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001450480 001__ 1450480
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001450480 019__ $$a1348490258
001450480 020__ $$a9783658393304$$q(electronic bk.)
001450480 020__ $$a3658393300$$q(electronic bk.)
001450480 020__ $$z9783658393298
001450480 020__ $$z3658393297
001450480 0247_ $$a10.1007/978-3-658-39330-4$$2doi
001450480 035__ $$aSP(OCoLC)1348285979
001450480 040__ $$aYDX$$beng$$erda$$epn$$cYDX$$dGW5XE$$dEBLCP$$dOCLCF$$dUKAHL$$dOCLCQ
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001450480 050_4 $$aML3920
001450480 08204 $$a615.8/5154$$223/eng/20221103
001450480 1001_ $$aHaering, Sylvia Ingeborg,$$eauthor.
001450480 24514 $$aThe impact of music therapy on children in a multicultural elementary school /$$cSylvia Ingeborg Haering.
001450480 264_1 $$aWiesbaden :$$bSpringer VS,$$c[2022]
001450480 264_4 $$c©2022
001450480 300__ $$a1 online resource (xx, 199 pages) :$$billustrations (some color)
001450480 336__ $$atext$$btxt$$2rdacontent
001450480 337__ $$acomputer$$bc$$2rdamedia
001450480 338__ $$aonline resource$$bcr$$2rdacarrier
001450480 504__ $$aIncludes bibliographical references.
001450480 5050_ $$aIntro -- Acknowledgments -- Introduction -- Contents -- List of Figures -- List of Tables -- 1 Literature Review -- 1.1 First and Second Language Acquisition (SLA) -- 1.1.1 History and Models of L2 Learning Theories -- 1.1.2 A View from Developmental Psychology -- 1.1.3 Indications for Teaching L2 -- 1.1.4 Research on Romance Languages as L2 -- 1.1.5 Summary -- 1.2 Music Therapy -- 1.2.1 Definition of Music Therapy -- 1.2.2 Settings and Application of Music Therapy -- 1.2.3 Music Therapy in Educational Settings -- 1.2.4 Summary -- 1.3 Music and Language Acquisition
001450480 5058_ $$a1.3.1 Linguistic and Musical Sound Systems -- 1.3.2 Melodic Elements of Speech and Music -- 1.3.3 Linking Rhythm in Speech and Music -- 1.3.4 Syntax: Structure in Language and Music -- 1.3.5 Communication: Transfer of Linguistic and Emotional Meaning -- 1.3.6 Musical Training as Entrainment for Developing Language Skills -- 1.3.7 Summary -- 1.4 Migrant Populations in Rome -- 1.4.1 Statistics on Migrant Populations in Rome -- 1.4.2 Children with Foreign Citizenship in the Italian School System in Rome -- 1.4.3 Language Skills in Italy's and Rome's Migrant Populations -- 1.4.4 Summary
001450480 5058_ $$a2 Methodology -- 2.1 Timeline -- 2.2 Study Design -- 2.3 Sample -- 2.4 Music Therapy Intervention -- 2.5 Bus Story Test, Italian version (It-BST) -- 2.5.1 Bus Story Test (BST) -- 2.5.2 Italian Version of the Bus Story Test (It-BST) -- 2.5.3 Application of the BST in the literature -- 2.5.4 Motivation for choosing the It-BST as a tool of measurement -- 2.6 Evaluation of Behavior in Experimental and Control Condition -- 2.6.1 Likert Scale and Procedure -- 2.6.2 Misbehavior -- 2.6.3 Participation -- 2.6.4 Attention -- 2.6.5 Silence -- 2.7 Analysis of the Data -- 3 Data Analysis And Results
001450480 5058_ $$a3.1 Outcomes on the It BST -- 3.2 Hypothesis 1: Children perform differently on the Likert Behavior Scales in Music Therapy and Regular Classroom Activity -- 3.3 Hypothesis 2: One or more of the It-BST scores correlate with one or more items on the Likert scales in music therapy -- 3.4 Hypothesis 3: One or more of the It-BST scores correlate with one or more items on the Likert scales in regular classroom lessons -- 4 Discussion of Results -- 4.1 Summary of Findings -- 4.1.1 Bus Story Test Items -- 4.1.2 Likert Scales -- 4.1.3 The hypotheses -- 4.2 Implications for Future Research
001450480 5058_ $$a4.3 Limitations of the Study -- Conclusions -- Bibliography
001450480 506__ $$aAccess limited to authorized users.
001450480 520__ $$aThe OECD stated in 2018 that language barriers are among the greatest obstacles to the successful inclusion of students with an immigrant background. Providing adequate instruction in the language of instruction at school, and offering learning experiences independent of the level of language skills is, therefore, an essential task of the 21st-century school systems. This book explores how music therapy can contribute to solving this challenge. It investigates the multicultural learning environment of an Italian elementary school that is characterised by students with multiple native languages and different levels of proficiency in the language of instruction. In some cases, students have difficulty following lessons and participating in social life. The children (5-8 years) receive music therapy in the experimental condition and regular school activity in the control condition according to a within-subject control group design, meaning that half the children started in the control condition and the other started in the experimental condition; they switched at the half-time point. Data on the childrens language skills and general behaviour are collected and analysed. About the author Sylvia I. Haering is a music therapist and social scientist. She worked as a researcher in various projects at University Augsburg (Germany), University of the Arts Bremen (Germany), and Roma Tre University (Italy). She has studied composition in Salzburg (Austria) and Music Therapy in Krems/Donau (Austria) and obtained her PhD from Roma Tre University in Social and Educational Theory and Research (Italy).
001450480 588__ $$aOnline resource; title from PDF title page (SpringerLink, viewed November 3, 2022).
001450480 650_0 $$aMusic therapy for children.
001450480 650_0 $$aMulticultural education.
001450480 655_0 $$aElectronic books.
001450480 77608 $$iPrint version: $$z3658393297$$z9783658393298$$w(OCoLC)1342983576
001450480 852__ $$bebk
001450480 85640 $$3Springer Nature$$uhttps://univsouthin.idm.oclc.org/login?url=https://link.springer.com/10.1007/978-3-658-39330-4$$zOnline Access$$91397441.1
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001450480 980__ $$aBIB
001450480 980__ $$aEBOOK
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001450480 983__ $$aOnline
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