Browsing by Subject "Intelligence levels"
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Item Development of a music curriculum for an early childhood non-music major college level course(Texas Tech University, 2004-08) Jahnke Dees, JenniferInstructors of music courses for undergraduate early childhood education majors face many challenges when designing a one-semester music curriculum. Few music textbooks specific to early childhood are available. Many more music texts geared for elementary majors are available but include little information of early childhood years (birth - 8 years old). In addition, these elementary music texts often place a major emphasis on the fundamentals of music. Studies show this focus may not be the most productive in developing generalists who will provide quality musical experiences in their classrooms. Students would benefit greatly from a sequential, experiential, and applicable music curriculum that includes song materials, age appropriate activities, pertinent readings, valuable resources, and experiences interacting musically with children. The purpose of this study was to develop a music curriculum designed for undergraduate early childhood majors in the study of early childhood music. The curriculum was based on studies of the practical music skills and understandings of classroom teachers, studies of musical self-perceptions of non-music majors, studies of sequence, the MENC position statement on early childhood music (MENC, 1993), and a review of available texts. The prescribed sequential curriculum provides a weekly format of in-class topics and activities, as well as homework assignments. Although the curriculum described in this paper is specific to a particular one-semester, three-credit-hour, early childhood major music course, the ideas and activities could be adapted to meet the needs of another course.Item Intelligence as a variable affecting attitude change in management development courses(Texas Tech University, 1970-05) Wilterding, Jim ArnoldDespite the cost and pervasiveness of management development, there has been, to date, a paucity of research concerning attitude change produced by management development courses. Even less research has been addressed to the question of why these courses influence a chance in attitude. Organizations are thus spending money without a solid determination of the program's effectiveness. Since there is no indication that management development activities will appreciably lessen, it seems appropriate that research be conducted to determine if attitudes do change, and why. Only after such study will one know who should participate, what communication (course content) should be used, what instructional methodology should be employed, and who should instruct. Without such research, management development will be a casualty on two fronts: the fad criticism will continue because there is no systematic, unified approach; and firms will not know if they are providing developmental activities which will produce the desired objectives.