Standardization of the Gordon Primary Measures of Music Audiation in Greece

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Description

The purpose of this study was to standardize the Primary Measures of Music Audiation in Greece (N = 1,188). Split-halves reliability was acceptable across grade levels (K through 3) for the Tonal and Rhythm subtests, but test-retest reliability was generally…

The purpose of this study was to standardize the Primary Measures of Music Audiation in Greece (N = 1,188). Split-halves reliability was acceptable across grade levels (K through 3) for the Tonal and Rhythm subtests, but test-retest reliability was generally unacceptable, especially for the Rhythm subtest. Concurrent validity was mixed, with teacher ratings of musical achievement generally significantly correlated with Tonal but not Rhythm subtest scores. Composite test means were significantly higher for suburban and urban samples than for rural samples and were significantly higher for higher grade levels. Item difficulty coefficients were significantly correlated across grade levels. The Greek and U.S. composite means were similar except for a significantly higher U.S. mean for grade 1. However, when the rural subgroup was removed from the Greek sample to equate with the U.S. norming sample, there were nonsignificant differences from grades K through 1, but significant differences in favor of the Greek sample for grades 3 and 4.

Date Created
2010-04
Agent

The Effects of Instruction on Self-Assessed Research Knowledge, Ability, and Interest Among Greek Music Educators

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Description
This study investigated the effects of a training seminar and selected background variables on Greek music teachers’ attitudes and self-evaluation regarding research. Public school, university, and conservatory teachers (n=41) participated in 16 hours of seminar instruction over a two-week period at…

This study investigated the effects of a training seminar and selected background variables on Greek music teachers’ attitudes and self-evaluation regarding research. Public school, university, and conservatory teachers (n=41) participated in 16 hours of seminar instruction over a two-week period at a Greek university. The seminar provided an introduction to empirical research methods, testing, and basic statistical concepts and, procedures and an overview of music aptitude testing and the administration of selected tests. There was no significant pre-seminar difference in self-assessed interest and ability in research between participants who had and had not taken a prior research course. However, participants with prior training scored significantly higher on self-assessed knowledge of selected research concepts. A mixed-model analysis of variance indicated that the seminar instruction was effective in improving self-assessed research knowledge and interest, and that those with previous research training improved more than those without such training.
Date Created
2007
Agent
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