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Tracy Dissertation Final.pdf (4.27 MB)

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Innovators in the Classroom: In-service Teachers Creating and Implementing Non-Band, -Choir, and -Orchestra Courses in Their High Schools

Tracy, Elizabeth Joan
http://orcid.org/0000-0002-7074-967X
http://rave.ohiolink.edu/etdc/view?acc_num=case1523004518027062

Abstract Details

2018, Doctor of Philosophy, Case Western Reserve University, Music Education.
The purpose of this multiple case study was to explore teachers’ experiences in creating and implementing a new music elective outside of the traditional ensemble paradigm. The questions guiding this research were: (a) What influences a music educator’s choice to create and implement non-band, -choir, and -orchestra (non-BCO) courses? (b) What are the philosophical, pedagogical, and organizational experiences teachers encounter in the process of creating and implementing a non-BCO course? (c) What resources, education, or experiences do music educators call upon in creating a non-BCO course? (d) What social, academic, musical, and financial effects do stakeholders observe in the school after the implementation of a non-BCO course? To answer these questions, I employed multiple case study methodology and collected data at three field sites. Primary participants were educators who created and implemented a new non-BCO course. Secondary participants were administrators and other educators who worked with the primary participant. At each school, I conducted interviews with participants, observed class meetings, and collected course artifacts. Data analysis included attribute, structural, and open coding, followed by an examination of the data with regard to the research questions and emergent themes. After the individual case analyses and reports were finished, I began cross-case analysis and developed themes in reference to the research questions. After completing cross-case analysis, I made five assertions about the quintain. In this research, the teachers who created non-BCO courses in their schools (a) wanted to provide a specific experience for their students, (b) described common but not identical experiences in the process, (c) found ways to achieve their goal, (d) received support from administrators, and (e) implemented their courses alongside BCO electives. The implications for school music teacher were: cultivate and strengthen administrator support and consider non-BCO course topics and student interests. One implication for school administrators was to support non-BCO course creation. Finally, there were three implications for music teacher educators, which included: provide experiences that promote an openness toward non-BCO music courses; prepare students to build positive relationships with their future administrators; and, provide students with opportunities to develop the skill of “figuring it out.”
Lisa Koops (Committee Chair)
Matthew Garrett (Committee Member)
Nathan Kruse (Committee Member)
Gary Deimling (Committee Member)
228 p.
Music Education
music education; curriculum; teacher agency; non-BCO; nontraditional music education; non-participants

Recommended Citations

Citations

  • Tracy, E. J. (2018). Innovators in the Classroom: In-service Teachers Creating and Implementing Non-Band, -Choir, and -Orchestra Courses in Their High Schools [Doctoral dissertation, Case Western Reserve University]. OhioLINK Electronic Theses and Dissertations Center. http://rave.ohiolink.edu/etdc/view?acc_num=case1523004518027062

    APA Style (7th edition)

  • Tracy, Elizabeth. Innovators in the Classroom: In-service Teachers Creating and Implementing Non-Band, -Choir, and -Orchestra Courses in Their High Schools. 2018. Case Western Reserve University, Doctoral dissertation. OhioLINK Electronic Theses and Dissertations Center, http://rave.ohiolink.edu/etdc/view?acc_num=case1523004518027062.

    MLA Style (8th edition)

  • Tracy, Elizabeth. "Innovators in the Classroom: In-service Teachers Creating and Implementing Non-Band, -Choir, and -Orchestra Courses in Their High Schools." Doctoral dissertation, Case Western Reserve University, 2018. http://rave.ohiolink.edu/etdc/view?acc_num=case1523004518027062

    Chicago Manual of Style (17th edition)

case1523004518027062
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© 2018, all rights reserved.
This open access ETD is published by Case Western Reserve University School of Graduate Studies and OhioLINK.