서브메뉴
검색
Exploring Middle School Band Directors' Perceptions and Practices in Inclusive Music Education: A Case Study on Competencies, Resources, and Universal Design for Learning
Exploring Middle School Band Directors' Perceptions and Practices in Inclusive Music Education: A Case Study on Competencies, Resources, and Universal Design for Learning
상세정보
- 자료유형
- 학위논문 서양
- 최종처리일시
- 20250211151419
- ISBN
- 9798382405261
- DDC
- 780.7
- 서명/저자
- Exploring Middle School Band Directors Perceptions and Practices in Inclusive Music Education: A Case Study on Competencies, Resources, and Universal Design for Learning
- 발행사항
- [Sl] : Boston University, 2024
- 발행사항
- Ann Arbor : ProQuest Dissertations & Theses, 2024
- 형태사항
- 357 p
- 주기사항
- Source: Dissertations Abstracts International, Volume: 85-11, Section: A.
- 주기사항
- Advisor: Churchill, Warren.
- 학위논문주기
- Thesis (D.M.A.)--Boston University, 2024.
- 초록/해제
- 요약For music educators the continued mandate for inclusion has accentuated the importance of being able to instruct students with a wide variety of learning differences. Even so, music educators have expressed frustration with a potential lack of competencies and resources related to teaching students with disabilities. The purpose of this study was to investigate the perceptions of middle school band directors who instruct students with disabilities in inclusive classrooms. The research conducted as part of this study examined middle school band directors' competencies and use of resources when instructing students with disabilities in an instrumental music setting. The phenomenon of interest was examined through the three principles of the conceptual framework Universal Design for Learning, multiple means of achieving engagement, representation, as well as action and expression. Using a multiple case study design, this research included data collected from interviews, classroom observations, as well as the gathering of relevant artifacts. This work is informed through literature related to the history of special education legislation, inclusion in music education, including the contribution of music teacher training on teachers' perceptions of competencies and the role of paraprofessionals and music therapists as a supporting resource for music educators. In addition, literature related to the conceptual framework Universal Design for Learning as well as music educators' competencies and resource usage, including prevalent practices and professional development were explored. Key findings that were revealed as part of this inquiry were that, overall, participants reported the possession of essential competencies when working with students with disabilities; adaptation (accommodating) for student differences being a competency that participants shared numerous examples of. However, participants articulated an uncertainty regarding how to help students with disabilities as part of middle school band. In addition, this inquiry highlighted how the competencies and resources that the participants made use of aligned with aspects of Universal Design for Learning. Future research with students with disabilities in middle school instrumental ensembles could add new knowledge to the field and support the creation of more equitable access to music education.
- 일반주제명
- Music education
- 일반주제명
- Music
- 일반주제명
- Education
- 일반주제명
- Special education
- 일반주제명
- Educational psychology
- 키워드
- Music educators
- 키워드
- Competencies
- 기타저자
- Boston University Music Education CFA
- 기본자료저록
- Dissertations Abstracts International. 85-11A.
- 전자적 위치 및 접속
- 로그인 후 원문을 볼 수 있습니다.
MARC
008250123s2024 us c eng d■001000017161600
■00520250211151419
■006m o d
■007cr#unu||||||||
■020 ▼a9798382405261
■035 ▼a(MiAaPQ)AAI31293869
■040 ▼aMiAaPQ▼cMiAaPQ
■0820 ▼a780.7
■1001 ▼aJordan, Joshua D.▼0(orcid)0000-0002-1270-254X
■24510▼aExploring Middle School Band Directors' Perceptions and Practices in Inclusive Music Education: A Case Study on Competencies, Resources, and Universal Design for Learning
■260 ▼a[Sl]▼bBoston University▼c2024
■260 1▼aAnn Arbor▼bProQuest Dissertations & Theses▼c2024
■300 ▼a357 p
■500 ▼aSource: Dissertations Abstracts International, Volume: 85-11, Section: A.
■500 ▼aAdvisor: Churchill, Warren.
■5021 ▼aThesis (D.M.A.)--Boston University, 2024.
■520 ▼aFor music educators the continued mandate for inclusion has accentuated the importance of being able to instruct students with a wide variety of learning differences. Even so, music educators have expressed frustration with a potential lack of competencies and resources related to teaching students with disabilities. The purpose of this study was to investigate the perceptions of middle school band directors who instruct students with disabilities in inclusive classrooms. The research conducted as part of this study examined middle school band directors' competencies and use of resources when instructing students with disabilities in an instrumental music setting. The phenomenon of interest was examined through the three principles of the conceptual framework Universal Design for Learning, multiple means of achieving engagement, representation, as well as action and expression. Using a multiple case study design, this research included data collected from interviews, classroom observations, as well as the gathering of relevant artifacts. This work is informed through literature related to the history of special education legislation, inclusion in music education, including the contribution of music teacher training on teachers' perceptions of competencies and the role of paraprofessionals and music therapists as a supporting resource for music educators. In addition, literature related to the conceptual framework Universal Design for Learning as well as music educators' competencies and resource usage, including prevalent practices and professional development were explored. Key findings that were revealed as part of this inquiry were that, overall, participants reported the possession of essential competencies when working with students with disabilities; adaptation (accommodating) for student differences being a competency that participants shared numerous examples of. However, participants articulated an uncertainty regarding how to help students with disabilities as part of middle school band. In addition, this inquiry highlighted how the competencies and resources that the participants made use of aligned with aspects of Universal Design for Learning. Future research with students with disabilities in middle school instrumental ensembles could add new knowledge to the field and support the creation of more equitable access to music education.
■590 ▼aSchool code: 0017.
■650 4▼aMusic education
■650 4▼aMusic
■650 4▼aEducation
■650 4▼aSpecial education
■650 4▼aEducational psychology
■653 ▼aMusic educators
■653 ▼aMiddle school band
■653 ▼aCompetencies
■653 ▼aTeaching students
■690 ▼a0522
■690 ▼a0515
■690 ▼a0413
■690 ▼a0525
■690 ▼a0529
■71020▼aBoston University▼bMusic Education CFA.
■7730 ▼tDissertations Abstracts International▼g85-11A.
■790 ▼a0017
■791 ▼aD.M.A.
■792 ▼a2024
■793 ▼aEnglish
■85640▼uhttp://www.riss.kr/pdu/ddodLink.do?id=T17161600▼nKERIS▼z이 자료의 원문은 한국교육학술정보원에서 제공합니다.
