000			01662nam a22002537a 4500
003			ZW-GwMSU
005			20240731123229.0
008			240731b |||||||| |||| 00| 0 eng d
022			_a02650517
040			_aMSU _bEnglish _cMSU _erda
050	0	0	_aML5 BRI
100	1		_aMcEwan Rob _eauthor
245	1	0	_aSecondary student motivation to participate in a Year 9 Australian elective classroom music curriculum _ccreated by Rob McEwan
264	1		_aCambridge _bCambridge University Press: _c2013
336			_2rdacontent _atext _btxt
337			_2rdamedia _aunmediated _bn
338			_2rdacarrier _avolume _bnc
440			_aBritish Journal of Music Educatio _vVolume 30, number 1
520	3		_aDespite strong philosophical arguments supporting the inclusion of music in all students’ education, declining student participation rates in school music activities during the middle years of schooling remain an ongoing issue for music education researchers. This paper presents the findings of a case study examining the motivational factors influencing student enrolment behaviour in the elective classroom music curriculum within the social context of an independent secondary school in regional Australia. The analysis discussed in this paper focuses on the socio-cultural contexts of school culture, peer group, family values and student perceptions of teachers as factors shaping student academic motivational orientations.
650			_aMusic education _vSecondary student motivation _xClassroom music curriculum _zAustralia
700			_dBritish Journal of Music Education
856			_uDOI: https://doi.org/10.1017/S026505171200023X
942			_2lcc _cJA
999			_c166437 _d166437