Derrington 2012 thesis.pdf - Anglia Ruskin Research Online

to before 47 . An increase in score relates to improvement in the student’s personal and
social development, behaviour and attitude.
6.6.1 The teachers’ questionnaires: descriptive statistics
Teacher 1 was a teacher or form tutor at The Centre School and either the form tutor
or head of year at CVC. The latter role is a pastoral one and therefore teacher 1 from
CVC was likely to be aware of the student’s home and school situation. Figure 6.6.1
shows the difference in scores made by teacher 1 for the students at each school.
Figure 6.6.1 The change scores from teacher 1
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Chnage score
Teacher 1 reported
change scores
Centre School
Individual students
Change score
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Teacher 1 reported
change scores
CVC
Individual students
In both schools, teacher 1 reported improvement in most students (67%). The change
scores for CVC students are more measured and uniform than The Centre School
students, which are highlighted by the standard deviation (Centre = 31.43; CVC =
18.34) given in table 6.6a.i (appendix 6.6). As the CVC teacher has a welfare role,
these are particularly important results. They suggest that students have made
improvements after music therapy but their responses are perhaps made with caution,
whereas teachers at The Centre School report much greater change.
Teacher 2 was an instructor at The Centre School who works closely with the student,
and a subject teacher, such as English or Humanities at CVC. Figure 6.6.2 shows the
difference in scores made by teacher 2 for each student from before to after music
therapy.
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%( !The teachers’ change scores can be viewed for each student in figures 6.6b.i -
6.6b.vi (appendix 6.6b). !
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