Full text: Das Schulbuch zwischen Lehrplan und Unterrichtspraxis

spiral, with specific musical concepts and activities differing in their degree of sophisti- 
cation each time they are revisited (Willoughby, 1971a). Therefore, a concept would 
need to be addressed more that once in order to move towards a more complex level of 
Data Analysis Procedure 
After the surveys were completed, frequency scores for each category and overall com- 
prehensive musicianship were tallied. Accent on Achievement received a frequency score 
for each category along with an overall frequency score. Category and overall frequency 
scores were used to compare Accent on Achievement with previously analyzed beginning 
band method books published from 1990 through 1994 and with the theoretical compre- 
hensive musicianship curriculum model. 
A comparison of reviewer’s overall frequency scores for Accent on Achievement, us- 
ing the Percent of Agreement test, allowed the researcher to compute an inter-rater reli- 
ability. The inter-rater reliability for the study was .96, which indicated a close agree- 
ment of reviewers’ findings . The Chi-Square Goodness-of-Fit Test was used to deter- 
mine the difference between observed frequency scores of Accent on Achievement and 
predicted scores of the theoretical comprehensive musicianship curriculum model. The 
level of significance for the Chi-Square Goodness-of-Fit Test was at the .05 alpha level. 
If chi-square observed scores were less than the chi-square critical score, Accent on 
Achievement matched the theoretical comprehensive musicianship model. If chi-square 
observed scores were greater than or equal to the chi-square critical score, Accent on 
Achievement did not match the theoretical comprehensive musicianship model. The 
formula for computation of the Chi-Square Goodness-of-Fit Test is: 
Whereas: f = Observed Scores 
F Predicted Scores 


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