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Copyright of Alberta Journal of Educational Research is the property of Alberta Journal of Educational Research and its content may not be copied or emailed to multiple sites or posted to a listserv without the copyright holder's express written permission. However, users may print, download, or email articles for individual use. This abstract may be abridged. No warranty is given about the accuracy of the copy. Users should refer to the original published version of the material for the full abstract. (Copyright applies to all Abstracts.)

This study explored young female and male adolescents' engagement with everyday activities involving popular music and their corresponding emotional perceptions. Sixty-six Grade 8 students (37 females, 29 males), aged 13–14 years from mostly White, English-speaking middle-class families near an urban centre in Western Canada completed a list of daily activities that involved popular music and corresponding personal meanings. Responses were coded according to emergent themes including emotional/value, physical, social/cultural, cognitive/competence and moral/spiritual experiences. Content analyses of personal music definitions showed that for all adolescents, a greater number of youth referred to popular music as an emotional or spiritual experience as compared to a cognitive/competence and physical experiences. Implications for gender-inclusive and developmentally appropriate education are discussed. [ABSTRACT FROM PUBLISHER]

This paper, one of a series, reports the results of a survey of 413 children in Grades Three to Six on inclusive education in a school district in rural Alberta, Canada. The aims of the study were to examine the views of children regarding their experience in schools claiming to be inclusive, situated within a jurisdiction which also claims to be inclusive, and to try and identify any demographic differences in responses. The study found that the school district under examination was generally doing a good job of inclusion in the eyes of the students, and that there were little differences in this view between groups of children identified with exceptionality, and those who were not. Future areas of study include the addition of a qualitative aspect to the examination of student views. [ABSTRACT FROM AUTHOR]