Sampling and Qualitative Data Collection
Sampling and Qualitative Data Collection
The Impact of Music Theory in K-12 Childhood Education
EDF3423
What is your educational research topic?
The research proposes to focus on the correlations between the effects of a part K-12 childhood education curriculum engaging with music theory and their cognitive development, academic performance, health status associated with such activities (Chung, 2021; Svalina & Gradistanac, 2022). The resultant conclusion is that the emphasis will be given to understanding musical meanings, and not merely learning by playing instruments or songs – a contextual analysis of ways in which music education, specifically using a formulation through music theory can contribute to the child’s experiences of its educational journey being developed (Svalina & Gradistanac., 2021).
Qualitative Sampling Method: Purposeful Sampling
In this study, a purposeful sampling method is adopted as the qualitative approach. Purposeful sampling refers to selecting participants who meet some predetermined condition or characteristic relevant for research query (Mertler, 2018). In relation to how music theory affects K-12 childhood education, participants will be inured on that basis of their roles as stakeholders in music educations activities for the setting. Thus, this approach actively establishes that the sample of potential participants includes professionals with knowledge and experience to government using it in schools, which leads to examining the practical issues of integrating music theory into a curriculum.
This method is selected to provide some variation to reflect different aspects of the situation in the educational setting. With the choice of participants from various pedigrees, including music educators, school administrators, and parents; the study intends to gather a comprehensive outlook on the effect by music theory in childhood education. This reflects the purpose of studying different manners in which an integrated visual art education, that concentrated on theory could benefit cognitive growth and academic achievement (Chung, 2021).
Qualitative Data Collection Method(s): In-Depth Interviews and Document Analysis
In this research that incorporates a qualitative design, the chosen methods of data collection include conducting in-depth interviews and analyzing documents. The detailed interviewing method would involve sampled music educators, school administrators, and parents who promised to respond honestly about their experiences and perceptions of the effect of learning music theory in K-12 childhood education. This strategy makes it possible for the investigation of persons’ views, which further comes down to understanding how practical implications of the implementation of music theory could look like. Analysing documents would be mainly focused on curriculum documents, education policies, and materials concerning music in K-12 schools.
This approach facilitates a wider contextual application of the underlying formal structures and directives in regard to music education, as well some understanding into how music theory is implemented in the curriculum (Chung, 2021; Tohara, 2021). The triangulation of data by combining the information received during interviews and the document analysis therefore increases the authenticity and legitimacy of findings in this study because it corroborates with reports from both sources (Mertler, 2018). In contextual research, the requirement for in- depth interview answers are to concentrate on specific areas or questions rather than upon general underlying things. Applying these approaches, the study seeks resonant theory of music pedagogy in K-12 childhood education to reveal an overall perspective on the effects of music theory in K-12 childhood’s education.
References
Chung, F. M. (2021). The impact of music pedagogy education on early childhood teachers’ self-efficacy in teaching music: The study of a music teacher education program in Hong Kong. Asia-Pacific Journal of Research in Early Childhood Education, 15(2), 63-86.https://www.researchgate.net/publication/351266890_The_Impact_of_Music_Pedagogy_Education_on_Early_Childhood_Teachers'_SelfEfficacy_in_Teaching_Music_The_Study_of_a_Music_Teacher_Education_Program_in_Hong_Kong
Mertler, C. A. (2018). Introduction to educational research (7th ed.). Sage Publications. ISBN: 978-1506366128
Svalina, V., & Gradistanac, A. (2022). The importance of musical play for the development of musical abilities of First Grade elementary school pupils. Australian Journal of Music Education, 54(1), 49-62. https://files.eric.ed.gov/fulltext/EJ1353118.pdf
Tohara, A. J. T. (2021). Exploring digital literacy strategies for students with special educational needs in the digital age. Turkish Journal of Computer and Mathematics Education (TURCOMAT), 12(9), 3345-3358. file:///C:/Users/dell/Downloads/5741-Article%20Text-10633-1-10-20210509.pdf