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A qualitative study of first-year hi...

Jacobs, Jay N.

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A qualitative study of first-year high school band directors and their mentors.

紀錄類型:	書目-語言資料,印刷品 : Monograph/item
正題名/作者:	A qualitative study of first-year high school band directors and their mentors./
作者:	Jacobs, Jay N.
面頁冊數:	119 p.
附註:	Advisers: Timothy S. Brophy; David A. Waybright.
Contained By:	Dissertation Abstracts International68-06A.
標題:	Education, Music. -
電子資源:	http://pqdd.sinica.edu.tw/twdaoapp/servlet/advanced?query=3271149
ISBN:	9780549104926

A qualitative study of first-year high school band directors and their mentors.
Jacobs, Jay N.

A qualitative study of first-year high school band directors and their mentors. - 119 p.

Advisers: Timothy S. Brophy; David A. Waybright.

Thesis (Ph.D.)--University of Florida, 2007.

Mentoring first-year music teachers is an increasingly common practice in the United States. A part of the formal professional induction process, mentoring programs pair a beginning teacher with an experienced colleague who serves to guide and support the new teacher. Mentoring has been shown to have positive effects on retention, thereby increasing faculty stability within classrooms and schools. These and other theoretical rationales exist, but the current research base provides little insight into how mentoring affects band directors. In addition, little research has been conducted into the effects of mentoring specifically on first-year high school band directors.

ISBN: 9780549104926Subjects--Topical Terms:

1017808
Education, Music.

A qualitative study of first-year high school band directors and their mentors.
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245 1 2 $a A qualitative study of first-year high school band directors and their mentors.
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500 $a Advisers: Timothy S. Brophy; David A. Waybright.
500 $a Source: Dissertation Abstracts International, Volume: 68-06, Section: A, page: 2374.
502 $a Thesis (Ph.D.)--University of Florida, 2007.
520 $a Mentoring first-year music teachers is an increasingly common practice in the United States. A part of the formal professional induction process, mentoring programs pair a beginning teacher with an experienced colleague who serves to guide and support the new teacher. Mentoring has been shown to have positive effects on retention, thereby increasing faculty stability within classrooms and schools. These and other theoretical rationales exist, but the current research base provides little insight into how mentoring affects band directors. In addition, little research has been conducted into the effects of mentoring specifically on first-year high school band directors.
520 $a To help first-year high school band directors meet the unique challenges of the job, the Florida Bandmasters Association and certain school districts in Florida utilize mentoring programs. The purpose of this study was to examine the perceptions of first-year high school band directors and their mentors regarding their mentor-mentee relationships. The following research questions were designed to guide the implementations of the study: (1) What are the situational contexts of the mentor/mentee pairs? (2) What are the mentees and mentors' perceptions of their respective roles? (3) How do mentees' perceptions of their relationships with mentors change during the semester? (4) What mentee or mentor-perceived changes occur in the instructional techniques of the mentee as a result of the mentoring relationships? (5) What are the mentees and mentors' perceptions of the effectiveness of their relationships?
520 $a Five first-year high school band directors and their mentors were interviewed over a six-month period concerning their mentor-mentee relationships. Data from the mentee interviews and mentor interviews were analyzed separately using constructivist content analysis, and results of the constructivist analysis were presented as a multiple-case study narrative. The narrative was grounded in the experiences of the participants, and is presented as two separate stories: one of the mentees and one of the mentors.
520 $a Three common themes emerged from the analysis: mentor-mentee interaction, program structure, and the need for observation. The results provide insight into the challenges, benefits, and areas for improvement in these programs. Issues raised by the study and implications for music education are discussed.
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790 1 0 $a Waybright, David A., $e advisor
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792 $a 2007
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