Literaturnachweis - Detailanzeige
| Autor/in | Thorpe, Vicki |
|---|---|
| Titel | An Activity Theory Analysis of the Relationship between Student Identity and the Assessment of Group Composing at School |
| Quelle | In: British Journal of Music Education, 35 (2018) 1, S.5-22 (18 Seiten)Infoseite zur Zeitschrift
PDF als Volltext |
| Sprache | englisch |
| Dokumenttyp | gedruckt; online; Zeitschriftenaufsatz |
| ISSN | 0265-0517 |
| Schlagwörter | Foreign Countries; Musical Composition; Self Concept; Music Education; Secondary School Students; Socioeconomic Status; Group Activities; Theories; Achievement; Action Research; New Zealand |
| Abstract | The purpose of this article is to contribute to existing literature about how activity theory might be used in music education research. It draws from the author's doctoral action research into the assessment of group composing for New Zealand's secondary school qualification, the National Certificate of Educational Achievement (NCEA). It outlines and explains how activity theory was used to examine three interacting activities: social jamming, group composing and achievement in the NCEA. Analysis revealed a relationship between students' identities, their achievement in NCEA group composing, and socioeconomic disparity. (As Provided). |
| Anmerkungen | Cambridge University Press. 100 Brook Hill Drive, West Nyack, NY 10994-2133. Tel: 800-872-7423; Tel: 845-353-7500; Fax: 845-353-4141; e-mail: subscriptions_newyork@cambridge.org; Web site: http://journals.cambridge.org |
| Erfasst von | ERIC (Education Resources Information Center), Washington, DC |
| Update | 2020/1/01 |
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