DOCSLIB.ORG

Teacher Communication in Title I Elementary Music Classrooms

Total Page：16

File Type：pdf, Size：1020Kb

Download full-text PDF Read full-text
Teacher Communication in Title I Elementary Music Classrooms TEACHER COMMUNICATION IN TITLE I ELEMENTARY MUSIC CLASSROOMS: PERCEPTIONS OF ELEMENTARY MUSIC CLASSROOM TEACHERS Lindsey Lea Mason Dissertation Prepared for the Degree of DOCTOR OF PHILOSOPHY UNIVERSITY OF NORTH TEXAS December 2013 APPROVED: Donna Emmanuel, Major Professor Nathan Kruse, Committee Member Warren Henry, Committee Member Debbie Rohwer, Chair of the Division of Music Education James C. Scott, Dean of the College of Music Mark Wardell, Dean of the Toulouse Graduate School Mason, Lindsey Lea. Teacher Communication in Title I Elementary Music Classrooms: Perceptions of Elementary Music Classroom Teachers. Doctor of Philosophy (Music Education), December 2013, 180 pp., references, 130 titles. The increasing cultural diversity in the United States has brought not only richness, but also complex challenges, to various segments of American society, particularly with regard to public schools. As the student population continues to diversify while teacher population remains predominately White, female, and middle class, teacher awareness in the classroom might be an integral piece to assist students marginalized by stereotypes in feeling more empowered in the school community. Through qualitative data collection and analysis, and framed by Basil Bernstein’s language code theory, this study explored teachers’ perceptions of how classroom interactions, in light of differences in communication, might impact students of different socio-economic backgrounds from the teacher. The findings of this study indicated that the participants expressed a desire to connect with all of their students, regardless of their background. They also discussed challenges that made relationships difficult, such as feelings of disconnect from their Title I students and their families based on differences in home life and background. This dissonance was often difficult for the participants to reconcile due to pressures and difficulties in their teaching situations, such as the large number of students and the scheduling of classes, curricular pressures, and other district expectations such as after-school ensembles. Implications for practicing music teachers and teacher education include ways to understand students’ communities and rethinking ways of approaching relevant terminology in education. Copyright 2013 by Lindsey Lea Mason ii ACKNOWLEDGEMENTS I would like to express my sincere appreciation to the faculty, participants, family, and friends, without whom this dissertation would not have been possible. First, my committee members made this an incredibly rewarding journey. I am grateful to Dr. Nate Kruse, whose consistent support and strong editing ability gave me the guidance to finish my dissertation. My mentor, Dr. Donna Emmanuel, consistently helped me to think on a deeper level, and was a great role model in professionalism, teaching, and friendship. I offer sincere gratitude to Dr. Warren Henry, whose insight and academic integrity guided me throughout my doctoral program. I wish to acknowledge the three participants in this study who took the time and thoughtfulness to share a piece of their teaching world with me. I am grateful for their stories and their dedication to their students. Thank you to my wonderful family and friends. My mother, Catherine, always reminded me that I could do anything I set my mind to, as well as placed a foundation for my interest in education with her compassionate anecdotes throughout her 30-plus years of public school teaching. My brother, David, always had a listening ear and words of wisdom about life, as well as many laughs, throughout my degree. I am also grateful for many friends and other family members who have supported me during this time. I could never list them all here, but special thanks to Ann for believing in me and always inspiring me to be who I am. And finally, I am thankful for my husband, Kevin, and my son, Oliver, who brought me laughter and encouragement all along the way. iii TABLE OF CONTENTS Page ACKNOWLEDGEMENTS..…………………………………………...……………………….iii Chapter 1. INTRODUCTION.………………………………………………………………………..1 Background of the Problem……….……………………………………………….3 Statement of the Problem……….…………………………………………………6 Purpose of the Study ...................................................................................... 7 Need for the Study ......................................................................................... 8 Definition of Key Terms ................................................................................ 10 Theoretical Framework ................................................................................. 14 Assumptions and Limitations ........................................................................ 15 2. REVIEW OF RELATED LITERATURE ............................................................... 17 Communication in the Classroom ................................................................. 17 Teacher Variables ........................................................................ 19 Cultural Diversity .......................................................................... 22 Teacher Perceptions and Beliefs .................................................. 26 Impact on Students ....................................................................... 27 Communication Summary ............................................................ 31 Power Hierarchies ........................................................................................ 32 Power in the Workplace ............................................................... 34 Power in Education ...................................................................... 36 Power Summary .......................................................................... 39 Basil Bernstein’s Code Theory ..................................................................... 40 iv Public and Formal Language ....................................................... 41 Restricted and Elaborated Code .................................................. 42 Empirical Studies Using Bernstein’s Theory ................................ 44 Communication, Power, and Bernstein in Music Education ........................ 48 3. METHODOLOGY……............................................................................................... 55 Research Paradigm ..................................................................................... 56 Phenomenology ........................................................................... 56 Researcher Lens ......................................................................................... 59 Research Method ........................................................................................ 63 Particularistic Collective Case Study ........................................... 63 Strengths and Limitations of Case Study Research ..................... 64 Selection of the Participants and Setting ..................................... 65 Institutional Review Board Approval ............................................ 66 Data Sources ............................................................................................... 66 Focus Group Interviews ............................................................... 67 Individual Interviews .................................................................... 68 Journals ....................................................................................... 69 Collection and Analysis ............................................................................... 70 Trustworthiness ........................................................................... 71 4. PARTICIPANT PROFILES ....................................................................................... 73 Setting ........................................................................................................ 73 Christine ..................................................................................................... 74 Ellen ........................................................................................................... 76 Tiffany ......................................................................................................... 78 v 5. FINDINGS ................................................................................................................ 81 Hidden Realities ......................................................................................... 81 Home Life .................................................................................... 82 Teacher-Perceived Parent Characteristics .................................. 84 Teacher-Perceived Student Characteristics................................. 87 Challenges ................................................................................... 91 Summary ..................................................................................... 93 Encouraged Compliance ............................................................................ 93 Procedures .................................................................................. 94 Expectations ................................................................................ 97 Difficulties in Relationships .......................................................... 99 Outside Influences ..................................................................... 100 Summary ................................................................................... 103 Word Play ................................................................................................
Load more

Recommended publications
  • Power Struggle Notes
    Once upon a Marriage Series … takes over. “Power Struggle” I’ll get you Naboth’s vineyard!” 1 Kings 21:7b (NLT) No one else so completely sold himself to what was evil in the Lord’s sight as Ahab did under the influence of his wife Jezebel. 1 Kings 21:25 (NLT) The Husband: Ahab: The passive husband. Is called to lead. Now there was a man named Naboth, from Jezreel, who owned a For wives, this means submit to your husbands as to the Lord. vineyard in Jezreel beside the palace of King Ahab of Samaria. For a husband is the head of his wife as Christ is the head of the One day Ahab said to Naboth, “Since your vineyard is so church. He is the Savior of his body, the church. As the church convenient to my palace, I would like to buy it to use as a submits to Christ, so you wives should submit to your husbands in vegetable garden. I will give you a better vineyard in exchange, or everything. if you prefer, I will pay you for it.” For husbands, this means love your wives, just as Christ But Naboth replied, “The Lord forbid that I should give you loved the church. He gave up his life for her the inheritance that was passed down by my ancestors.” Ephesians 5:22-25 (NLT) So Ahab went home angry and sullen because of Naboth’s answer. The king went to bed with his face to the wall and refused As… to eat! 1 Kings 21:1-4 (NLT) Provider.
    [Show full text]
  • 2 the Assyrian Empire, the Conquest of Israel, and the Colonization of Judah 37 I
    ISRAEL AND EMPIRE ii ISRAEL AND EMPIRE A Postcolonial History of Israel and Early Judaism Leo G. Perdue and Warren Carter Edited by Coleman A. Baker LONDON • NEW DELHI • NEW YORK • SYDNEY 1 Bloomsbury T&T Clark An imprint of Bloomsbury Publishing Plc Imprint previously known as T&T Clark 50 Bedford Square 1385 Broadway London New York WC1B 3DP NY 10018 UK USA www.bloomsbury.com Bloomsbury, T&T Clark and the Diana logo are trademarks of Bloomsbury Publishing Plc First published 2015 © Leo G. Perdue, Warren Carter and Coleman A. Baker, 2015 All rights reserved. No part of this publication may be reproduced or transmitted in any form or by any means, electronic or mechanical, including photocopying, recording, or any information storage or retrieval system, without prior permission in writing from the publishers. Leo G. Perdue, Warren Carter and Coleman A. Baker have asserted their rights under the Copyright, Designs and Patents Act, 1988, to be identified as Authors of this work. No responsibility for loss caused to any individual or organization acting on or refraining from action as a result of the material in this publication can be accepted by Bloomsbury or the authors. British Library Cataloguing-in-Publication Data A catalogue record for this book is available from the British Library. ISBN: HB: 978-0-56705-409-8 PB: 978-0-56724-328-7 ePDF: 978-0-56728-051-0 Library of Congress Cataloging-in-Publication Data A catalogue record for this book is available from the British Library. Typeset by Forthcoming Publications (www.forthpub.com) 1 Contents Abbreviations vii Preface ix Introduction: Empires, Colonies, and Postcolonial Interpretation 1 I.
    [Show full text]
  • Us Military Assistance to Saudi Arabia, 1942-1964
    DANCE OF SWORDS: U.S. MILITARY ASSISTANCE TO SAUDI ARABIA, 1942-1964 DISSERTATION Presented in Partial Fulfillment of the Requirements for the Degree Doctor of Philosophy in the Graduate School of The Ohio State University By Bruce R. Nardulli, M.A. * * * * * The Ohio State University 2002 Dissertation Committee: Approved by Professor Allan R. Millett, Adviser Professor Peter L. Hahn _______________________ Adviser Professor David Stebenne History Graduate Program UMI Number: 3081949 ________________________________________________________ UMI Microform 3081949 Copyright 2003 by ProQuest Information and Learning Company. All rights reserved. This microform edition is protected against unauthorized copying under Title 17, United States Code. ____________________________________________________________ ProQuest Information and Learning Company 300 North Zeeb Road PO Box 1346 Ann Arbor, MI 48106-1346 ABSTRACT The United States and Saudi Arabia have a long and complex history of security relations. These relations evolved under conditions in which both countries understood and valued the need for cooperation, but also were aware of its limits and the dangers of too close a partnership. U.S. security dealings with Saudi Arabia are an extreme, perhaps unique, case of how security ties unfolded under conditions in which sensitivities to those ties were always a central —oftentimes dominating—consideration. This was especially true in the most delicate area of military assistance. Distinct patterns of behavior by the two countries emerged as a result, patterns that continue to this day. This dissertation examines the first twenty years of the U.S.-Saudi military assistance relationship. It seeks to identify the principal factors responsible for how and why the military assistance process evolved as it did, focusing on the objectives and constraints of both U.S.
    [Show full text]
  • TPP-2014-08-Power Struggle
    20 INTERNATIONAL PARKING INSTITUTE | AUGUST 2014 POWER STRUGGLE Charger squatting is coming to a space near you. Are you ready? By Kim Fernandez HAPPENS ALL THE TIME: Driving down the road, you glance at your fuel gauge to see it’s nearly empty. You pull into the gas station, line up behind IT the car at the pump, and see there’s nobody there actually pumping gas. Maybe that driver is in the convenience store or the restroom or off wandering the neighborhood—who knows? But they’re not refueling; they are blocking the pump, heaven only knows how long they’ll be gone, and you still need gas. Frustrating? You bet. Now transfer that scenario to a parking garage or lot, swap out your SUV for a Nissan Leaf, and picture that gas pump as an electric vehicle (EV) charger that’s blocked by a car that’s not charging. The owner could come back in an hour or a day. There’s no way to tell. But it’s the only charger in the facility, and you need it. DREAMSTIME / HEMERA / BONOTOM STUDIO / HEMERA BONOTOM DREAMSTIME The City of Santa Monica installed signage on its EV charging stations with time limits and other regulations. FRANK CHING Parking a non-charging car at a charger for hours or As EVs become more popular, squatting grows as an days is called “charger squatting,” and the resulting anger issue. Those who’ve already dealt with it say it’s still fairly that builds up in a driver who needs it has been christened new ground, but there are some ways to discourage parking “charger rage.” Both are growing problems that will affect at chargers when a vehicle isn’t actively charging, without parking professionals if they haven’t already.
    [Show full text]
  • Parent Vows to Fight 4-Day Week Plan Alcan Power Struggle Coming Here
    Coping Getting a glimpse Sweep How victims services The art gallery welcomes Annual loggers programs here are the work of a New bonspiel draws .... dealing with cuts one Hazelton photographer 30 teams from B.! year later\NEWS A5 \COMMUNITY B3 and Alberta\SPORTS B4 .... t $1,00 PLUS 7¢ GST ($1.10 plus 8¢ GST outside of the Terrace area) ,r.= 0 0 0 It) ,tO O~ I IIIIg 75 b,. kNh~kR¥ 2003 TANDARD Parent vows to fight 4-day week plan By JENNIFER LANG ders the Grand Forks district, the first among parent and employee groups for The draft calendar proposes schools would be one 20-minute recess and a PARENTS HAVE not been adequately in B.C. to go to a four-day week, the one month prior to adoption. be in session from Monday to Thurs- 45 minute lunch for high schoolers. consulted on moving to a four-day plan was ditched, Purssell says. On April 16 the board meets with day, except when Mondays are statu- The district is also reviewing bus school week, says a local morn who "I really wish they would survey district parent advisory council repre- tory holidays. " schedules to see if routes can be ad- believes it's still not too late to fight us," Purssell said. "That way, the sentatives, the Terrace and District The district says it is responding to justed to lessen the impact of a longer the school board's money-saving plan. community can speak. It appears they Teachers' Union and CUPE staff to concerns in making the school day as day on kids who take the bus.
    [Show full text]
  • The Top 365 Wrestlers of 2019 Is Aj Styles the Best
    THE TOP 365 WRESTLERS IS AJ STYLES THE BEST OF 2019 WRESTLER OF THE DECADE? JANUARY 2020 + + INDY INVASION BIG LEAGUES REPORT ISSUE 13 / PRINTED: 12.99$ / DIGITAL: FREE TOO SWEET MAGAZINE ISSUE 13 Mohammad Faizan Founder & Editor in Chief _____________________________________ SENIOR WRITERS.............Nick Whitworth ..........................................Tom Yamamoto ......................................Santos Esquivel Jr SPECIAL CONTRIBUTOR....…Chuck Mambo CONTRIBUTING WRITERS........Matt Taylor ..............................................Antonio Suca ..................................................7_year_ish ARTIST………………………..…ANT_CLEMS_ART PHOTOGRAPHERS………………...…MGM FOTO .........................................Pw_photo2mass ......................................art1029njpwphoto ..................................................dasion_sun ............................................Dragon000stop ............................................@morgunshow ...............................................photosneffect ...........................................jeremybelinfante Content Pg.6……………….……...….TSM 100 Pg.28.………….DECADE AWARDS Pg.29.……………..INDY INVASION Pg.32…………..THE BIG LEAGUES THE THOUGHTS EXPRESSED IN THE MAGAZINE IS OF THE EDITOR, WRITERS, WRESTLERS & ADVERTISERS. THE MAGAZINE IS NOT RELATED TO IT. ANYTHING IN THIS MAGAZINE SHOULD NOT BE REPRODUCED OR COPIED. TSM / SEPT 2019 / 2 TOO SWEET MAGAZINE ISSUE 13 First of all I’ll like to praise the PWI for putting up a 500 list every year, I mean it’s a lot of work. Our team
    [Show full text]
  • Avoiding and Transforming Power Struggles
    Avoiding and Transforming Power Struggles Ø Remember that you are an adult and can take the first steps out of this situation Ø Realize that this is about power, not about the topic you are arguing about Ø Realize that the power struggle may be you or the other person’s only way of knowing and showing that you or she are important – find another, more effective way to express that need to be important Ø Use the conflict as a way of knowing each other’s feelings and thoughts and fears Ø Check to see if you and the other person really have time for this Ø Realize that the power struggle may be about previous bad experiences, not about the topic Ø Take “no” as a negotiating point, not a red flag Ø Help the other person to save face during the power struggle Ø Sidestep – offer an alternative at the beginning of the power struggle Ø Keep your voice neutral and your tone low Ø Avoid known trigger topics during the power struggle Ø You don’t always have to win – accept that and move on Ø Let others have the last word Ø Use conflict and negotiation skills – get training in these Ø Move away from the audience – don’t let your kids see you engaged in a power struggle Ø Sit down – make your body lower than the other person’s – it will diffuse the tension Ø Don’t get drawn into one if either of you is tired Ø Listen to the other person Ø Don’t moralize, sermonize, or use put downs Ø Listen to yourself, monitor your own behaviour Ø Ask the other person for ideas on how to resolve the problem Ø As soon as the other person moves the slightest bit toward compromise, you do the same Brenda McCreight Ph.D.
    [Show full text]
  • Power Struggle and Diplomatic Crisis: Past, Present and Prospects of Sino‐Japanese Relations Over the Senkaku Conundrum
    Power Struggle and Diplomatic Crisis: Past, Present and Prospects of Sino‐Japanese Relations over the Senkaku Conundrum East‐West Center in Washington February 13, 2013 Washington, DC Yasuhiro Matsuda Professor, The University of Tokyo Official Website: http://www.ioc.u‐tokyo.ac.jp/~ymatsuda/en/index.html Three Hypotheses A: Japan’s provocation B: China’s maritime expansionism C: Domestic politics in both China and Japan Matsuda’s view: C>B>A Hypothesis A: Japan’s provocation “Revival of militarism” “Right wing” dominates Japan “Challenge against post‐WWII order” Ishihara‐Noda axis’s conspiracy China can justify its every action by this, but China highly appreciated Japan’s peaceful development in 2008… Hypothesis B: China’s maritime expansionism South China Sea East China Sea West Pacific Establishment of the Leading Small Group of Maintenance of Maritime Interests (headed by Xi Jinping), “Sansha City” China has passed the “point‐of‐no‐return.” Without Japan’s concession, there will be no improvement of relations. Hypothesis C: Domestic politics China: leadership change and power struggle, ultra‐nationalism, criticism on the internet Japan: weak government, elections, bureaucratic red tape Political instability in both nations caused the problem. “2012 problem” is over. If both countries need cooperation for the sake of their own economy, they will seek improvement. Matsuda’s assumption Trigger: Japan’s action (Ishihara, Noda) Fundamental cause: domestic politics (power struggle in China) Background cause: China’s maritime expansion There will be a chance of improvement. Comparison: difference between China, Russia and Korea Northern Territory: Part of Hokkaido, the Soviets invaded in violation of the treaty and Japanese citizens were expelled.
    [Show full text]
  • Power Struggle Customers, Companies, and the Internet of Things by BRENNA SNIDERMAN and MICHAEL E
    ISSUE 17 | 2015 Complimentary article reprint Power struggle Customers, companies, and the Internet of Things BY BRENNA SNIDERMAN AND MICHAEL E. RAYNOR > ILLUSTRATION BY ALEX NABAUM About Deloitte Deloitte refers to one or more of Deloitte Touche Tohmatsu Limited, a UK private company limited by guarantee (“DTTL”), its network of member firms, and their related entities. DTTL and each of its member firms are legally separate and independent entities. DTTL (also referred to as “Deloitte Global”) does not provide services to clients. Please see www. deloitte.com/about for a more detailed description of DTTL and its member firms. Deloitte provides audit, tax, consulting, and financial advisory services to public and private clients spanning multiple industries. With a globally connected network of member firms in more than 150 countries and territories, Deloitte brings world-class capabilities and high-quality service to clients, delivering the insights they need to address their most complex business challenges. Deloitte’s more than 200,000 professionals are committed to becoming the standard of excellence. This communication contains general information only, and none of Deloitte Touche Tohmatsu Limited, its member firms, or their related entities (collectively, the “Deloitte Network”) is, by means of this communication, rendering professional advice or services. No entity in the Deloitte network shall be responsible for any loss whatsoever sustained by any person who relies on this communication. © 2015. For information, contact Deloitte Touche Tohmatsu Limited. 84 Deloitte Review | DELOITTEREVIEW.COM POWER STRUGGLE 85 Power struggle Customers, companies, and the Internet of Things BY BRENNA SNIDERMAN AND MICHAEL E. RAYNOR > ILLUSTRATION BY ALEX NABAUM s the Internet of Things (IoT) permeates people’s daily lives, potentially useful information can now be created every time someone adjusts a thermostat or turns an ignition key or pedals a home-gym exercise bike.
    [Show full text]
  • The Full 100+ Page Pdf!
    2014 was a unique year for pro-wrestling, one that will undoubtedly be viewed as historically significant in years to follow. Whether it is to be reflected upon positively or negatively is not only highly subjective, but also context-specific with major occurrences transpiring across the pro-wrestling world over the last 12 months, each with its own strong, and at times far reaching, consequences. The WWE launched its much awaited Network, New Japan continued to expand, CMLL booked lucha's biggest match in well over a decade, culminating in the country's first million dollar gate, TNA teetered more precariously on the brink of death than perhaps ever before, Daniel Bryan won the WWE's top prize, Dragon Gate and DDT saw continued success before their loyal niche audiences, Alberto Del Rio and CM Punk departed the WWE with one ending up in the most unexpected of places, a developing and divergent style produced some of the best indie matches of the year, the European scene flourished, the Shield disbanded, Batista returned, Daniel Bryan relinquished his championship, and the Undertaker's streak came to an unexpected and dramatic end. These are but some of the happenings, which made 2014 the year that it was, and it is in this year-book that we look to not only recap all of these events and more, but also contemplate their relevance to the greater pro-wrestling landscape, both for 2015 and beyond. It should be stated that this year-book was inspired by the DKP Annuals that were released in 2011 and 2012, in fact, it was the absence of a 2013 annual that inspired us to produce a year-book for 2014.
    [Show full text]
  • Video Terrorism
    VIDEO TERRORISM 9/11 (2002) This heartfelt documentary was created by award-winning French filmmakers Jules and Gedeon Naudet, who simply set out to make a movie about a rookie NYC fireman and ended up filming the tragic event that changed our lives forever. The program includes additional footage and interviews with the heroic firefighters, rescue workers and the Naudet brothers, providing exclusive insight to their extraordinary firsthand experience of the day's events. 9/11: Press for Truth (2006) Based partly on Paul Thompson's book The Terror Timeline, this documentary chronicles the efforts of family members who lost loved ones in the 9/11 attack as they hound powerful officials to uncover the truth. The families succeed in generating an independent investigation, but more questions than answers emerge as the film spotlights secretive politicians, buried news items, government press conferences lacking substance and more. 444 Days to Freedom: What Really Happened in Iran (1997) Relive the dramatic events surrounding the infamous 444-day Iranian hostage crisis when, in 1979, a gang of radical Islamic students demanding the return of the Shah took prisoner Tehran's U.S. embassy staff. Despite the captors' eventual retreat, Jimmy Carter's presidency was brought to ruin and America's spirit was broken. Using rare archival footage, interviews and revealing documents, this film chronicles the hostages' harrowing ordeal. 60 Minutes - In Search of Bin Laden (September 25, 2005) Four years after 9/11, why hasn't Osama bin Laden been caught? Steve Kroft interviews Pakistani president Pervez Musharraf, who says bin Laden is still revered by many in his country.
    [Show full text]
  • Negotiating a Power Struggle
    Successfully Negotiating a Power Struggle 1. Do not manufacture power struggles by the way you teach. By and large power struggles are a result of a student’s attempt to satisfy an unmet need. Students who feel a sense of power and control, are making progress toward their goals, are supported by the teacher, have avenues to share concerns, and are given choices and not backed into corners by harsh directives will be much less likely to feel the need to engage the teacher in a power struggle. 2. Avoid being “hooked in” by the student. If the student tries to hook you in by making you feel guilty or responsible for their inappropriate behavior, simply ignore the hook and give the responsibility back to the student. If you become drawn in on a personal level, the student is then in control. 3. Move into a private (and out of a public) encounter. If the encounter begins publicly, quickly move it into a private, one-to-one interaction. A public stage will put the student in a position where they must defend their image, and put you in a position that you feel the need to demonstrate your power. 4. Calmly acknowledge the power struggle. It is counterproductive to show anger or to “flex your muscle.” Instead, with a calm voice, acknowledge to the student that things appear to be heading toward a power struggle, which would surely make any eventual outcome worse. Ask the student to consider how the situation could end up in a “win-win” scenario. 5.
    [Show full text]