained Study Time." Digital Commons @ East Tennessee State University, 1991. https://dc.etsu.edu/etsu-works/3743.

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Cumyn, Lucy A. "Pedagogical reflection in statistics instruction." Thesis, McGill University, 2008. http://digitool.Library.McGill.CA:80/R/?func=dbin-jump-full&object_id=115594.

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Today, education is arguably one of the most important facets used to prepare and train students for the future. Society expects that students will acquire the requisite knowledge and competence in their respective fields to prepare them to successfully navigate the demands of today's competitive markets. This expectation has consequences on teachers at all levels of education across many domains. Teachers have a significant role: to prepare students for the future. Competent teachers spend a great deal of time reflecting on their own practices and beliefs, reviewing their teaching goals and evaluating if students have met these goals effectively. The process of reflection in teaching is vital in the preparation and training of students.
The purpose of this dissertation therefore was to investigate how statistics professors reflect on their practice. The research questions were designed to access what statistics teachers thought about before giving their courses and before giving two of their classes (hypothesis testing, t-tests). Post class evaluation interviews were conducted to determine where professors thought they were effective and whether they considered a need for change based on student understanding. More specifically, the questions asked: 1) What are the main themes in teacher reflection? 2) How is the content of reflection similar or different between statistics teachers? 3) How is the content of teacher reflection defined in statistics?
The design was based on a grounded theory approach whereby data collection consisted solely of interviews conducted throughout the semester: one pre-course interview and two sets of pre-class and post-class interviews. There were 13 participants in total. Participants were either statistics teachers from Quebec Cegeps or university professors. Participants were from the following departments: anthropology, economics, psychology, sociology, education, math, and biology. The analyses dealt with three data sources: pre class reflection, in class reflection, and post class reflection.
Data analysis focused on defining the main themes of teacher reflection that emerged from the data, identifying the content of reflection between and within participants in terms of similarities or differences. The pre course interview revealed five main themes: the course (logistics), the teacher as 'self, teaching approaches (what do they say they do in the classroom?), teaching and learning influences, and evaluation of teaching.
The pre and post class interviews addressed class planning. What did the professors foresee as any issues students might have in understanding hypothesis testing and t-tests? What changes would they make the next time they taught these concepts? Results showed that the focus of professor reflection centered around three main categories: the class, the student, and the teacher. For the main category, class, some professors reviewed lecture notes, added examples that emphasized authentic statistical problems, and others did no preparation. Student related themes addressed issues students had with understanding statistical content, learning associated difficulties, and student affect. The last category, the teacher, looked at self evaluation, their in-class strategies, methods of promoting and gauging student understanding, and decisions made in class and for future classes. Recommendations for future research include examining the role of experience in professor's level of reflection as well as defining the process of decision making and its role in reflection.

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Nugent, Mary E. "An alternative approach to spelling instruction." CSUSB ScholarWorks, 1986. https://scholarworks.lib.csusb.edu/etd-project/375.

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Gonzalez, Anita Cristina. "Challenges in Implementing a Word Study Framework of Spelling Instruction: A Qualitative Multi-Case Study Among First Grade Teachers." The Ohio State University, 2019. http://rave.ohiolink.edu/etdc/view?acc_num=osu1563550835658114.

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Buskist, Connie. "Transcript analysis and teacher study group improving comprehension instruction /." Auburn, Ala., 2005. http://repo.lib.auburn.edu/2005%20Fall/Dissertation/BUSKIST_CONNIE_7.pdf.

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Cochran, Charlotte E. P. "Faculty Transitions to Online Instruction| A Qualitative Case Study." Thesis, Northcentral University, 2015. http://pqdtopen.proquest.com/#viewpdf?dispub=3714737.

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The introduction of technological tools has created a paradigm shift in the field of education. As such, online learning has become a popular method for students to access educational courses. Due to the increased demand by learners for online classes, administrators at American institutions of higher learning are faced with the challenge of moving faculty members to an online environment. However, transitioning to an online environment requires a role change for faculty members. Specifically faculty members must shift their instructional methods from on-ground lecturer to online mentor, which can be challenging. Indeed many faculty members transition to online instruction without the necessary training, support, or skills needed to be successful. The purpose of this qualitative, multiple case study was to develop a better understanding of how higher education faculty members transition from a face-to-face (i.e., on-ground) teaching format to an online teaching format. Participants included nine faculty members, representing different colleges and universities, who teach at post-secondary institutions within the United States. Participants had taught face-to-face classes for one year or more, and had taught at least three classes using an online format. An in-depth, open-ended, semi-structured interview format was used to gather data. The data provided by the participating faculty members were collected, coded using a line-by-line format, and the codes were compared to one another with the goal of finding a pattern. The development of conceptual categories and data analysis continued until saturation was achieved. Based on the data analysis, transforming was the conceptual theme for how higher education faculty members transition from a face-to-face (i.e., on-ground) teaching format to an online teaching format. Three transitioning skills were also identified as integral components for faculty members transitioning from face-to-face to online instruction. Future areas of research include: 1) how foreign language instructors develop asynchronous communicative collaborative activities and 2) how administrators could add specific subject area needs into their training programs or workshops.

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Pajak, Dominic. "Specification of microprocessor instruction set architectures : ARM case study." Thesis, University of Leeds, 2005. http://ethos.bl.uk/OrderDetails.do?uin=uk.bl.ethos.422038.

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Brewer, Ferhiz. "Case study examinations of independent piano instruction in India /." Full-text version available from OU Domain via ProQuest Digital Dissertations, 1999.

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Shiyyab, Muath Mahmoud. "Observational study for mathematics instruction in Jordanian secondary school /." Full text (PDF) from UMI/Dissertation Abstracts International, 2001. http://wwwlib.umi.com/cr/utexas/fullcit?p3008442.

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Echols, Stuart Patton. "Teaching design : a qualitative study of design studio instruction /." Thesis, This resource online, 1994. http://scholar.lib.vt.edu/theses/available/etd-12042009-020304/.

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Chiou, Albert (Albert C. ). "Design study of a novel computer instruction execution unit." Thesis, Massachusetts Institute of Technology, 2008. http://hdl.handle.net/1721.1/45998.

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Thesis (M. Eng.)--Massachusetts Institute of Technology, Dept. of Electrical Engineering and Computer Science, 2008.
Includes bibliographical references (p. 32).
The goal of the "Fresh Breeze Project" is to develop a multi-core chip architecture that supports a better programming model for parallel computing. This architecture combines simultaneous multithreading, a global shared address space, no memory update, and a cycle-free heap to provide a platform for robust, general-purpose, parallel computation. These design choices help simplify classically hard problems such as memory coherency, control flow, and synchronization. An HDL implementation of the core execution unit of a single processing core (many cores are on a single chip) forms the basis of further simulation and synthesis. The design must first be broken down into functional logic blocks and translated into hardware modules. The language Bluespec Verilog allows this description to be constructed in terms of higher-level "guarded atomic actions" triggered by a rule based system.
by Albert Chiou.
M.Eng.

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Garcia, Eileen. "Supplemental instruction, study habits, and the community college student." FIU Digital Commons, 2006. https://digitalcommons.fiu.edu/etd/3871.

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The purpose of this study was to demonstrate if the academic assistance program Supplemental Instruction (SI) facilitates the acquisition of effective study behaviors through strategies that transcend simple double-exposure to the course material. Its advocates claim it increases academic achievement using learner-centered knowledge and acquisition of effective study behaviors. SI sessions are specifically related to particular courses that students are taking. Sessions are facilitated by the SI leader who has taken the subject matter course in the past. Students review the content of the previous subject matter class using collaborative learning strategies coordinated by a SI leader. In addition, the SI leader models appropriate study behaviors in his or her interactions with the students. An instructor at a large Florida community college who taught five classes of an Anatomy & Physiology I course (traditionally supported by SI) was identified. Two of the classes were randomly selected to participate in SI activities, and two classes were random chosen to participate in alternate, computer-based activities that dealt with the course content, but did not include work in developing students' study behaviors. These treatments were carried out over the course of an entire semester. Participation was mandatory. Data were collected on two variables. Academic achievement in anatomy and physiology content was measured both pre- and post-treatment using an instructor developed examination. Student study behaviors were measured using pre- and post-treatment administration of the Study Behavior Inventory, a valid and reliable instrument that provides scores on three categories of study behaviors: (a) Academic self-efficacy, (b) Preparation for routine academic tasks, and (c) Preparation for long range academic tasks. Measures obtained at the end of the semester of treatment revealed no significant differences between the SI and alternative treatment groups in post-treatment achievement test score and the post-treatment scores on the three study behaviors categories when adjusted for pre-treatment scores. These results suggest that the development of appropriate study behaviors requires more time than SI, as it is now implemented, can provide. In addition, results indicate that improved academic achievement may be attained through any number of means that include repeated exposure to course material.

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Chen, Hsin-Ying. "A classroom quasi-experimental study to explore processing instruction." Thesis, University of York, 2010. http://etheses.whiterose.ac.uk/583/.

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Processing Instruction (VanPatten, 1996, 2002a, 2004) contains two types of input activity: Referential activities, which force learners to focus on a form and its meaning, and affective activities, which contain multiple exemplars of the target form but focus learners' attention on the meaning of the sentences in which the form is embedded. To date, these two types of PI activity have been treated as one pedagogical technique, and no study has been empirically conducted to investigate the instructional impact of them individually. Furthermore, whether or not PI activities can promote learners’ implicit knowledge has not been addressed empirically. 120 12-year-old Taiwanese learners of L2 English were quasi-randomly assigned to four groups: Referential + Affective, Referential-only group, Affective-only and a Control. Pre, post and delayed post tests were administered to assess learning of the English 'ed' verb inflection. The measures included three tests aiming to elicit implicit knowledge: A timed grammaticality judgment test, an oral picture narration, and a short structured conversation. Following these tests, a self-report technique was employed to check whether or not learners drew on explicit knowledge. A gap-fill test without a time constraint and a written vocabulary test were also included to examine instructional impact. Findings suggest that referential activities are responsible for the learning gains observed and that the gains are held for up to six weeks after completion of the intervention. However, the issues regarding the role of affective activities in vocabulary learning and PI’s impact on implicit knowledge need further study. An implication of this study is that the claims of previous PI studies regarding the causative factors for its effectiveness require more refined exposition.

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Isaacson, David J. "A suggestopaedia-based method of guitar instruction." Master's thesis, University of Cape Town, 1990. http://hdl.handle.net/11427/16849.

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Bibliography: pages 133-138.
Sight-reading is generally regarded by guitar teachers as a problem area of instruction. The aim of this thesis is to address the problem through a fourfold approach: 1. defining sight-reading in terms of its historical context ; 2. providing a rationale, and proposing an alternative method, for teaching sight-reading on the guitar based on a language teaching model ; 3. developing the proposed method ; 4. evaluating the proposed method experimentally. Music and language share many common characteristics. It is for this reason that Suggestopaedia, a method validated in language teaching, has been adapted for teaching the guitar with sight-reading skills as the central focus. Suggestopaedia has been chosen because it stimulates the whole personality, and all brain systems, of the learner.

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Miller, Susan Frances 1962. "Vocabulary instruction: Teacher perceptions and classroom observations." Thesis, The University of Arizona, 1987. http://hdl.handle.net/10150/291918.

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This study investigates the relationships between theory-based vocabulary research (Anderson and Freebody, 1981; Mezynski, 1983), teacher perceptions of the effectiveness and usability of twelve vocabulary strategies on a researcher-developed survey, and observations in content area classrooms during vocabulary instruction. Among the findings, the following are major: (1) Each hypothesis offers differing instructional implications for vocabulary instruction; (2) the responses on the survey indicate that strategies implied by the Knowledge Hypothesis are the most effective and strategies implied by the Instrumental Hypothesis are the most usable; (3) observations of five teachers indicate that observed behaviors, reported practices, and personal reports are inconsistent; and (4) triangulation of the three data sources reveals some consistency and some contradictions. Implications for future research, teacher education and practice are discussed.

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Tang, Cheuk-ming. "Junior form students' perception towards sex education programmes in a secondary school : a case study /." Hong Kong : University of Hong Kong, 1999. http://sunzi.lib.hku.hk/hkuto/record.jsp?B21184112.

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Craig, Patricia E. G. "A Study of the Effects of Writing Instruction Versus Writing and Reading Instruction on 10th Grade English Students." TopSCHOLAR®, 1988. http://digitalcommons.wku.edu/theses/1659.

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The effects of writing instruction as opposed to writing and reading instruction were studied on 10th grade English students’ reading comprehension and writing. Two groups (classes) completed pretests and pre-sample writing. Then, both groups were given writing instruction while only one group was given related reading skills instruction. Finally, both groups completed posttests and post-sample writings. An analysis of covariance of the pre-and posttest data was done. It revealed no significant difference between the two groups related to reading comprehension. However, a significant difference existed between the two groups related to language expression (editing skills or writing sub-skills). The group who received writing and reading instruction experienced a decline in scores. Also, the Wilcoxon signed-rank matched-pairs test indicated that both groups’ writing increased significantly. Two conclusions were reached from this study. The first conclusion related to classroom instruction. Writing instruction improves student writing. Further, direct reading skills instruction should be included only to meet a specific class need (since writing sub-skills may suffer). Therefore, integration of writing and reading instruction should be determined by class need. Second, more empirical research related to the effectiveness of the integration of writing and reading instruction is needed.

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McIntyre, Mary Ann Jackson. "A Study To Examine The Effectiveness of Computer-Assisted Instruction On Mathematics Achievement When Compared To Traditional Instruction." NSUWorks, 1994. http://nsuworks.nova.edu/gscis_etd/718.

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This study examined student performances, in a comparison between computer-assisted instruction and traditional instruction to determine if there were significantly higher achievement scores by microcomputer users. The purpose was to identify a teaching strategy that would accelerate attainment of mathematics skills needed for the multiplication of whole numbers. Secondary analyses were conducted via post hoc testing to assess interactions within and/or between the treatment and control groups on age, gender and ethnicity. The population for this study was taken from a small, inner-city elementary school with a population of 485 students. The ethnic makeup of the school was White, Non-Hispanic; 23.8% Black, Non-Hispanic; 2.0% Asian/Pacific Islander; and 10.6% Hispanic. Forty percent (40%) of the student population represented the lower level of the economic scale. The study involved two (2) groups of fourth graders and two (2) groups of fifth graders. Each group consisted of thirty students. At each grade level, the control groups learned basic mathematics skills using pencil and paper while students in the treatment groups learned basic mathematics skills using computer-assisted instruction. All students participating in the study were administered a pre and posttest from tests in the currently used mathematics textbook. Student scores, age, gender, and ethnicity were analyzed using an Analysis of Variance (ANOVA). An Analysis of Covariance (ANCOVA) was conducted on pretest results showing significant differences between variables. The analyses was performed using SPSS, Statistical Package for the Social Sciences. Recommendations in this study included: (1) follow-up studies conducted to determine the effect of computer assisted instruction on retention of basic mathematics skills, (2) changes in the existing mathematics curriculum for use of computers in the classroom on a daily basis, and (3) further studies to determine the effectiveness of computer-assisted instruction in other areas of the curriculum.

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Steinman-Veres, Marla. "Computer-aided instruction and simulations." Thesis, McGill University, 1987. http://digitool.Library.McGill.CA:80/R/?func=dbin-jump-full&object_id=63891.

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Johnson, Adam L. "The fundamental approach to trombone technique : a comprehensive strategy for addressing common technical deficiencies in trombone performance." 2010. http://liblink.bsu.edu/uhtbin/catkey/1628859.

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The topic commonly referred to as trombone technique consists of four separate but related components. Those are Breathing and Air Support, Embouchure Control and Flexibility, Slide Precision and Timing, and Articulation. Regardless of the difficulty of the music to be performed, or of the trombonists’ skill level, mastery of these fundamental components is essential to successful performance. Throughout the twenty years that I have practiced, studied, and taught trombone performance technique, I have identified several technical deficiencies that seem to be common among many trombonists, myself included. I believe these deficiencies may be traced to flaws in the four fundamental components mentioned above. This dissertation seeks to explain the four fundamental components, identify the common deficiencies related to each component, and offer a method of addressing these deficiencies. There are three parts to this project. The first is the written element, the second consists of musical exercises, and the third element is an audio recording demonstration of the musical exercises. Contained within the written element, are the results of a survey conducted to determine the validity of the concepts of the four fundamental components. This dissertation project provides a clear and concise explanation of the four fundamental components of trombone performance technique. It also identifies common technical deficiencies. Furthermore, it prescribes a practical, systematic approach to eliminate these deficiencies through the development of necessary fundamentals.
Introduction -- Literature review -- Discussion of four technical components and common deficiencies -- Discussion of survey results -- Discussion of musical exercises -- Conclusion.
School of Music

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CHIEN, HSU-KANG, and 錢旭康. "An Analytical and Interpreational Study of Marc Lys “Vertiges Concerto for Tenor Trombone”." Thesis, 2016. http://ndltd.ncl.edu.tw/handle/hm2fde.

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碩士
國立臺北藝術大學
音樂系碩士在職專班音樂專業師資教育組
105
To be different from the traditional study of trombone concerto with piano accompaniment, the content of discussion trombone and percussion instruments with the relevant track collection; and then with the song works, this is the author set up this research motivation, escape the general for Single Track Works. In the second section, the relevant works on the trombone and percussion ensemble are collected as far as possible, and the types of the instruments are analyzed, the required instruments are listed, and the musical instrument is simply misinterpreted and related to the musical composition. The author of the song through a friend in France, asked the song writers, in order to better understand the track-related content. The third chapter introduces the creative background of this song, including the composer ''s school experience, to provide information to the musician, and finally to analyze the differences between the band version and the piano concerto edition. The fourth chapter analysis of music, using tabulation and traditional spectrum of music content for detailed introduction. The fifth chapter is the author of this song for the interpretation of the performance and note that. Finally, it is difficult to summarize the difficulties encountered in the production of this paper, the data collection direction is not good control, language problems and trombone and combat ensemble repertoire.

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"A Study and Analysis of Trombonist Andy Martin's Improvisations: Thematic Hooks as a Teaching/Learning Tool." Doctoral diss., 2013. http://hdl.handle.net/2286/R.I.20834.

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abstract: This project sheds light on trombonist Andy Martin's improvisation and provides tools for further learning. A biographical sketch gives background on Martin, establishing him as a newer jazz master. Through the transcription and analysis of nine improvised solos, Martin's improvisational voice and vocabulary is deciphered and presented as a series of seven thematic hooks. These patterns, rhythms, and gestures are described, analyzed, and presented as examples of how each is used in the solos. The hooks are also set as application exercises for learning jazz style and improvisation. These exercises demonstrate how to use Martin's hooks as a means for furthering one's own improvisation. A full method for successful transcription is also presented, along with the printed transcriptions and their accompanying information sheets.
Dissertation/Thesis
D.M.A. Music 2013

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Lin, Cheng-Miao, and 林鉦淼. "A Study on Computer Assisted Instruction." Thesis, 2003. http://ndltd.ncl.edu.tw/handle/05156753729436835872.

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碩士
大同大學
機械工程研究所
91
A Study on Computer Assisted Instruction for Friction Analysis ABSTRACT The friction is divided three parts to discuss in this research that are dry friction, effort-saving machines and dynamics friction. The electron book provides point to read and according to the theory of C.A.I. that program can have various methods of the learning and different learning feedback. The managerial function of the web teaching plus the instant renewal and discussions can enhance traditional C.A.I.. The teaching program includes electron book, C.A.I. and network. 1. Electron Book (1) Teaching material: The points are sorted to be electronics file to provide the students to read. (2) Memorandum: The user records the learning process in memorandum, it is saved by texts in Hard Disk. User also can use it by VB for reviewing or updating. 2. C.A.I. According to vertical thinking to write solving steps and according to lateral thinking to display the solving methods and points to provide students understand. The contents of C.A.I. can be divided (1) Theory chapter; (2) Teaching chapter; (3) Test chapter; (4) Imitation chapter. According to time effect there is enough time letting learners make to practice repeatedly so that they can understand and master teaching material. 3. Network To get the basic contents and questions practice to the network to be the web teaching. The managerial function can manage the people who want enter or out the website conveniently and provide teacher to test and homework for students. Students can discuss and learn each other in the discussion if they cannot get the answers they can discuss to the teacher directly by electron mailbox. This study has integrative research to help the students has whole idea to the friction, and to enhance network to strengthen traditional C.A.I.. It must be helpful for teacher to teach and students to learn, to advance to a higher school and to get a job.

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Cook, Jeremy Wayne. "Integrated thematic instruction a case study /." 2004. http://digital.library.okstate.edu/etd/umi-okstate-1147.pdf.

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Hung-Jen, Li, and 李宏仁. "Social Studies Instruction in An Elementary School:A Case Study of Digital Archive Instruction." Thesis, 2006. http://ndltd.ncl.edu.tw/handle/60973885075514673354.

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碩士
國立臺北教育大學
社會科教育學系碩士班
95
This study is intended to investigate the impacts of Digital Archive Instruction on elementary students in the following three areas: (a) the impact on their attitudes toward Social Studies both before and after they receive this kind of instruction in the Social Studies Domain? , (b) the impact on students’ performance in Social Studies Domain after the application of the instruction , and (c) the impact of this kind of instruction on students’ critical thinking skills after the application of the instruction. The major findings are as follows: 1.Digital Archive Instruction in the Social Studies Domain improved the students’ learning attitudes. 2.The students’ performances in Social Studies did not differ in spite of different types of instruction. 3.Digital Archive Instruction seemed to be more affective than traditional teaching, in terms of students’ critical, systematic and analytic thinking skills and their introspection. However, there is no significant difference in their performance in intellectual inquisitiveness. 4.Different genders and teaching methodologies did not show significant difference in the students’ performances on critical, systematic and analytic thinking skills, openness and empathy, intellectual inquisitiveness, and holistic thinking and introspection. 5.Students’ proficiency and different teaching methodologies significantly co-related; it indicated that Digital Archive Instruction worked better than traditional instructional methods in improving students’ proficiency, their critical, systematic, analytic, and holistic thinking skills and their introspection. Regarding the students’ test performance in their openness and empathy, and intellectual inquisitiveness, this study did not show any significant difference between the two types of instruction.

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shu-ru, Tsai, and 蔡淑如. "A Study on Herbart’s Theory of Instruction." Thesis, 2004. http://ndltd.ncl.edu.tw/handle/26093722397756232538.

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碩士
國立臺東大學
教育研究所
92
Johann Friedrich Herbart (1776-1841) was a German philosopher of education in the 19th century. He was not only the father of education, but also his educational theory had a far-reaching effect on further studies and educational development. The purpose of study is to explore Herbart’s theory of instruction and present his educational impression in order to propose some reflections on current education thought. The method of study is adopted the historical research and documentary analysis in order to analyze and interpret Herbart’s writings and other literatures, such as General Pedagogy, Outlines of educational doctrine and The National Herbart Society Yearbooks. There are five chapters of this study as follow: 1.Explain the motivation and purpose of study, the framework and the restrictions. 2.Analyze Herbart’s context of instructional thinking in order to present his background and his educational teaching system deeply affected by Johann Herinrich Pestalozzi. 3.Explore Herbart’s essential opinion of instructional theory in order to indicate his the doctrine of purpose and interest. 4.Explore Herbart’s content of instructional theory in order to his opinion on instructional content and method and present the thinking of Herbartianism on the basis of Herbart’s theory of instruction. Finally, propose some reflections on current education thought according to Herbart’s theory of instruction.

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周宏智. "A study of superscalar instruction scheduling problem." Thesis, 1992. http://ndltd.ncl.edu.tw/handle/63290165955431895164.

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Liu, Yichen, and 劉亦峻. "Study on Instruction Reuse in RISC Architecture." Thesis, 1999. http://ndltd.ncl.edu.tw/handle/18040065311862631235.

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碩士
大同工學院
資訊工程研究所
87
Trace is a dynamic instruction sequence. Trace cache captures dynamic instruction sequences that are built up as program executes. If a predicted dynamic sequence exists in the trace cache, it can be fed directly to the execution engine. The length of a trace is limited in two ways - by number of instructions "n" and by number of blocks "m". The block breaks off by branch instruction. In trace cache, every cache line contains additional state information to identify the trace. A trace hit requires comparing the trace-id with fetching address and branch prediction result. On a trace cache hit, an entire trace of instructions is fed into the instruction latch, bypassing the instruction cache. If a trace that is nonexistent in trace cache, the execution engine fetches a block of instructions (terminated by branch instruction) from instruction cache. The basic blocks are latched in instruction latch and line-fill buffer; the magic logic serves to merge each incoming block of instructions with preceding instructions in the line-fill buffer. Filling is complete when either "n" instructions have been traced or "m" branches have been detected in the trace. At this point the contents of the line fill buffer are written into the trace cache. The additional state information per trace is generated during the line-fill process. In this thesis, we will implement trace cache with verilog HDL and simulate it in behavior level. Final, we will combine the trace cache with upgrade data speculative technology that we purpose to support highly parallel execution engines. The mixed instruction and data reuse mechanism will overcome both instruction-flow and data-flow limitations whichever becomes performance bottleneck in current micro-processors. Thus, the aggressive reuse mechanism will be an important component of future microprocessors and improve performance monumentally.

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"Students' assessments of instruction: A validity study." WESTERN CAROLINA UNIVERSITY, 2009. http://pqdtopen.proquest.com/#viewpdf?dispub=1462244.

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CHAN-AN, LIN, and 林展安. "Study On Memory Allocation Using Instruction Address." Thesis, 2018. http://ndltd.ncl.edu.tw/handle/zh73kq.

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Tsui, Ko-Hsin, and 崔可欣. "The Study of Piano Practicing Instruction Strategies." Thesis, 2017. http://ndltd.ncl.edu.tw/handle/83135333927655595726.

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碩士
國立臺南大學
音樂學系音樂科教學碩士班
105
The topics of how piano students become independent performer through goal setting, self-monitoring and self-regulated learning have been widely discussed and researched in the piano teaching field. In this study, two elementary students (one junior and one senior) were selected as subjects. Two phases of schedule were arranged, a first 14-weeks lessoning followed by a second 15-week. Research data were collected by sound recordings, videos tapes, interviews, discussions and teaching logs from the lessons and students’ practicing at home. After the two phases of piano teaching and learning, the effectiveness of students’ learning was examined along with the instructor’s reflective thinking and adaption of teaching practicing strategies. The result suggests that in the application of piano practicing through the sound recordings, video tapes and students’ practice record evaluation forms, it could effectively assist the students’ growth of music ability and also piano performance skill. Four main gain were found: listening ability, error recognizing ability, self-evaluating ability and observation of body expressions. It is recommended that piano teachers can use the strength of aural and video recording to make piano learning more efficient, and teach relating practicing strategies and design documented form for student’s practice after the class. It is also recommended for future studies may be focused on researches in instruction of piano practicing strategies for different age groups, and conduct quantitative analysis to the piano learners in order to facilitate the piano teaching.

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Chung, Ya-Shu, and 張雅舒. "A Study of biform with Traditional Instruction and Web-based Instruction---On fourth grade mathematics." Thesis, 2004. http://ndltd.ncl.edu.tw/handle/25905766856350775532.

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

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