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Social Emotional Learning in the Music Classroom: a Cross-Case Analysis of Teacher Experiences in the Rock and Roll Academy

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Social Emotional Learning in the Music Classroom: a Cross-Case Analysis of Teacher Experiences in the Rock and Roll Academy SOCIAL EMOTIONAL LEARNING IN THE MUSIC CLASSROOM: A CROSS-CASE ANALYSIS OF TEACHER EXPERIENCES IN THE ROCK AND ROLL ACADEMY by PAUL ATKINSON STEPHEN TOMLINSON, COMMITTEE CHAIR JOHN DANTZLER AARON KUNTZ DOUGLAS MCKNIGHT JOHN PETROVIC A DISSERTATION Submitted in partial fulfillment of the requirements for the degree of Doctor of Education in the Department of Educational Leadership Policy, and Technology Studies in the Graduate School of The University of Alabama TUSCALOOSA, ALABAMA 2015 Copyright Paul Atkinson 2015 ALL RIGHTS RESERVED ABSTRACT The purpose of this study is to examine the experiences of teachers in the Rock and Roll Academy, a music program designed to meet social emotional learning (SEL) objectives. This endeavor was undertaken to fill the existing research gap related to understanding the unique challenges and dynamics experienced by teachers within a commonly designed SEL environment. It employed a qualitative case study approach, providing individual and cross case analyses based on the analysis of text collected through field observations and multiple interviews of five teacher participants who trained for and teach within a Rock and Roll Academy program. Findings indicate that prior to teaching RRA, participants possessed a bias for traditional, teacher-centered educational practices. Additionally, findings identified value related to teacher preparation and training. Within the area of teacher activity, RRA evidence shows teachers engage in student-centered pedagogy, and promote social engagement within the classroom. Last, in the area of teacher outlook, research findings show teachers demonstrate program commitment and commonly identify developing SEL focus. Information contained within this study may be helpful to those who teach a classroom-based SEL program. This research may also be useful to school administrators interested in implementing an SEL program of design similar to RRA and would offer a greater understanding of qualities helpful to the facilitation of SEL in the classroom and important information about potential challenges related to its implementation. ii DEDICATION I wish to dedicate this dissertation to my lovely wife, Susan, my wonderful sons Cooper and Mason, and my loving parents. I couldn’t have managed this enormous undertaking without you. Thank you for holding high expectations for me and supporting my work even when it meant our time together was compromised. I love you more than I could ever express. iii ACKNOWLEDGMENTS My deepest thanks go to the many great folks at The University of Alabama who supported me during my journey as a doctoral student and guided me through the dissertation process. In particular, I wish to thank my dissertation chair, Dr. Stephen Tomlinson, and all who agreed to support me through their participation on my committee: Dr. John Dantzler, Dr. Aaron Kuntz, Dr. Douglas McKnight and Dr. John Petrovic. I have deep respect for each of you, and I want you to know your teaching has had a direct and meaningful impact on my growth as an educator. Similarly, I would like to share my gratitude with all who agreed to participate in this study and dedicated so much of their valuable time. Last, I give my most sincere thanks to my colleagues and friends who have patiently encouraged me through this entire process. The completion of this dissertation would have been nearly impossible without your support. iv CONTENTS ABSTRACT .................................................................................................................................... ii DEDICATION ............................................................................................................................... iii ACKNOWLEDGMENTS ............................................................................................................. iv LIST OF TABLES ......................................................................................................................... xi LIST OF FIGURES ...................................................................................................................... xii 1 INTRODUCTION .....................................................................................................................1 Statement of the Problem .....................................................................................................2 Conceptual Framework ........................................................................................................3 Research Questions ..............................................................................................................4 Significance of the Research ................................................................................................4 Research Approach ..............................................................................................................5 Reflexivity and Subjectivities ..............................................................................................5 Childhood and Adolescence ..........................................................................................6 Vocational Influences ....................................................................................................7 Prior Experience and Rock and Roll Academy .............................................................8 Assumptions of the Study ..................................................................................................10 Limitations of the Study.....................................................................................................10 Terminology .......................................................................................................................11 2 LITERATURE REVIEW ........................................................................................................14 Introduction ........................................................................................................................14 v Theoretical Framework: Social Constructivism ................................................................14 Constructivism .............................................................................................................14 Social Constructivism ..................................................................................................16 Social Constructivism and Dewey ...............................................................................19 Modern Social Constructivist Practice .........................................................................22 Summary ......................................................................................................................25 Topical Framework: Social Emotional Learning ...............................................................25 Introduction ..................................................................................................................25 What is SEL? ...............................................................................................................27 Why SEL? ....................................................................................................................27 Emotional Intelligence .................................................................................................30 Synthesis Skills ............................................................................................................32 Role of the Teacher ......................................................................................................33 Effective Program Design ............................................................................................35 The Quintain: Rock and Roll Academy .............................................................................38 Introduction ..................................................................................................................38 RRA History ................................................................................................................38 Overview and Design ...................................................................................................40 Conclusion ...................................................................................................................46 3 METHODOLOGY ..................................................................................................................48 Introduction ........................................................................................................................48 Use of Qualitative Methods ...............................................................................................48 Overview of Case Study Research .....................................................................................50 vi Case Study Elements..........................................................................................................51 Unit of Analysis and Sample Size ...............................................................................51 Type of Case ................................................................................................................51 Selection of Participants ..............................................................................................51 Special Considerations and Risks ................................................................................53 Access to Participants and Sites ...................................................................................53
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