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dc.contributor.advisorDraves, Tami J.
dc.contributor.advisorCorso, Dawn T.
dc.contributor.authorLanguell, Amorette Briana
dc.creatorLanguell, Amorette Briana
dc.date.accessioned2018-06-21T17:09:41Z
dc.date.available2018-06-21T17:09:41Z
dc.date.issued2018
dc.identifier.urihttp://hdl.handle.net/10150/628029
dc.description.abstractWith the intent of improving pre-service music teacher preparation for successful teaching in urban classrooms, the purpose of this research study was to explore beginning music teachers’ perceptions of preparedness for teaching in urban settings. Though much research exists on urban teacher preparation in general education, few researchers have investigated the adjustments necessary for successful urban music teaching. I explored specific questions related to perceptions of overall preparedness, perceptions of preparedness based on the university curriculum, and external experiences that may have aided urban teaching preparation. Participants were four beginning urban music teachers from three geographic locations within the United States. Criteria used to identify potential participants were a completed undergraduate degree in music education or a graduate certification in music education, representation of diverse geographic locations within the United States, representation of male and female subjects, representation of various instrumental and vocal backgrounds, beginning teachers with less than five years of teaching experience, and representation of various school settings. Data collected for this instrumental case study included a background survey, three individual interviews per participant, two days of participant observation, and five participant journals. Trustworthiness was ensured through data triangulation, peer review, and participant checks. The research questions were used as a priori codes for the following three themes: (a) necessity, (b) perceptions of pre-service experiences, and (c) perceptions of preparedness. Three themes emerged from the data: (a) willingness to adapt, (b) varying relationships, and (c) challenges and rewards within urban settings. Implications for music teacher educators and pre-service curriculum adjustments are included.en_US
dc.language.isoen_USen_US
dc.publisherThe University of Arizona.en_US
dc.rightsCopyright © is held by the author. Digital access to this material is made possible by the University Libraries, University of Arizona. Further transmission, reproduction or presentation (such as public display or performance) of protected items is prohibited except with permission of the author.en_US
dc.titleMusic Teacher Preparation for the Urban Classroom: A Qualitative Studyen_US
dc.typetexten_US
dc.typeElectronic Dissertationen_US
thesis.degree.grantorUniversity of Arizonaen_US
thesis.degree.leveldoctoralen_US
dc.contributor.committeememberCooper, Shelly
thesis.degree.disciplineGraduate Collegeen_US
thesis.degree.disciplineMusicen_US
thesis.degree.namePh.D.en_US
refterms.dateFOA2018-06-21T17:09:42Z


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