THE EFFECT OF INSTRUCTION DIFFERENTIATION IN PREVENTIVE CLASSROOM 
          MANAGEMENT STRATEGIES ON EARLY CHILDHOOD AND ELEMENTARY 
         PRESERVICE TEACHERS’ SELECTED BEHAVIORS IN A MUSIC INTEGRATION 
                          COURSE 
                            By 
                         Copyright 2019 
                         Jennifer L. Potter 
         Submitted to the graduate degree program in Music Education and Music Therapy and the 
        Graduate Faculty of the University of Kansas in partial fulfillment of the requirements for the 
                 degree of Doctor of Philosophy in Music Education. 
                                ________________________________       
                                     Dr. Debra Hedden, Chairperson 
                                ________________________________       
                                          Dr. Martin Bergee 
                                ________________________________       
                                          Dr. Melissa Grady 
                                ________________________________       
                                       Dr. Christopher Johnson 
                                ________________________________ 
                                           Dr. Jennifer Ng 
               Date Defended:  15 April 2019
                                             ii 
                The Dissertation Committee for Jennifer L. Potter 
            certifies that this is the approved version of the following dissertation: 
       THE EFFECT OF INSTRUCTION DIFFERENTIATION IN PREVENTIVE CLASSROOM 
         MANAGEMENT STRATEGIES ON EARLY CHILDHOOD AND ELEMENTARY 
        PRESERVICE TEACHERS’ SELECTED BEHAVIORS IN A MUSIC INTEGRATION 
                        COURSE 
                                  ________________________________ 
                                  Chairperson Dr. Debra Hedden 
                                  Date approved: April 24, 2019 
                                             iii 
                        Abstract 
        
          The purpose of this study was to investigate the effect of instruction differentiation in 
       preventive classroom management strategies on early childhood and elementary preservice 
       teachers’ selected behaviors during assigned classroom teaching of music instruction to peers. 
       Participants were early childhood and elementary preservice teachers (N = 7) enrolled in a music 
       integration course at a Midwestern university. This investigation constituted a two-factor within 
       subjects design. The first independent variable was instruction in preventive classroom 
       management which had three conditions: lecture, individual practice, and demonstration practice; 
       the second independent variable was lesson type which had three levels: song/chant, listening, 
       and movement. The dependent variable was the number of selected behaviors (verbal cues, 
       physical proximity, model correct student behavior) displayed by the participants across three 
       eight-minute microteaching sessions.  
          Primary findings included: (a) no statistically significant main effect for treatment 
       condition; (b) a significant main effect for lesson type; (c) a significant main effect for 
       microteaching session; (d) no significant difference among lecture, individual practice, and 
       demonstration practice conditions; (e) a significant difference between listening and movement 
       lessons; (f) no significant difference between song/chant and movement lessons; (g) a significant 
       difference between microteaching session one and three. 
          Anecdotal data and open-ended responses indicated that participants found their 
       participation in this investigation to be beneficial with respect to gaining knowledge of 
       preventive classroom management and experiencing hands-on practice with these strategies. The 
       participants also noted the immediacy and transferability of preventive classroom management 
       strategies to various settings outside of their teacher preparation programs. 
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          Results were discussed in terms of (a) limitations of the study; (b) general outcomes; (c)   
       implications and suggestions for future investigations; and (d) considerations for early childhood, 
       elementary, and music education research.