High school students aspiring to become music educators (N=116) and upper-level music education majors (N=130) took part in this investigation comparing higher-order thinking skills in an observation analysis task. We used certain procedures from previous investigations (Sheldon & DeNardo, 2004; Standley & Madsen, 1991). Upperclassmen demonstrated greater higher-order thinking skills, measured by success in providing descriptive and inferential statements in an observation task, compared to prospective freshmen. This outcome is consistent with those of prior studies (Sheldon & DeNardo, 2004; Standley & Madsen, 1991) and suggests that the continued development of higher-order thinking skills among prospective music educators can be cultivated within an undergraduate music education degree program. When entrance examination variables of prospective freshmen were analyzed for relationships, few strong correlations were found.
February 27, 2004
December 14, 2004.
Get full access to this article
View all access options for this article.
References
1.
Amdur, S. M. (1990). Divergent questioning strategies for general music classes based on music literature (Doctoral dissertation, Columbia University Teachers College, 1990). Dissertation Abstracts International, 51-07A, 2305.
2.
Bauer, W. I. , & Daugherty, J. F. (2001). Using the Internet to enhance music teacher education. Journal of Music Teacher Education, 11: (1), 27–32.
3.
Boddy, N. , Watson, K., & Aubusson, P. (2003). A trial of the five Es: A referent model for constructivist teaching and learning. Research in Science Education, 33: (1), 27–42.
4.
Brookhart, S. M. , & Freeman, D. J. (1992). Characteristics of entering teacher candidates. Review of Educational Research, 62:, 37–60.
5.
Burnard, P. , & Younker, B. A. (2004). Problem-solving and creativity: Insights from students' individual composing pathways. International Journal of Music Education, 22: (1), 59–76.
6.
Cousins, J. B. , Ross, J. A., & Prentice, M. (1993). Teachers' evaluation of correlational reasoning skills. Alberta Journal of Educational Research, 39: (3), 297–317.
7.
Daniel, M. F. , & Bergman-Drewe, S. (1998). Higher-order thinking, philosophy, and teacher education in physical education. Quest, 50: (1), 33–58.
8.
Darmer, M. A. (1995). Developing transfer and metacognition in educationally disadvantaged students: Effectiveness of the Higher Order Thinking Skills (HOTS) Program (Doctoral dissertation, University of Arizona). Dissertation Abstracts International, 56-05A, 1641.
9.
Harrigan, A. , & Vincenti, V. (2004). Developing higher-order thinking through an intercultural assignment. College Teaching, 52: (3), 113–120.
10.
Hmelo, C. E. , & Ferrari, M. (1997). The problem-based learning tutorial: Cultivating higher order thinking skills. Journal for the Education of the Gifted, 20: (4), 401–422.
11.
Ivie, S. D. (1998). Ausubel's learning theory: An approach to teaching higher-order thinking skills. High School Journal, 82: (1), 35–42.
12.
Madsen, C. K. , Standley, J. M., & Cassidy, J. W. (1989). Demonstration and recognition of high and low contrasts in teacher intensity. Journal of Research in Music Education, 37: (2), 85–92.
13.
Madsen, C. K. , Standley, J. M., Byo, J. L., & Cassidy, J. W. (1992) Assessment of effective teaching by instrumental music student teachers and experts. Update: Applications of Research in Music Education, 10: (2), 20–24.
14.
Manning, B. H. , & Payne, B. D. (1993). A Vygotskian-based theory of teacher cognition: Toward the acquisition of mental reflection and self-regulation. Teacher and Teacher Education, 9: (4), 361–371.
15.
Marlow, L. , & Ingman, D. (1992). Higher order thinking skills: Teachers' perceptions. Education, 112: (4), 538–541.
16.
Pagliaro, M.J. (1997). Teach them how to fish. American String Teacher, 47: (3), 51–54.
17.
Paul, R. W. , & Nosich, G. M. (1991). A proposal for the national assessment of higher-order thinking at the community college, college, and university levels. Washington, DC: U.S. Department of Educational Research and Improvement, National Center for Education Statistics, ERIC, ED 340762.
18.
Quellmalz, E. D. (1985). Needed: Better methods for testing higher-order thinking skills. Educational Leadership, 43: (2), 29–35.
19.
Sheldon, D. A. , & DeNardo, G. (2004). Comparing prospective freshman and pre-service music education majors' observations of music interactions. Journal of Music Teacher Education, 14: (1), 39–44.
20.
Smeaton, P. S. (1993). An investigation of the existence and generic nature of effective teaching behaviors as related to elementary grade level and secondary subject matter areas (Doctoral dissertation, Lehigh University). Dissertation Abstracts International, 54-04A, 1224.
21.
Snyder, S. (2001). Interdisciplinary curriculum: Connection, correlation, and integration. Music Educators Journal, 87: (5), 32–39, 70.
22.
Standley, J. M. , & Madsen, C. K. (1991). An observation procedure to differentiate teaching experience and expertise in music education. Journal of Research in Music Education, 39:, 5–11.
23.
Stoney, S. , & Oliver, R. (1999, October). Can higher order thinking and cognitive engagement be enhanced with multimedia?Interactive Multimedia Electronic Journal of Computer-Enhanced Learning1 (2). Retrieved July 15, 2004, from http://imeg.wfu.edu/articles/1999/2/07/index.asp
24.
Torff, B. (2003). Developmental changes in teachers' use of higher order thinking and content knowledge. Journal of Educational Psychology, 95: (3), 563–569.
25.
Torff, B. , & Sternberg, R. (2001). Intuitive conceptions among learners and teachers. In B. Torff & R. Sternberg (Eds.), Understanding and teaching the intuitive mind: Learner and teacher learning (pp. 3–26). Mahwah, NJ: Erlbaum.
26.
Whimbey, A. (1984). The key to higher order thinking is precise processing. Educational Leadership, 42:, 66–70.
27.
Whimbey, A. , & Lochead, J. (1982). Developing math skills: Computation and problem solving.New York: McGraw-Hill.
