'You start to know what they're thinking': The Social Construction of Knowledge in a Collaborative Teacher Study Group

One of 26 papers in the series: Proceedings of the Sixth International Symposium on the Sociology of Music Education available on this site.

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Presented at the Sixth International Symposium on the Sociology of Music Education. This paper examines views of collaboration in elementary music education.

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21 p.

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Stanley, Ann Marie July 2009.

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This paper is part of the collection entitled: International Symposium on the Sociology of Music Education (ISSME) and was provided by UNT College of Music to Digital Library, a digital repository hosted by the UNT Libraries. More information about this paper can be viewed below.

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UNT College of Music

The nation's largest comprehensive music school, the UNT College of Music provides a dynamic learning environment for both future professionals and the broader university community. The college offers fully accredited degrees from bachelor to doctoral levels, and its faculty includes internationally acclaimed artists and scholars. More than 1200 concerts and recitals are presented annually.

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Presented at the Sixth International Symposium on the Sociology of Music Education. This paper examines views of collaboration in elementary music education.

Physical Description

21 p.

Notes

Abstract: The purpose of this social constructivist inquiry was to examine views of collaboration in
elementary music education held and co-constructed by three elementary music teachers and
the researcher in a collaborative teacher study group (CTSG). The research question was: What
can these music teachers tell other music educators about student collaboration? The CTSG
met seven times to analyze video from each participant’s classroom for aspects of
collaboration. Using meeting transcripts, the researcher investigated how CTSG members
identified and described collaboration in elementary music. The evolution of the group’s
socially constructed definitions of collaboration was traced and documented. Three principles
of collaboration were distilled from the definitions: (a) Collaboration facilitates student selfexpression
and independence; (b) Students who are collaborating share goals. The teacher
allows space for, or guides students in creating, productive student-student interactions; and (c)
A teacher collaborating with her students facilitates their movement toward a shared goal.
Teacher provides necessary background skills, creates student buy-in for the goal, and then
fades away to allow students to take ownership.

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  • International Symposium on the Sociology of Music Education, July 5-9, 2009. Limerick, Ireland.

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  • Publication Title: Proceedings of the Sixth International Symposium on the Sociology of Music Education

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International Symposium on the Sociology of Music Education (ISSME)

This biennial symposium draws together music education academics from around the world to discuss issues, practices, and perspectives focusing on connecting music learning and other music experiences with the lives, values, identities, and communities of those involved. Included in the collection are papers from the symposium.

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  • July 2009

Added to The UNT Digital Library

  • Nov. 28, 2018, 5:21 p.m.

Description Last Updated

  • Feb. 13, 2019, 3:34 p.m.

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Stanley, Ann Marie. 'You start to know what they're thinking': The Social Construction of Knowledge in a Collaborative Teacher Study Group, paper, July 2009; Dublin, Ireland. (https://digital.library.unt.edu/ark:/67531/metadc1390625/: accessed March 22, 2019), University of North Texas Libraries, Digital Library, https://digital.library.unt.edu; crediting UNT College of Music.