Band Teacher Agency in a High-Stakes Performance Environment

Autor/in	Tucker, Olivia G.
Titel	Band Teacher Agency in a High-Stakes Performance Environment
Quelle	In: Journal of Research in Music Education, 70 (2023) 4, S.385-406 (22 Seiten)Infoseite zur Zeitschrift PDF als Volltext Verfügbarkeit
Zusatzinformation	ORCID (Tucker, Olivia G.)
Sprache	englisch
Dokumenttyp	gedruckt; online; Zeitschriftenaufsatz
ISSN	0022-4294
DOI	10.1177/00224294221088856
Schlagwörter	Music Education; Music Activities; Performance; Professional Autonomy; Music Teachers; Diversity; Inclusion; Professional Associations; Teacher Attitudes; Administrator Attitudes; Teaching Methods; Learning Processes; Case Studies; Futures (of Society); Educational Change; Curriculum Development; Music Reading; Scores; Competition; Web Sites; Educational Practices; Texas + Suchen Sie Ihr Suchwort? Musikerziehung; Musikalische Aktion; Achievement; Leistung; Berufsfreiheit; Music; Teacher; Teachers; Musiklehrer; Inklusion; Lehrerverhalten; Teaching method; Lehrmethode; Unterrichtsmethode; Learning process; Lernprozess; Case study; Fallstudie; Case Study; Future; Society; Zukunft; Bildungsreform; Curriculum; Development; Curriculumentwicklung; Lehrplan; Entwicklung; Musizieren; Wettkampf; Web-Design; Bildungspraxis
Abstract	The purpose of this instrumental case study was to investigate band teacher agency in a high-stakes performance environment. Research questions were: (1) What experiences and professional relationships were most salient in the past (iterative), present (practical-evaluative), and future (projective) dimensions of band teacher agency in a high-stakes performance environment? and (2) How did high-stakes performance practices, mediated by teacher agency, shape music teaching and learning in school bands? I used Emirbayer and Mische's chordal triad of agency and Priestley et al.'s ecological framework of teacher agency as theoretical frameworks, and I collected data in the forms of interviews, observations, and document review in 2019. Participants' agency emerged from their interactions with music education organizations that perpetuated a high-stakes performance environment. Powerful structures (state associations) and individual agents (band teachers) sustained each other through norms and values derived from their contextual discourse. Findings indicated that visions for holistic music-making and greater diversity and inclusion in school music must include structural changes in professional organizations. For example, state associations could enact policies that incentivize teachers to exert agency to engage students in other forms of music learning in addition to performance preparation. (As Provided).
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Erfasst von	ERIC (Education Resources Information Center), Washington, DC
Update	2024/1/01