Cleffingwell - Research Proposal

Running Head: Research Proposal: Hopeful Virtuoso
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Research Proposal: Hopeful Virtuosos

Caitlin A. Leffingwell
Eastern University
RESEARCH PROPOSAL: HOPEFUL VIRTUOSOS

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Research Proposal: Hopeful Virtuosos

Abstract: Despite being rather new to the academic world, the topic of hope has already
acquired quite the range of definitions and descriptions. Yet in this complex tangle of ideas, all
research seems to agree both that hope powerfully impacts quality of life and that hope is not
experienced to an equal degree by everyone. This imbalance happens for a wide variety of
reasons, many of which involve trauma and abuseparticularly for children. Furthermore, such
issues not only limit hope, but also combine to make certain youth more at-risk for lower
quality of life overall. In light of these challenges, the objective of this study is to explore ways
that music instructionan overlooked tool despite its proven impact on children in generalcan
be used as effectively as possible to restore hope specifically to at-risk children. It will observe
how at-risk students from The Virtuosos, a violin group at Milner Community School,
demonstrate elements of hope when approaching musical pieces beyond their current skill level
thereby contributing to both theories and practices already employed to help at-risk youth
achieve a higher quality of life.
Keywords: hope, trauma, abuse, at-risk youth, education, music
Introduction
The Problem
Children are the most vulnerable members of any society, yet copious factors combine to
prevent some children from experiencing a high quality of life. Researchers have responded
heroically to this inequality by seeking to understand not only the at-risk nature of these youth,
but also a myriad of ways to counteract ita valiant quest that has greatly benefited youth
through enhanced support and ingenious interventions. However, this inequality is far from
resolved, as youth continue to drop out of school, engage in juvenile crime, or otherwise
perpetuate the challenges of cyclical poverty. In fact, research continues to find that hopelessness
indicated by a lack of desire and ability to improve ones situationis one of the most
consistent norms for such youth. In light of this continuing need for effective remedies, this
study aims to look beyond more traditional youth development strategies in order to understand
the positive impact that music might have specifically on at-risk youth. As an increasingly
respected tool used to enhance the quality of life for people in general, music may hold

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incredible potential in leveling the playing field for at-risk youth in particulara strategy that
has yet to be explored in as much depth as it may merit. As such, the ensuing research will
integrate and build upon existing theories regarding hope, at-risk youth, and music education in
order to fill this gap and contribute practical knowledge for helping at-risk youth pursue and
achieve a higher quality of life.
Definitions
For the purposes of this study, we will define our three key concepts in the following
ways. Hope, though mired in complexity that will be further discussed in the next section, will
refer to the ability to see and actively pursue positive future goals. The term at-risk youth will
refer to anyone age 18 and under whodue to a myriad of challenges ranging from low
socioeconomic status to abuse and neglectare disadvantaged in their pursuit of a higher quality
of life; this disadvantage is seen most clearly in a lack of desire and ability to learn. Finally, the
term music education in this context refers to both organized music instruction and the
corresponding performances that occur as a child learns how to play an instrument.
Proposal Structure
The structure of this research proposal will begin first with a brief review of existing
theories and research literature regarding the three core topics in this study, which will be
followed by an explanation of main research questions and objectives of this study. The third
section will elaborate upon research methodology and approaches, while the fourth section will
provide a detailed explanation of research design. Finally, the proposal will conclude with a
discussion of the practical and theoretical contributions that this study will make to the urban
studies discipline. Appendixes will be referenced throughout the proposal, but will include
various research material, forms, and applications used during the study.

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Literature Review
Hope
Until the mid-20th century, hope was considered both tainted and devoid of value to the
point that very little literature exists on the topic in years prior (Webb, 2007). Different fields
maintained this silence for various reasons, such as environmentalists fearing its negative impact
on motivation for social change (Lueck, 2007) and social sciences simply trying to avoid topics
connected to religion (Webb, 2007). Yet through increased awareness of this knowledge gap and
a growing focus on emotions, this silence has since been replaced by a cacophony of voices
speaking to the many perspectives that comprise this multifaceted subject (Webb, 2007). At this
point in the literature, hope is variously designated an emotion, a cognitive process, an
existential stance, a state of being, a disposition, a state of mind, an emotion which resembles a
state of mind, an instinct, impulse or intuition, a subliminal sense, a formed habit, a
sociohormone, some complex, multifaceted affective-cognitive-behavioural phenomenon, or,
quite simply, a mystery (Webb, 2007, p.67). In fact, most attempts to solve this mystery have
only revealed its relentless complexity in greater detail. Some studies refer to hope as an
emotional phenomenon (Abrams & Keren, 2007), while a growing number highlight its
cognitive components; one of the most well-written scholars on hope and positive psychology,
Charles Snyder, considers it to be a cognitive process informed by the emotionscentered on
goals but dictated by the pathways and agency with which we attempt to achieve them (1995,
2002). Along these lines, Snyder (2002) consequently joins the ranks of other researchers and
philosophers like the great educator Freire (Webb, 2010; McGreer, 2004) who take an
ontological view of hope by seeing it as a socially constructed skill that can be taught or,
conversely, underdevelopedall of which oppose a biological view of hope or the combination

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thereof (Webb, 2007). Similarly, researchers have battled to determine a whole gamut of other
dichotomies related to hope: how it differs from both utopia (Anerson, 2002; Anderson, 2010)
and optimism (Webb, 2007), is both caring and careful (McGreer, 2004), balances patience and
action (Andrews, 2010; Webb, 2010), relies neither too much nor too little on outside resources
(McGreer, 2004; Pettit, 2004), remains both optimistic and pessimistic (Braithwaite, 2004), and
neither ignores nor crumbles under challenges (McGreer, 2004; Lueck, 2007). To make matters
worse, confusion abounds even more when trying to figure out what hope is not. For example,
McGreer (2004) labels false hope as the times when desire leads to an inaccurate assessment
of probable success, while Snyder (2002) actually decries the very idea at allclaiming that
high-hopers are actually more likely to achieve (and even intentionally set) inordinately high
goals due to the exhilaration they gain from challenges and the fact that all goals (even harmful
ones) meet the stipulations of healthy hope.
However, in the midst of all this seemingly discordant chaos, two common themes
provide some sanity in the quest for understanding hope in a practical way. First, all literature
agreed that hope is an important part of the human existenceboth crucial for enhancing the
quality of our lives (Snyder, 2002, p.268) and an essential and distinctive feature of human
agency (McGreer, 2004, p.102). Moreover, it not only bears importance for individuals, but for
humanity as a whole (Braithwaite, 2004) through phenomena such as institutional hope (Abrams
& Keren, 2007), collective hope (McGreer, 2004), and the social change that results from
cyclical community hope (Lueck, 2007). Second, research consistently revealed that not
everyone experiences hope to the same degree. Regardless of the exact form it takes or whether
it arises intrinsically or socially, hope of any kind seemingly appears to stronger and healthier
degrees in some people rather than others (Webb, 2007; Abrams & Keren, 2007). According to

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Snyder (2002), such High-hope persons consistently fare better than their low-hope counterparts
in the arenas of academics, athletics, physical health, psychological adjustment, and
psychotherapy, while experiencing less hope tends to create a downward spiral of negativity
that leads to helplessness, lethargy, stress, and frequent failure at creating or achieving life goals
(p.258). While the exact reasons for this disparity are as uncertain as the commodity itself,
Snyder used his Hope Theory scales to determine that common correlations include abuse,
trauma, and loss of loved ones (2002). Considering that more than 650,000 children are victims
of abuse or neglect each year in the United States (Child Maltreatment), these factors carry
significant weight and accentuate the necessity of quality interventions.
At-risk youth
Sadly, the implications of these injustices go far beyond the loss of hope, as abundant
research studies have shown while trying to grasp the negative effects of abuse and trauma on
children. The 2013 report by Childrens Bureau, for instance, delves into the interconnected
nature of the four different types of impacts through this short introduction:
In realityit is impossible to separate the types of impacts. Physical consequences, such
as damage to a childs growing brain, can have psychological implications, such as
cognitive delays or emotional difficulties. Psychological problems often manifest as highrisk behaviors. Depression and anxiety, for example, may make a person more likely to
smoke, abuse alcohol or drugs, or overeat. High-risk behaviors, in turn, can lead to longterm physical health problems, such as sexually transmitted diseases, cancer, and obesity.
Not all children who have been abused or neglected will experience long-term
consequences, but they may have an increased susceptibility. (Long-Term Consequences,
p.2-3)

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This increased susceptibility, or at-risk nature, is marked by not only a diminished capacity for
hope, but also a lack of both the desire and ability to learnadding a layer of educational
challenge to this already distressing injustice (Shuler, 1991). Moreover, these impacts can
combine to create lasting implications on the youth as well as their families, communities, and
society as a whole. Clearly hopelessness both stems from and contributes to the challenges faced
by at-risk youth.
Nonetheless, potential remedies remain. While Snyder (2002) suggests targeting at-risk
low-hope youth with intervention programs, Abrams and Keren (2007) speak to the various ways
that hope can be cultivated through both individuals and institutionseven through the law. In
fact, many researchers argue that those who are not experiencing despair have a social
responsibility to help those who are (McGreer, 2004) by communicating recognition and vision;
introducing an activity that allows for individuation; providing resources; supporting agency; and
fostering solidarity (Abrams & Keren, 2007, p.363). Such action is motivated by the knowledge
that healthy hope enables the subject to escape the grip of beliefs that are so bleak or so unstable
that they reduce a subject to a helpless status. It provides the agent with direction and control and
makes success in the face of adversity much more probable that it would otherwise have been.
And it does this, moreover, without forcing the subject into any sort of self-deception (Pettit,
2004, p. 165). With these loftyperhaps even hopefulgoals in mind, we find ourselves
seeking effective ways of helping at-risk youth develop hope to a degree that can begin
counteracting the negative experiences that threaten their quality of life.
Music Education
Though still employed to a much smaller degree than its power merits, perhaps one of the
most promising remedies for this challenging situation is music education. Interestingly, just as

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Braithwaite (2004) calls the use of hope interventions a preventative medicine for societal ills,
so Shuler (1991) uses the same exact term for music educationspecifically as it applies to atrisk youth. Certainly the universal benefits of learning music have begun entering general
knowledge, with books like Eric Jensens Arts with the Brain in Mind (2001) or Daniel Levitins
This is Your Brain on Music (2006) discussing the stunning plethora of ways that music can lead
to emotional, mental, physical, and even spiritual improvements. When Howard Gardner (2011)
proposed the revolutionary Theory of Multiple Intelligences, he even included music as one of
the ways that students naturally learnan affirmation for music programs that have long avowed
the whole language nature of music and its ability to match many different learning styles
(Shuler, 1991). However, access to music education and its many inherent benefits has long been
limited to students in social classes that provide the right financial resources, cultural practices,
and social networksoften those who are not nearly as at-risk for the many factors that can
lower ones quality of life (Bates, 2012).
Because students from low socioeconomic backgrounds often do not have such access,
very little research has been done specifically on the benefits of music education for at-risk
youth. Nevertheless, existing research does show a promising fit between the benefits of music
instruction and the specific needs of at-risk youth. Simply listening to music allows us to
experience a moment of utopialife envisioned and possibility tastedin a way that begins to
foster hope in the listener (Anderson, 2002); similarly, music education operates from a
strengths-basedrather than stigma-basedmentality that works from students strengths rather
than trying to fix their weaknesses (Braithwaite, 2004; Snyder, 2002). In particular, composition
offers students a level of self-expression that many at-risk youth crave, while the unique and
appealing nature of music in general helps to address academic risks by increasing students

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ability and desire to learn. In ways like these, music can not only help students develop
important skills, but can also help them avoid the problems of frustration, alienation, and selfdoubt that often place students at risk of failure (Shuler, 1991, p.28). This strategy ultimately
helps students to develop various elements of hope and therefore reap the many empowering
benefits that accompany themrestoring their chances for a quality of life that had previously
been stolen by injustice.
Conclusion

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In light of the challenges facing at-risk youth and the role that music education can play
in increasing their quality of life through active hope, this study attempts to begin filling the
research gap where music, hope, and at-risk youth unite. Though hope is a multifaceted concept
almost as complicated as the challenges that at-risk youth face, we will conduct our research
based on the Buildabridge components described in Appendix A, which we believe to align well
with current literature regarding this topic. By observing at-risk musicians tackling musical
pieces beyond their current skill level, we will observe how they demonstrate the four
foundational elements of hope. These students face an
overwhelming myriad of inordinate challenges on a daily
basis, often without the support, privilege, or advantages
had by their peers in higher socioeconomic backgrounds.
Every possible tool must be employed to correct this
imbalance, yet perhaps one of our most effective tools
music instruction and the relationships and skills that
accompany ithas yet to be adequately explored, never
mind employed, specifically in the service of at-risk youth.
Students poem
Hope is the essence that keeps
you looking forward to life. Some
people hope for money. Some hope
for life's basic necessities. But
hope no one can buy, sell or take
away from you. Hope makes the
person what she is. With hope
comes perseverance, then
character, then the joy of self
esteem. Hope is your inner fire. It
is the determination that keeps you
going and not give up. With one
spark, the hope you share can give
others. (Brady, 1995, p.48)
This study calls attention to this valuable resource and begins to explore its specific benefits by
answering this research question: How do at-risk violin students demonstrate elements of
hope when approaching musical pieces beyond their current skill level?
Research Methodology
Philosophical Paradigm
In order to answer its main research question and contribute practical ways for the urban
studies field to incorporate music in supporting at-risk youth, this arts-based inquiry will utilize a

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qualitative method with some quantitative elementsall stemming from a blend of pragmatic
and phenomenological paradigms. It will observe a specific artistic process in a variety of ways
for the sake of testing prominent theories and building practical knowledge of students
experiences. This pragmatic attempt to link theory and practice on the subject of hope will be
carried out in the most natural context possible to maximize validity, yet will also aim to
understand reality through the human experience of both participants and the researchera goal
well-suited for the study of a topic so relevant to the quest for understanding deeper meaning as
it is expressed externally (Savin-Baden & Major, 2013, pp.60-61).
Positionality Statement
As the current violin instructor, the researcher will predominantly take the role of selfaware participant in this research study, in addition to moments of acting as observer and
translator throughout the research process. Her background differs starkly from that of the
students, in that she comes from a white, suburban, upper-middle class family with two parents
both still in their first marriage and working as professionals. Throughout the research process,
she will need to reflect carefully on how this difference affects her perspective. However, she has
taught at the school for longer than most other staff members and therefore has a solid
relationship foundation with many of the students there, which also gives her a unique insideroutsider perspective that may aid her in seeing reality from the students perspectives. Overall,
her unique position at this school will most likely lend greater insight to observations, while also
influencing and possibly limiting objectivity.
Research Design
Procedures

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The design of this study concentrates on learning how at-risk violin students demonstrate
elements of hope when approaching musical pieces beyond their current skill level. Using
Shulers simple definition of at-risk students, the first stage of this study will entail identifying
Milner violin students in grades 2-8 whose teachers have determined them to be in danger either
of dropping out of school, or of graduating without mastering the knowledge and skills that are
necessary to be effective citizens and contributors to the economy (1991, p.22). From a list of
students who have been in violin for at least 3 months and have filled out consent forms
(Appendix A), teachers will be asked to fill out a survey on each student that addresses these risk
factors relative to different grade levels (Appendix B), and the ten highest scorers will continue
into the next stage of the study. Survey clarity and clear instructions are imperative at this point,
in order to avoid the skewed sample that could result if different teachers took different
approaches when evaluating students. Similarly, small incentives or contracts will be offered to
the chosen students in order to maximize participation in a group thatbased solely on this
highlighted at-risk characteristiccould drop out of the violin program before the study is
complete.
Once the participant group is selected, the next six months of stage two will be spent
collecting data through a blend of qualitative and quantitative approaches. From a more
qualitative perspective, two hour-long group lessons each week will be recorded and coded
according to how students demonstrate the Nine Attributes of Hope defined by BuildaBridge
(Appendix C) (2014). Although these elements of will-power thinking, way-power thinking,
interconnectedness, and transcendence may emerge at different times in class, this study will
specifically focus on moments when students are given music beyond what the instructor deems
to be their current skill levelwhether this means a simple rhythmic change for beginners, a

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complex harmony piece for advanced students, or any material in between. These classes will
use the same format and classroom as the violin program has always used in order to improve
reliability. Similarly, setting up a discrete and stationary camera a few weeks before actually
recording will help students acclimate to the equipment and hopefully minimize its effect on
their behavior. Although focusing qualitatively on creating a thorough analysis that interprets
specific behavior in a general way (Savin-Baden & Major, 2013), the data produced from these
observations will incorporate some quantitative elements by providing a numeric hope score
for each student that can then be tracked for any changes that develop during these six months of
violin instruction.
Moreover, these observations will be accompanied with semi-structured interviews done
with groups of 2-3 studentsstarting at the beginning of stage two and occurring every two
months during the study. For the sake of more detailed analysis, the interviews will be recorded
and later coded for ways that students demonstrate the nine attributes of hope both verbally and
nonverbally. The instructor will conduct the interviews using open-ended questions (see
Appendix D) that ask students to discuss the ways they approach new musichow they feel
about the process and what they may be thinking during it. The purpose of these interviews is to
understand hope from the students perspectives and perhaps uncover some of the underlying
thought processes that may not be evident during actual lessons. Furthermore, it will also
enhance students awareness of the process, such that they may even begin to study themselves
as time goes on. In some ways, this awareness could prove to be a disadvantage if students begin
acting or speaking in ways that conform withor rebel againstwhat they think is expected of
them. However, because the purpose of this study is ultimately to determine practical ways that

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instructors can utilize music in helping at-risk students develop hope, observing how students
react to the study itself may actually prove helpful if done with a high level of self-awareness.
Research Timeline
Sept
Oct
Obtain
consent from
current
Virtuosos
Set up mock
camera
Collect risk
assessments
Determine 10
participants
Interview
#1
Begin
violin
lessons
No
v
Dec
Jan
Interview
#2
Feb
Interview
#3
Mar
April
May
Interview
#4
Violin
lessons
conclude for
the year
Compil
e data
Publish
findings
Budget
The budget for this study will be fairly minimal, due to the fact that it consists mainly of
preexisting activities. Catholic Charities will already cover the costs of space, music supplies,
and violin instruction, so personnel costs are limited to compensation for time spent on research
activities (interviews, compiling and analyzing data, and writing final reports); this should
amount to approximately $2800 for 140 hours of labor at $20 per hour. Food compensation will
be provided by the violin instructor, but gift cards will total $500 and equipment costs will total
another $500 for quality video cameras and data analysis software. These costs will primarily be
covered by grants and donations, although research labor may require additional funding sources.
Budget
Item
Cost
Researcher Compensation
$2800 (140 hours at $20/hr)
Gift Cards
Equipment
$500 ($50 for 10 families)

$500 (software and camera)
Source
Grants and other external
funding
Grants and donations
Grants and donations

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Total: $3800
Limitations and Ethical Issues

Aside from the various challenges already addressed above, this study could prove to be
limited in two major ways. First, the specific nature of this participant group and location may
result in invalid datafindings that do not truly measure what we intended them to. Definitions
of at-risk and the attributes of hope may be explicit enough to replicate, but the results from
this particular setting may be too influenced by personal involvement to determine accurate
correlations. Second, further studies would need to be done on other at-risk violin groups in
different areas or even later within the same school in order to determine the reliability of these
results, in that the findings could also only be true for this particular cohort. In short, the study is
too limited in scope to provide dependable reliability or validity without replicating it with a
variety of locations, participant groups, and researchers.
Along these lines, the study must be done with the highest level of ethical responsibility.
This will first and foremost mean confirming that the motivation behind it truly stems from the
desire and ability to serve these students and their families; any selfish reasoning would detract
from the study and limit its ability to truly connect theory and practice in a way that improves
quality of life authentically and effectively. Ethics also require that all legal precautions are taken
to ensure confidentiality and consent when students are filmed and interviewed. Any students
whose families are uncomfortable with the processas described in detail to them before the
study beginswill be exempt from the recordings but still included in the violin classes. All
research procedures will be approved by the IRB before any part of the study begins.
Contribution

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Assuming that all goes according to plan, this research will make significant
contributions to the field of urban studies in two primary ways: theory and practice. It will first
and foremost test the effectiveness and efficiency of existing theories on hope and at-risk youth
by employing them in a very unique contextpotentially revealing both strengths and
weaknesses in the process. Doing so will allow further studies to capitalize on such strengths
while addressing any weaknesses, which in turn will lead to more sound research overall.
Similarly, the findings from this study will contribute to our existing knowledge of the unique
characteristics of and challenges faced by at-risk youth, such that practitioners may be able to
offer better support services to them. Especially considering the lack of research on how music
education can benefit at-risk youth, this study will begin to fill this gap by exploring a world of
untapped potentialhopefully encouraging others to contribute more research to this topic as
well. On a very practical level, studying the merits of music education will hopefully make
music programs more accessible to at-risk youth as policy makers and urban educators discover
the many ways this unique tool can increase quality of life for even the most at-risk youth. Along
these lines, existing music programs will be able to employ the best practices revealed in this
research and thereby impact youth more effectively. In conclusion, this study will not only
increase and improve our understanding of both hope and at-risk youth, but will also draw
attention to music education as an effective tool for empowering the most vulnerable members of
our society through hope.

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Appendix A
Research Study Consent Form
Study Title: Hopeful Virtuosos

Researcher: Caitlin Leffingwell
Contact Information: clef356@gmail.com or (774) 287-1042
Introduction
Your child is being asked to take part in a research study carried out by Caitlin Leffingwell, a
graduate student at Eastern University in the Department of Urban Studies. This form explains
the research study and your part in it if you decide to join the study. Review this consent form
thoroughly. Ask the researcher to explain anything you dont understand. You may also contact
the Institutional Review Board with questions at IRB@eastern.edu. If you choose join the study,
you may change your mind and withdraw at any time. This study has been reviewed for approval
for human subject participation by the Eastern University Institutional Review Board.
What does this study address?

This study aims to discover how music education benefits students who are at risk of educational
disparitiesparticularly by helping them develop and express elements of hope. It is informed
by modern research practices and theories, as well as community development strategies.
Participants will be recorded during biweekly group lessons and short group interviews every
two months throughout the upcoming school year in order to learn how they express elements of
hope when tackling music beyond their current skill level. Students will be given treats during
each interview, and families will be given a $50 gift card after completing the study. The findings
of this study will be used to improve current music programs for Milner students, increase the
number of music programs offered, and decrease the risk of students not achieving the quality of
life that they deserve.
What is required of participants in this study?

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Permission to be photographed and/or videotaped (for researcher use only, unless

permission otherwise requested)
Permission to publish participant statements and images (maintaining their anonymity)
Attendance in biweekly group lessons for the entire school year (opting out is possible
but not encouraged)
Attendance in short group interviews every 2 months
How do participants benefit from this study?
Guaranteed spot in a free, high quality violin program for an entire year
Increased musical skills, character development, and sense of hope
Early identification of high-risk conditions that can be quickly and personally addressed
Compensation in the form of baked goods and gift cards to local stores
What are the risks of participating in this study?
Discomfort due to risk assessment

Challenge of committing to a year-long program
Discomfort due to being recorded during lessons and interviews
How is confidentiality maintained?
All recordings of lessons and interviews will be kept in a secure location, to be viewed
only by the lead researcher and research advisor. All findings will use anonymous aliases
and as few identifying descriptors as possible. The researcher will obtain further written
permission to use material in any other way.
Participant Bill of Rights

The rights below are the rights of every person who is asked to be in a study. In participating as a
human subject I have the following rights:
1. To be told what the study is trying to find out;
2. To be told what will happen to me and whether any of the procedures, drugs or devices
are different from what would be used in standard practice;

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3. To be told about the frequent and/or important risks, side effects or discomforts of the
things that will happen to me for research purpose;
4. To be told if I can expect any benefit from participating, and, if so, what the benefits
might be;
5. To be told of the other choices I have and how they may be better or worse than being in
the study;
6. To be allowed to ask any questions concerning the study both before agreeing to be
involved and during the course of the study;
7. To be told what sort medical treatment is available if any complications arise.
This research has been reviewed and approved by the Eastern University Institutional Review
Board. If you have any questions, regarding the terms of participation in these study, please
contact the researcher or review board at irb@eastern.edu.
Thank you for your time,
Caitlin Leffingwell
Clef356@gmail.com
(774) 287-1042
Consent Statement
I have read the above statements and agree to participate in the study according to terms outlined
above.
_____________________________________________
(parent/guardians signature on behalf of participant)
_________________
(date)

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Appendix B
Risk Assessment
Study Title: Hopeful Virtuosos
Researcher: Caitlin Leffingwell
Contact Information: clef356@gmail.com or (774) 287-1042
Introduction
Various Milner students have been selected to participate in a research study carried out by
Caitlin Leffingwell, a graduate student at Eastern University in the Department of Urban Studies.
This study aims to explore how music education benefits students who are at risk of educational
disparitiesparticularly by helping them develop and express elements of hope. It is informed
by modern research practices and theories, as well as community development strategies. These
scores will be used to determine which students will continue to the next research stage. The
parents/guardians of each student listed below have been informed of the research procedures
and returned a signed consent form, and this study has been reviewed for approval for human
subject participation by the Eastern University Institutional Review Board.
Instructions
To the best of your ability, please fill out one risk assessment survey for each of the students
listed below. Circle the number that best applies for each statement: 1 (never true), 2 (rarely
true), 3(sometimes true), 4(frequently true), 5 (always true), and N/A (answer unknown or does
not apply)
Students: (name), (name), (name)
Risk Assessment
Teacher Name: ____________________

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Date: ____________________
Student Name: ____________________
Student Grade: ____________________
1. Student turns in all assignments on time.

1
N/A
N/A
2. Student completes all assignments.

1
3. Student achieves above a B grade on assignments (including homework, tests, quizzes,

projects, etc.).
1
N/A
N/A
N/A
N/A
4. Student actively engages in schoolwork.

1
5. Student exhibits confidence in academic ability.

1
6. Student demonstrates desire to learn.

1

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7. Student demonstrates curiosity in general.

1
N/A
N/A
N/A
8. Student does not exhibit aggressive behavior.

1
9. Student follows directions without excessive reminders.

1
10. Student exhibits comprehension of new material in age-appropriate timing.

1
N/A
N/A
N/A
N/A
11. Student has a long attention span.

1
12. Student stays focused on task at hand.

1
13. Student asks questions in class related to class material.

1

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14. Student answers questions asked by teacher.

1
N/A
N/A
N/A
N/A
15. Student gets along with peers.

1
16. Student collaborates well with peers.

1
17. Student can work independently.

1
18. Students family members are responsive and supportive when contacted.
1
N/A
N/A
N/A
19. Student shows ability to set goals

1
20. Student shows ability to pursue goals.

1
For researcher use only
Total score:________

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Appendix C
Hope Assessment (BuildaBridge Tool)
Instructions: Insert the name of each child in the left hand column. After each
class, enter 1; 2 or 3 if the child exhibits any of the qualities for hope. Leave blank
if not observed or 0 if not present. Make notes.
Interconnectedn
ess
(relational
behaviors,
willingness to
connect with
others)
activity
realism
Ability to
generate
workable routes
intentionality
Way-Power Thinking
to goals
Child Two
expectationPositive
Child One
orientationFuture
Initiating
Will-Power Thinking
Child Three
Child Four
Child Five
Child Six
Child Seven
Child Eight
Child Nine
Child Ten
Appendix D
Interview Questions
To be conducted with groups of 2-3 students at the beginning of the study and every 2 months
thereafter. Ask all questions below and write in any additional questions that arose during the
conversation. Fill out Hope Assessment using recordings based on verbal and nonverbal
responses.
Tr

21
Date: ________________
Participants (include shorthand code for each):
1. _______________
2. _______________
3. _______________
Questions:
1. Could you tell me some of music pieces you know?
2. What are some new pieces you are learning?
3. How do you feel about learning new pieces?
4. How do you go about learning new material?
5. What makes learning new material easier? Harder?

6.

22
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Cleffingwell - Research Proposal

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Running Head: Research Proposal: Hopeful Virtuoso

Research Proposal: Hopeful Virtuosos

RESEARCH PROPOSAL: HOPEFUL VIRTUOSOS

Research Proposal: Hopeful Virtuosos

RESEARCH PROPOSAL: HOPEFUL VIRTUOSOS

RESEARCH PROPOSAL: HOPEFUL VIRTUOSOS

RESEARCH PROPOSAL: HOPEFUL VIRTUOSOS

RESEARCH PROPOSAL: HOPEFUL VIRTUOSOS

RESEARCH PROPOSAL: HOPEFUL VIRTUOSOS

RESEARCH PROPOSAL: HOPEFUL VIRTUOSOS

RESEARCH PROPOSAL: HOPEFUL VIRTUOSOS

RESEARCH PROPOSAL: HOPEFUL VIRTUOSOS

RESEARCH PROPOSAL: HOPEFUL VIRTUOSOS

RESEARCH PROPOSAL: HOPEFUL VIRTUOSOS

RESEARCH PROPOSAL: HOPEFUL VIRTUOSOS

RESEARCH PROPOSAL: HOPEFUL VIRTUOSOS

$2800 (140 hours at $20/hr)

$500 ($50 for 10 families)

RESEARCH PROPOSAL: HOPEFUL VIRTUOSOS

Limitations and Ethical Issues

RESEARCH PROPOSAL: HOPEFUL VIRTUOSOS

RESEARCH PROPOSAL: HOPEFUL VIRTUOSOS

Study Title: Hopeful Virtuosos

What does this study address?

What is required of participants in this study?

RESEARCH PROPOSAL: HOPEFUL VIRTUOSOS

Permission to be photographed and/or videotaped (for researcher use only, unless

How do participants benefit from this study?

What are the risks of participating in this study?

Discomfort due to risk assessment

How is confidentiality maintained?

Participant Bill of Rights

RESEARCH PROPOSAL: HOPEFUL VIRTUOSOS

Thank you for your time,

RESEARCH PROPOSAL: HOPEFUL VIRTUOSOS

Students: (name), (name), (name)

RESEARCH PROPOSAL: HOPEFUL VIRTUOSOS

1. Student turns in all assignments on time.

2. Student completes all assignments.

3. Student achieves above a B grade on assignments (including homework, tests, quizzes,

4. Student actively engages in schoolwork.

5. Student exhibits confidence in academic ability.

6. Student demonstrates desire to learn.

RESEARCH PROPOSAL: HOPEFUL VIRTUOSOS

7. Student demonstrates curiosity in general.

8. Student does not exhibit aggressive behavior.

9. Student follows directions without excessive reminders.

10. Student exhibits comprehension of new material in age-appropriate timing.

11. Student has a long attention span.

12. Student stays focused on task at hand.

13. Student asks questions in class related to class material.

RESEARCH PROPOSAL: HOPEFUL VIRTUOSOS

14. Student answers questions asked by teacher.

15. Student gets along with peers.

16. Student collaborates well with peers.

17. Student can work independently.

19. Student shows ability to set goals

20. Student shows ability to pursue goals.

For researcher use only

RESEARCH PROPOSAL: HOPEFUL VIRTUOSOS

RESEARCH PROPOSAL: HOPEFUL VIRTUOSOS

2. What are some new pieces you are learning?

3. How do you feel about learning new pieces?