The Challenges and Rewards of Urban General Music Teaching
Six Elementary Music Teachers' Perceptions of Effective Teaching and Pre-Service Preparation for Urban Classrooms
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This study examined perceptions of effective urbanelementary general music teachers concerningeffective teaching and pre-service preparation forurban elementary general music classrooms. It wasconducted in two phases: survey and interview. Surveyphase participants were experienced urban elementarygeneral music teachers from different geographicalareas of the United States, who had been identifiedas effective teachers by music teacher educators ormusic supervisors. Interview phase participantscomprised a subset of survey participants whoachieved high levels of potential cross-cultural adaptabil...
This study examined perceptions of effective urban
elementary general music teachers concerning
effective teaching and pre-service preparation for
urban elementary general music classrooms. It was
conducted in two phases: survey and interview. Survey
phase participants were experienced urban elementary
general music teachers from different geographical
areas of the United States, who had been identified
as effective teachers by music teacher educators or
music supervisors. Interview phase participants
comprised a subset of survey participants who
achieved high levels of potential
cross-cultural adaptability on the Cross-Cultural
Adaptability Inventory (Kelley & Meyers, 1995). A
comprehensive interview instrument was administered
in a collective case study research design. From the
coded data passages, 162 themes emerged, with 100
themes comprising commonalities among the interview
participants. Additionally, four meta-themes emerged
from an examination of commonalities: flexibility,
cultural knowledge and skills, caring and responsive
attitude, and musical knowledge and music teaching
skills. From these, a model of effective urban
elementary general music teaching was generated.
elementary general music teachers concerning
effective teaching and pre-service preparation for
urban elementary general music classrooms. It was
conducted in two phases: survey and interview. Survey
phase participants were experienced urban elementary
general music teachers from different geographical
areas of the United States, who had been identified
as effective teachers by music teacher educators or
music supervisors. Interview phase participants
comprised a subset of survey participants who
achieved high levels of potential
cross-cultural adaptability on the Cross-Cultural
Adaptability Inventory (Kelley & Meyers, 1995). A
comprehensive interview instrument was administered
in a collective case study research design. From the
coded data passages, 162 themes emerged, with 100
themes comprising commonalities among the interview
participants. Additionally, four meta-themes emerged
from an examination of commonalities: flexibility,
cultural knowledge and skills, caring and responsive
attitude, and musical knowledge and music teaching
skills. From these, a model of effective urban
elementary general music teaching was generated.
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