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dc.contributor.authorClarke, Shelley
dc.date.accessioned2007-01-18
dc.date.available2007-01-18
dc.date.issued2007-01-18
dc.identifier.urihttp://hdl.handle.net/2123/1418
dc.description.abstractThis research project has been designed as a pilot study in a specific field of educational research that has not yet been thoroughly explored. The aim of this study has been to discover the perspectives of teachers and students in academically selective contexts regarding the quality and effectiveness of their music teaching and learning experiences. These educational contexts included Academically Selective High Schools, and Opportunity Classes in New South Wales State Schools. The themes that have been addressed in this study include the awareness of teachers of the special educational needs of their academically gifted and talented students, their ability to provide quality and appropriate music programs to these students, the issues that affect the quality of music programs in academically selective contexts, and the perceptions of the students regarding their levels of challenge and engagement in their classroom music lessons. This is a qualitative study, designed to reveal the perspectives and opinions of the participants, and to expose significant areas for further research.en
dc.format.extent667864 bytes
dc.format.mimetypeapplication/pdf
dc.language.isoenen
dc.rightsThe author retains copyright of this thesisen
dc.subjectGiftednessen
dc.subjectTalenten
dc.subjectMusic educationen
dc.titleThe musical education of academically gifted and talented students: Teachers’ and students’ perspectivesen
dc.typeThesis, Honoursen


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