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COLLABORATIVELY DEVELOPING GUIDELINES FOR USING PERSONAL MUSIC PLAYERS IN THE CLASSROOM

dc.contributor.advisorNicol, Jenniferen_US
dc.contributor.committeeMemberWard, Angelaen_US
dc.contributor.committeeMemberPrytula, Michelleen_US
dc.creatorKambeitz, Joleeen_US
dc.date.accessioned2013-01-03T22:34:08Z
dc.date.available2013-01-03T22:34:08Z
dc.date.created2011-03en_US
dc.date.issued2011-09-23en_US
dc.date.submittedMarch 2011en_US
dc.description.abstractThe purpose of this study was to work collaboratively with a group of high school students to develop a list of guidelines for using Personal Music Players (PMPs) in their classroom. Even though PMPs are extremely popular with secondary school students (Boal-Palheiros & Hargreaves, 2001; North et al., 2000) and there are benefits associated with music listening that align with learning and academic goals in certain school settings (e.g., Abikoff, Courtney, Szeibel & Koplewicz, 1996; Beentjes, Koolstra & van der voort, 1996; Boal-Palheiros & Hargreaves, 2001; Hallam & Price, 1998; Hallam, Price & Katsarou, 2002; Morton, Kershner & Seigel, 1990; Rainey & Larsen, 2002; Saarikallio & Erkkila, 2007; Savan, 1998,1999; Thompson, Schellenberg & Husain, 2001), school stakeholders remain divided on the use of such devices in schools and outright banning occurs in many school environments (Domitrek & Raby, 2008). Another approach would be to consult with and include students in developing guidelines for incorporating new technologies. Researchers have recommended the inclusion of student voices in both research that affects them (Powers & Tiffany, 2006; Rodriguez & Brown, 2009) and in the development of rules and regulations (Domitrek & Raby, 2008; Raby & Domitrek, 2007; Raby, 2008). Student involvement can decrease rule-breaking behavior, increase student responsibility and ownership, and to teach students to be participate and be involved in matters that affect them (Raby & Domitrek, 2007; Raby, 2008). Using an action research model (Mertler & Charles, 2005; Mertler, 2006), a research team composed of myself and a small group of high school students moved through three cycles of the action research process in order to collaboratively develop, reflect upon and revise guidelines for using PMPs in their classroom. A list of seven guidelines was generated. Additionally, the student members of the research team provided information about their thoughts and feelings regarding music listening in their classroom and I provided reflections on conducting an action research project with youth. Implications for practice and further research were identified.en_US
dc.identifier.urihttp://hdl.handle.net/10388/ETD-2011-03-71en_US
dc.language.isoengen_US
dc.subjectpersonal music players, Mp3, music listening in the classroom, action research, guidelines for music listeningen_US
dc.titleCOLLABORATIVELY DEVELOPING GUIDELINES FOR USING PERSONAL MUSIC PLAYERS IN THE CLASSROOMen_US
dc.type.genreThesisen_US
dc.type.materialtexten_US
thesis.degree.departmentEducational Psychology and Special Educationen_US
thesis.degree.disciplineSchool and Counselling Psychologyen_US
thesis.degree.grantorUniversity of Saskatchewanen_US
thesis.degree.levelMastersen_US
thesis.degree.nameMaster of Education (M.Ed.)en_US

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