Teaching Music in Title I Schools

• In Event: Poster Session 2
  In Poster Session: Division K Section 3 Poster Session 3

Abstract

In this qualitative case study, two music teachers from Title I schools were recruited to share their experience. A beginning teacher and an experienced teacher responded to questions regarding their concerns over students, perceptions of self, and issues surrounding the communities of their respective schools. Thematic findings revealed that the new teacher was experiencing evolving expectations of his classroom teaching, and that the experienced teacher had a strong sense of dedication. A cross-case analysis revealed the additional themes structures of support, self-reliant, and balance for both teachers. Implications for music teachers who work in Title I schools are provided as a result of the findings.

Author

• Geoff Thames, The University of Arizona