Comparisons of higher-order thinking skills among prospective freshmen and upper-level preservice music education majors

Deborah A. Sheldon, Gregory DeNardo

Research output: Contribution to journalArticlepeer-review

Abstract

High school students aspiring to become music educators (n = 116) and upper-level music education majors (n = 130) took part in this investigation comparing higherorder 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.

Original languageEnglish (US)
Pages (from-to)40-50
Number of pages11
JournalJournal of Research in Music Education
Volume53
Issue number1
DOIs
StatePublished - 2005

ASJC Scopus subject areas

  • Education
  • Music

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