Start Me Up: Experiences of First-Year Teachers Beginning New Instrumental Music Programs in Urban Public Schools

Autor/in	Isbell, Daniel S.
Titel	Start Me Up: Experiences of First-Year Teachers Beginning New Instrumental Music Programs in Urban Public Schools
Quelle	In: Journal of Music Teacher Education, 32 (2023) 3, S.71-88 (18 Seiten)Infoseite zur Zeitschrift PDF als Volltext Verfügbarkeit
Zusatzinformation	ORCID (Isbell, Daniel S.)
Sprache	englisch
Dokumenttyp	gedruckt; online; Zeitschriftenaufsatz
ISSN	1057-0837
DOI	10.1177/10570837221148167
Schlagwörter	Beginning Teachers; Music Teachers; Musical Instruments; Music Education; Urban Schools; Public Schools; School Culture; Classroom Techniques; Success; Elementary School Teachers; Middle School Teachers; High School Teachers; Teacher Attitudes; Teacher Administrator Relationship; Professional Isolation + Suchen Sie Ihr Suchwort? Junior teacher; Junglehrer; Music; Teacher; Teachers; Musiklehrer; Musikinstrument; Musikerziehung; Urban area; Urban areas; School; Schools; Stadtregion; Stadt; Schule; Public school; Öffentliche Schule; Schulkultur; Schulleben; Klassenführung; Erfolg; Elementary school; Grundschule; Volksschule; Lehrer; Lehrerin; Lehrende; Middle school; Middle schools; Mittelschule; Mittelstufenschule; High school; High schools; Oberschule; Lehrerverhalten
Abstract	The purpose of this multiple case study was to examine the experiences of beginning music teachers as they navigate starting instrumental music programs in a large urban school district in the southern United States. A team of researchers collected data from three first-year music educators launching new instrumental programs at seven schools. Data sources included participant interviews, observation of teaching, questionnaire responses, informal conversations, and artifacts from the field. Data analyses uncovered issues related to school culture, classroom management, communication, access to resources, isolation, and teacher evaluation. The ancillary status of music within the curricular hierarchy and concerns about substantive professional development provide insight into new teachers' struggles to be successful under challenging circumstances. Recommendations for music teacher preparation are provided. (As Provided).
Anmerkungen	SAGE Publications. 2455 Teller Road, Thousand Oaks, CA 91320. Tel: 800-818-7243; Tel: 805-499-9774; Fax: 800-583-2665; e-mail: journals@sagepub.com; Web site: https://sagepub.com
Erfasst von	ERIC (Education Resources Information Center), Washington, DC
Update	2024/1/01