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All fields Title Creator / Publisher Keyword Year AND OR AND NOT All fields Title Creator / Publisher Keyword Year AND OR AND NOT All fields Title Creator / Publisher Keyword Year AND OR AND NOT All fields Title Creator / Publisher Keyword Year AND OR AND NOT All fields Title Creator / Publisher Keyword Year Sort by creator [A → Z]' creator [Z → A]' publishing year ↑ (asc)' publishing year ↓ (desc)' title [A → Z]' title [Z → A]' Simple Search Page: 1 2 3 4 5...13 Hits 1 – 20 of 251 1 Why are linguistic features and PTSD symptoms related? An analysis of cognitive reappraisal and rumination NC DOCKS at The University of North Carolina at Greensboro; Priest, Sophia E.. - 2022 BASE Show details 2 Deaf and hard of hearing college students’ cognitive strategies for equal sharing problems Adeoye, Sulaiman O.; NC DOCKS at The University of North Carolina at Greensboro. - 2021 BASE Show details 3 pass/codes: Code Switching for Survival Winn, Brian; NC DOCKS at The University of North Carolina at Greensboro. - 2021 BASE Show details 4 Examining production, dissemination, and consumption of misinformation: the case of COVID-19 pandemic Han, Yuzhang; NC DOCKS at The University of North Carolina at Greensboro. - 2021 BASE Show details 5 Descriptive analysis of a survey of sight-singing teaching methods and approaches by North Carolina high school choral music educators Earnhardt, Carol A.; NC DOCKS at The University of North Carolina at Greensboro. - 2021 Abstract: There are a variety of opinions among high school choral music educators concerning the most successful sight-singing teaching methods and approaches for high school students. The purpose of this study was to investigate the sight-singing methods and approaches of North Carolina high school choral music educators. A survey was designed to: (a) collect demographic information of the teacher, the school, and the choral program, (b) examine the attitudes of teachers toward sight-singing instruction, and (c) analyze preferences for and uses of sight-singing methods and approaches in the classroom. The online survey was administered at each of the three North Carolina Music Educators Association (NCMEA) high school honors chorus audition sites. Participants (N = 127) included high school choral music educators whose students participated in the auditions. Ninety-eight percent of the participants (n = 125) responded that they provided sight singing instruction during rehearsals, and thereby, were prompted to respond to additional items concerning: (a) attitudes toward sight singing; (b) choice of systems for tonal and rhythmic sight singing; (c) aural training strategies used for sight-singing instruction; (d) kinesthetic strategies used for sight-singing instruction; and (e) frequency and setting of sight-singing assessments. Participants reported they agreed (12.1%; n = 15) or strongly agreed (87.9%; n = 109) that sight-singing instruction is important. Survey responses confirming this belief included the number of participants (81.5%; n = 101) who attended professional development for sight-singing instruction, and the number of participants (75%, n = 93) who elected to participate in ensemble sight-singing adjudication at the NCMEA choral adjudication event. Participants reported that they devoted an average of 30% of rehearsal time to teach students to sight sing. Responses to the survey revealed that 98.4% of the participants (n = 123) used tonal solmization system and rhythmic syllabification systems during sight-singing instruction. Analysis of data revealed that the majority of participants preferred to use movable-do solfège for major-key tonal sight singing, movable-do solfège with tonic as la for minor-key tonal sight singing, and the Takadimi syllable system for rhythmic sight singing. Aural training strategies were used by 94.4% of participants (n = 118) during sight-singing instruction. The most frequently used aural training strategy was imitation of a vocal demonstration, and the least frequently used strategy was improvisation. Kinesthetic training was used for sight-singing instruction by 88.8% of the participants (n = 111). The most frequently used kinesthetic strategy was solfège hand signs, and the least frequently used kinesthetic strategy was clapping. Ninety-six percent of participants (n= 120) assessed student sight singing. The most frequently used setting for sight-singing assessments was in small groups—performed live for the teacher, and the least used setting was in small groups—recorded in isolation. Results of the study emphasized several implications for the field of music education, including: (a) use of function-based systems for tonal and rhythmic instruction; (b) the separation of pitch from rhythm for sight-singing instruction; (c) repertoire choice that reflects the sight singing ability of ensemble members; (d) participation in sight-singing adjudication at choral festivals; and (e) the use of aural training and kinesthetic activities in sight-singing instruction. A distinctive feature of the survey for this study was the investigation of aural training and kinesthetic activities used by high school choral music educators in sight-singing instruction—strategies that have not been thoroughly investigated at the high school level. Keyword: Choral music $x Instruction and study; High schools $z North Carolina; Music teachers; Sight-singing URL: http://libres.uncg.edu/ir/uncg/f/Earnhardt_uncg_0154D_13407.pdf BASE Hide details 6 When Figurative Language Goes off the Rails and under the Bus: Fluid Intelligence, Openness to Experience, and the Production of Poor Metaphors NC DOCKS at The University of North Carolina at Greensboro; Silvia, Paul. - 2021 BASE Show details 7 The Whale, the Whaler, and the World: An Ecocritical Evaluation of Melville's Moby-Dick Davidson, Matthew; NC DOCKS at The University of North Carolina at Greensboro. - 2021 BASE Show details 8 “Listen up, I got a story to tell” : a qualitative study examining collegiate experiences and code-switching among Black male scholars at predominantly white Institutions Jackson, Jadarius Rashaun; NC DOCKS at The University of North Carolina at Greensboro. - 2021 BASE Show details 9 Situating positionality and power in CBPR conducted with a refugee community: Benefits of a co-learning reflective model Morrison, Sharon D.; NC DOCKS at The University of North Carolina at Greensboro; Nichols, Tracy R.. - 2020 BASE Show details 10 Enhancing conversations with English language learners in communication centers Ellis-Harrison, Erin; NC DOCKS at The University of North Carolina at Greensboro. - 2020 BASE Show details 11 Physical education for language acquisition in middle school ELLs NC DOCKS at The University of North Carolina at Greensboro; Winstead, Anna Arlart. - 2020 BASE Show details 12 Defining identities: acculturation experiences of college-educated, North Sudanese immigrant women in Greensboro, North Carolina Elobeid, Maha; NC DOCKS at The University of North Carolina at Greensboro. - 2020 BASE Show details 13 Educational interpreters for the deaf and hard of hearing: professional preparation, evaluation, and perceptions Hutter, Kimberly F.; NC DOCKS at The University of North Carolina at Greensboro. - 2020 BASE Show details 14 Arabic language knowledge among early elementary Saudi teachers of students with reading disabilities: a mixed method study Alqahtani, Rashed; NC DOCKS at The University of North Carolina at Greensboro. - 2020 BASE Show details 15 Operationalizing item difficulty modeling in a medical certification context Brucia, Robert Charles; NC DOCKS at The University of North Carolina at Greensboro. - 2020 BASE Show details 16 Whiteface as rhetorical metis in Sharmila Sen’s Not quite not white : and, Code meshing: practices for writing space in post-secondary education Raghunandan, Janie; NC DOCKS at The University of North Carolina at Greensboro. - 2020 BASE Show details 17 The one-step arithmetic story problem-solving of deaf/hard-of-hearing children who primarily use listening and spoken English Hallenbeck, Taylor; NC DOCKS at The University of North Carolina at Greensboro. - 2020 BASE Show details 18 They look like me: impactos y beneficios de la comunidad en los programas de español para hablantes de herencia Arango Callejas, Cristina; NC DOCKS at The University of North Carolina at Greensboro. - 2019 BASE Show details 19 Indonesian art song: an exploration of Indonesian vocal heritage, phonetics, and song lyrics Olson, Nathaniel; NC DOCKS at The University of North Carolina at Greensboro. - 2019 BASE Show details 20 Claiming a family brand identity: The role of website storytelling Canziani, Bonnie M.; NC DOCKS at The University of North Carolina at Greensboro; Welsh, Dianne H.B.. - 2019 BASE Show details Page: 1 2 3 4 5...13

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