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Positionality in the Lives of Elemen...

Jackman, Sean Michael.

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Positionality in the Lives of Elementary General Music Teachers.

紀錄類型:	書目-電子資源 : Monograph/item
正題名/作者:	Positionality in the Lives of Elementary General Music Teachers./
作者:	Jackman, Sean Michael.
出版者:	Ann Arbor : ProQuest Dissertations & Theses, : 2017,
面頁冊數:	441 p.
附註:	Source: Dissertation Abstracts International, Volume: 78-12(E), Section: A.
Contained By:	Dissertation Abstracts International78-12A(E).
標題:	Music education. -
電子資源:	http://pqdd.sinica.edu.tw/twdaoapp/servlet/advanced?query=10286738
ISBN:	9780355068818

Positionality in the Lives of Elementary General Music Teachers.
Jackman, Sean Michael.

Positionality in the Lives of Elementary General Music Teachers. - Ann Arbor : ProQuest Dissertations & Theses, 2017 - 441 p.

Source: Dissertation Abstracts International, Volume: 78-12(E), Section: A.

Thesis (Ed.D.)--Teachers College, Columbia University, 2017.

This mixed-methods project studied elementary general music teachers (EGMTs) in public schools in the state of Michigan. Surveys were mailed to every EGMT working in a public school for whom an email address could be found on their school's website. Professional music teachers' organizations also posted the survey link on their websites. Of more than 805 surveys emailed (and more made available on public websites), 268 responses were returned. From the survey pool, 16 teachers were selected to be interviewed according to established criteria. Interviews were transcribed and coded using qualitative research methods.

ISBN: 9780355068818Subjects--Topical Terms:

3168367
Music education.

Positionality in the Lives of Elementary General Music Teachers.
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520 $a Positionality was used as a lens to study the teaching space, teaching schedule, and social space of EGMTs. Social space includes staff meetings, professional development (PD), and Professional Learning Community meetings (PLCs) of EGMTs. There were variations of appropriate space, schedule, and social space provided by their school districts. Participants found themselves working alone (isolated or autonomous) or in one of five different kinds of teacher PLCs (school-based, itinerant, music, community of musicians/music teachers). Positionality of the teacher in most cases was determined by a mix of the fixed conditions around them and their personal ability/eagerness to be successful in their jobs.
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