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"We need a bigger harvest": The cas...

Carlos, Kimberly F.

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"We need a bigger harvest": The case for culturally relevant pedagogy in general music education.

Record Type:	Language materials, printed : Monograph/item
Title/Author:	"We need a bigger harvest": The case for culturally relevant pedagogy in general music education./
Author:	Carlos, Kimberly F.
Description:	320 p.
Notes:	Adviser: Gregory DeNardo.
Contained By:	Dissertation Abstracts International66-07A.
Subject:	Education, Music. -
Online resource:	http://pqdd.sinica.edu.tw/twdaoapp/servlet/advanced?query=3182232
ISBN:	9780542228933

"We need a bigger harvest": The case for culturally relevant pedagogy in general music education.
Carlos, Kimberly F.

"We need a bigger harvest": The case for culturally relevant pedagogy in general music education. - 320 p.

Adviser: Gregory DeNardo.

Thesis (Ed.D)--University of Illinois at Urbana-Champaign, 2005.

The purpose of this study was to investigate pedagogical practices of three general music teachers in an urban school district to determine to what extent those practices could be deemed culturally relevant. Data was collected over a five-month period consisting of classroom observations, individual interviews and a focus group interview. Intrinsic case study methodology was employed because of each teacher's unique applications of culturally relevant pedagogy. Narrative inquiry was the lens through which the intrinsic case study was investigated. Scene setting was consistently applied to written field notes of the participant's classroom observations to render an interpretation and analysis of the nature and context of the interactions between the participant and their students, and indirectly, interactions between students. There were four themes that developed as a result of classroom observations, individual interviews and the focus group interview. They were: (1) lived experiences significantly influenced conceptions of students and the extent to which the teachers deemed themselves to be effective in the classroom, (2) there were individual and shared conceptions of "at-riskness" of culturally diverse students, (3) to an extent, curricular structures were adapted in some forms that may have been considered culturally relevant, (4) to an extent, characteristics and cultural background of students were identified. Two sub-themes that emerged were: (1) purported beliefs of teachers did not always align with actual classroom practices, (2) each teacher expressed concerns regarding the "management" of student behavior as it related to discipline.

ISBN: 9780542228933Subjects--Topical Terms:

1017808
Education, Music.

"We need a bigger harvest": The case for culturally relevant pedagogy in general music education.
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245 1 0 $a "We need a bigger harvest": The case for culturally relevant pedagogy in general music education.
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500 $a Adviser: Gregory DeNardo.
500 $a Source: Dissertation Abstracts International, Volume: 66-07, Section: A, page: 2524.
502 $a Thesis (Ed.D)--University of Illinois at Urbana-Champaign, 2005.
520 $a The purpose of this study was to investigate pedagogical practices of three general music teachers in an urban school district to determine to what extent those practices could be deemed culturally relevant. Data was collected over a five-month period consisting of classroom observations, individual interviews and a focus group interview. Intrinsic case study methodology was employed because of each teacher's unique applications of culturally relevant pedagogy. Narrative inquiry was the lens through which the intrinsic case study was investigated. Scene setting was consistently applied to written field notes of the participant's classroom observations to render an interpretation and analysis of the nature and context of the interactions between the participant and their students, and indirectly, interactions between students. There were four themes that developed as a result of classroom observations, individual interviews and the focus group interview. They were: (1) lived experiences significantly influenced conceptions of students and the extent to which the teachers deemed themselves to be effective in the classroom, (2) there were individual and shared conceptions of "at-riskness" of culturally diverse students, (3) to an extent, curricular structures were adapted in some forms that may have been considered culturally relevant, (4) to an extent, characteristics and cultural background of students were identified. Two sub-themes that emerged were: (1) purported beliefs of teachers did not always align with actual classroom practices, (2) each teacher expressed concerns regarding the "management" of student behavior as it related to discipline.
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