Teacher Communication in Title I Elementary Music Classrooms: Perceptions of Elementary Music Classroom Teachers

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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 ... continued below

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Mason, Lindsey Lea December 2013.

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This dissertation is part of the collection entitled: UNT Theses and Dissertations and was provided by UNT Libraries to Digital Library, a digital repository hosted by the UNT Libraries. It has been viewed 169 times . More information about this dissertation can be viewed below.

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  • Mason, Lindsey Lea

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Description

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.

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  • December 2013

Added to The UNT Digital Library

  • Nov. 8, 2014, 11:56 a.m.

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  • Nov. 15, 2016, 10:28 p.m.

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Mason, Lindsey Lea. Teacher Communication in Title I Elementary Music Classrooms: Perceptions of Elementary Music Classroom Teachers, dissertation, December 2013; Denton, Texas. (digital.library.unt.edu/ark:/67531/metadc407827/: accessed April 24, 2018), University of North Texas Libraries, Digital Library, digital.library.unt.edu; .