Beyond the Headlines: Perspectives of Charter School Music Teachers

Autor/inn/en	Matthews, Wendy K.; Koner, Karen
Titel	Beyond the Headlines: Perspectives of Charter School Music Teachers
Quelle	In: Arts Education Policy Review, 123 (2022) 2, S.39-49 (11 Seiten)Infoseite zur Zeitschrift PDF als Volltext Verfügbarkeit
Sprache	englisch
Dokumenttyp	gedruckt; online; Zeitschriftenaufsatz
ISSN	1063-2913
DOI	10.1080/10632913.2020.1766615
Schlagwörter	Charter Schools; Elementary Secondary Education; Teacher Attitudes; Music Teachers; Educational Environment; Educational Administration; Interaction; Teaching Conditions; Curriculum; Teacher Student Relationship; Classroom Techniques; Leadership Styles; Teacher Evaluation; Job Satisfaction; Professional Autonomy; Barriers; Principals; California; Michigan; Pennsylvania; New Jersey; New York; Ohio; Tennessee + Suchen Sie Ihr Suchwort? Charter school; Charter-Schule; Lehrerverhalten; Music; Teacher; Teachers; Musiklehrer; Lernumgebung; Pädagogische Umwelt; Schulumwelt; Bildungsverwaltung; Schuladministration; Schulverwaltung; Interaktion; Lehrbedingungen; Unterrichtsbedingungen; Curricula; Lehrplan; Rahmenplan; Teacher student relationships; Lehrer-Schüler-Beziehung; Klassenführung; Führungsstil; Teacher appraisal; Lehrerbeurteilung; Labor; Labour; Satisfaction; Arbeit; Zufriedenheit; Berufsfreiheit; Principal; Schulleiter; Kalifornien
Abstract	Public debate surrounds the success of charter schools in serving students and providing a generative environment for teacher innovation. Through semi-structured interviews with eleven (N = 11) K-12 charter school music teachers, this study aims to contribute to the understanding of charter school music teachers' perceptions of their setting in the United States. Four overarching themes describing their views were found: (1) "Variable School Environment," focusing on administration and professional interactions they believed are unique to Charter Schools; (2) "Working Conditions," views regarding their teaching environment. (3) "Music Curriculum Choices," opportunities specific to their music classrooms/programs; and (4) "Working with Students," connecting with all students through music and classroom management concerns. During the interviews, the participants commented on the wide range of administrative practices, teacher evaluation processes, and job satisfaction in their charter schools. They also discussed their positive beliefs in having autonomy over their music curriculum as well as challenges they presuppose as particular to being a music specialist in a charter school. Implications for this study can aid teacher educators in understanding music instruction at charter schools to assist music curricular offerings, advocacy, and design of professional development programs. (As Provided).
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Erfasst von	ERIC (Education Resources Information Center), Washington, DC
Update	2024/1/01