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Institutional Review Board for the Protection of Human Subjects

Touro University California Graduate School of Education

Research Proposal
Faculty: Email this form to: tuc.gsoeirb@tu.edu Students: Only your Advisor may forward this form for review. Forms submitted directly by students will not be processed. Click all checkboxes that apply. Form fields will expand as needed.
This proposal includes all consent forms and survey questions (if applicable) in the body of this document. Insert page/section breaks as necessary to place these on separate pages below the proposal section. This is a faculty proposal. This is a student proposal. NOTE: All student proposals must be emailed by the faculty advisor who, by submission, indicates that (1) s/he has reviewed the proposal, (2) it has his/her full approval, and (3) affirms that the student has passed a Human Subjects course.

Principal Investigator: Samantha N. Johnson

Program of Study: EdLeadership Educational Technology Special Ed Urban Education

Teaching & Learning Teaching Math Teaching Science Innovative Learning

Email Address samantha.johnson@tu.edu Faculty Advisor: Dr. Ramsey Musallam Email Address: ramsey.musallam@gmail.com Title of the Research Preparing Diverse Learners through Music for the 21st Century

For exempt research only: Check the category of exemption (definitions below):

EXCEPTIONS: Research involving vulnerable populations such as the mentally or cognitively impaired, prisoners, parolees, pregnant women, and fetuses, cannot be exempt from review even though it meets the criteria of one of the categories below. EXEMPTION CATEGORIES (45 CFR 46.101(b)): Research activities in which the only involvement of human subjects will be in one or more of the following categories:
1. Research conducted in established or commonly accepted educational settings, involving normal educational practices, such as (i) research on regular and special education instructional strategies, or (ii) research on the effectiveness of or the comparison among instructional techniques, curricular or classroom management methods. Research involving the use of educational tests (cognitive, diagnostic, aptitude, achievement), survey procedures, interview procedures or observation of public behavior, unless: (i) information obtained is recorded in such a manner that human subjects can be identified, directly or through identifiers linked to the subjects; and (ii) any disclosure of the human subjects responses outside the research could reasonably place the subjects at risk of criminal or civil liability or be damaging to the subjects financial standing, employment or reputation. Research using survey procedures or interview procedures upon children cannot be exempt. Research involving observation of childrens behavior cannot be exempt if the investigator is a participant in the behaviors observed. Research involving the use of educational tests (cognitive, diagnostic, aptitude, achievement), survey procedures, interview procedures, or observation of public behavior that is not exempt under paragraph (b) (2) of this section if (i) the human subjects are elected or appointed public officials or candidates for public office; or (ii) federal statue(s) require(s) without exception that the confidentiality of the personally identifiable information will be maintained throughout the research and thereafter. Research which deals with sensitive aspects of the subjects own behavior such as illegal conduct, drug use, sexual behavior, or use of alcohol, cannot be exempt from review. Research involving the collection or study of existing (in existence on the day the study is approved) data, documents, records, pathological specimens or diagnostic specimens, if these sources are publicly available or if the information is recorded by the investigator in such a manner that subjects cannot be identified, directly, or through identifiers linked to the subjects. Research and demonstration projects which are conducted by or subject to the approval of federal department or agency heads and which are designed to study, evaluate, or otherwise examine: (i) public benefit or service programs; (ii) procedures for obtaining benefits or services under those programs; (iii) possible changes in or alternatives to those programs or procedures; or (iv) possible changes in methods or levels of payment for benefits or services under those programs. Taste and food quality evaluation and consumer acceptance studies, (i) if wholesome foods without additives are consumed or (ii) if a food is consumed that contains a food ingredient at or below the level and for a use found to be safe, or agricultural chemical or environmental contaminant at or below the level found to be safe, by the U.S. Food and Drug Administration or approved by the Environmental Protection Agency or the Food and Safety and Inspection Service of the U.S. Department of Agriculture.

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CONTINUING STUDIES:
Is this a continuation of or change to an existing TUC IRB approved study? Yes No

If yes, attach a copy of last years approved exempt study and indicate the date of submission/approval.

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JUSTIFICATION AND PROJECT DESCRIPTION:


Type your answers in the boxes provided which will expand as needed. Describe your research study. If you are applying for exemption, you must justify how your study qualifies for exemption by addressing the critical elements of the exemption category you choose in item 7. To be sure you answer the issues typically examined by the reviewers, please review the IRB Review Form available at: http://cehs.tu.edu/gsoe

1. Provide an Abstract or Summary for the proposed study. The purpose of this study is to find and use best practices in a music classroom which is host to an audience of varying levels of musicianship and learning needs, in order to promote a learning environment which is conducive for engagement of a 21st century learner. 2. Describe the specific aims/purpose. What is your research question? State your hypothesis and research questions or project goals and objectives. The purpose of this project is to research best practices used in the music classroom. This project will address the areas related to student engagement of music students with varying musicianship and diverse learning needs within the same classroom. The first section will address research related to 21st century skills and engagement in a music class. The second section will focus on research about addressing a diverse audience in the general music classroom. Finally, the third section will discuss applying 21st century skills with a diverse audience. In order to collect data, it is my hypothesis I will be taking a quantitative research approach; more specifically a group comparison design for my research. I want to collect and investigate cause-and-effect relationships to grasp a better understanding of how to get students placed in my music elective course to retain the information from grading period to grading period and by the end of the semester. It is among the students who are placed in my elective courses that I have observed who struggle with retention and focus and it is this group students along with the students who elected to take the course that I want to engage and help instill a passion for the performing arts so that they will be better prepared for the 21st century job market as far as critical thinking, creativity, and being cultured and a well rounded individual is concerned. I also predict that I will be using some of the steps from the constant comparative method as well for data collection from my students. The research questions that will be addressed in this study are as follows: 1. What type of pedagogy is best for addressing diverse learners in a music class? 2. To what degree will the integration of technology such as interactive whiteboard lessons/activities help all music students retain music theory? 3. What is the effect of using a music composition program such as Finale or Sibelius with developing music students and the retention of beginning music theory? 3. Describe background information and rationale for conducting the study and the importance of the knowledge to be gained. Provide references, if available. As one of the four electives courses offered and only being a semester long course at a technology based charter school, there have been high volumes of repeating enrollment of students within the same school year or the year after combined with new students enrolled in the same class period. It is also apparent that many students are simply placed into these electives courses because of scheduling conflicts and the lack of a variety of elective course offerings and also the fact that electives classes are not scaffold and are all beginning courses, several class periods become filled with students at varying levels of performance skills, engagement and interest levels, and diverse learning styles and needs to be addressed. 4. Describe the research methods and procedures. a. How do you plan to do it? What kind of study is it? How will it answer your research question? Be specific. Describe your sample: Who/what will be included/excluded and why? (What are recruitment/exclusion criteria? Be sure to include women, minorities, other groups if appropriate, and how they will be recruited). Randomization and/or controls? What data/artifacts will you collect? Is this the best, safest way to collect it? Who will perform the collections/analyze the data? Will any tests be involved? Will any remuneration be provided? Address confidentiality. For my research project, I foresee myself gathering qualitative data from 31 students total by conducting structured observations in my classroom. I will most definitely videotape myself and the students several times to help me observe beyond what my own eyes would see. While observing both with my own eyes and via videotape, I will be taking field notes to assist my memory and to have hard copy documentation. Along with my observations and videotapes, I will be conducting interviews (most likely semi structured interviews) with my focus groups.
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The type of quantitative data I foresee myself collecting is a survey which will contain a combination of both questions and statements. I also foresee myself collecting data using a Likert and possibly a Likert-type scale for student responses and using teacher developed and classroom curriculum formal assessments. The type of data I am looking to collect for both my qualitative and quantitative is information about the following: Levels of engagement and participation Different learning styles being addressed and taught to What activities conducted in class did or did not help and address music theory retention (reading music note names on staff paper both in treble/bass clef, rhythm reading by sight and aurally) Technology usage (too much/not enough), how has the number of times repeating the course helped, hindered, or did not affect students musicianship Music appreciation lessons (more/less) Correlation and effectiveness of live performance project and retention of music theory, engagement, participation, and participation b. What are the potential risks and benefits to your human subjects? Be sure to be as specific as possible; include loss of time or other inconveniences to participants. Dont overstate benefits; if they are hypothetical benefits this must be clearly stated. How will you obtain consent? Provide for translation, reading for illiterate participants; whatever else may be necessary? Students will complete surveys at the end of each unit and major project in regards to engagement, technology use and access, effectiveness of lesson, and if their learning style and needs were addressed. The survey should take no more than 5-8 minutes. Students will be prompted at the start of each lesson that there will be a survey to complete. Students will also be filmed for analysis purposes. Consent will be asked of students and parents via a letter which will be sent home notifying all stakeholders included in the study. c. What will you do with the data? Where and how will it be stored and for how long? Who will have access to it? How will it be analyzed? Will there be follow-up? All data will be stored on my computer and external hard drive as a back up for up to one school year. I will have access to it along with other colleagues of my electives PBL to analyze findings and results, and if necessary MITA administration.

d. Appendices. Paste questionnaires, focus group questions, consent forms, parental handouts at the end of this document. 5. List the specific location of the study (building, etc.). The study will be conducted at Mare Island Technology Academy which is located at 2 Positive Place Vallejo, CA 94589. It will take place during my 7th period music class in Room O1. 6. Indicate the proposed duration of the study. The study will begin in May 2013 and end on June 12th, 2013 7. Indicate the exemption category above and provide justification for exempt review here.
Student investigators only: Once your IRB proposal has been approved by your advisor, email the document to them for submission along with proof that you completed a human subjects course. The Human Subjects course may be accessed at: http://phrp.nihtraining.com/users/login.php TOTAL NUMBER OF COPIES REQUIRED FOR SUBMISSION: Faculty PIs and Advisors: Please email original .doc file and all appendices to: gsoeirb@tu.edu A single all-inclusive file is preferred. GSOE IRB Administration Lander Hall Room 122, Mare Island Campus

Revised July 2012 PRedmond

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