Date of Award

5-2026

Document Type

Thesis

Degree Name

Master of Education (MEd)

Department

Graduate Education

First Advisor

Patricia C. Kornelis

Abstract

This study examined how a structured weekly practice routine influenced a middle school choir student’s practice behavior and rehearsal engagement over a six-week period. Data were collected through practice logs, weekly reflections, and rehearsal observations. Findings indicated increased consistency, greater time investment, and more intentional, strategic practice. As a result of these changes in practice behavior, the student demonstrated greater attentiveness, responsiveness, and overall engagement during rehearsal. These findings support existing research on self-regulated learning (SRL) and deliberate practice, suggesting that structured practice routines can serve as effective scaffolds for improving student engagement in ensemble settings.

Comments

Action Research Project Submitted in Partial Fulfillment of the Requirements for the Degree of Master of Education

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