Teaching at the foundation: Role development and identification among elementary general music teachers.
| dc.contributor.advisor | Barry, Nancy H., | en_US |
| dc.contributor.author | Schonauer, Anne Louise Miller. | en_US |
| dc.date.accessioned | 2013-08-16T12:18:32Z | |
| dc.date.available | 2013-08-16T12:18:32Z | |
| dc.date.issued | 2002 | en_US |
| dc.description.abstract | When analyzed for frequencies of responses, the questionnaires revealed most of the respondents decided upon music education as a career either during high school or university. Their personal musical experiences were very important factors in choosing music as a career, and cooperating teachers during student teaching were very influential in the choice of elementary music. Elementary music was the top career goal for the majority, they were satisfied in their current position, and would not leave it except for personal reasons. | en_US |
| dc.description.abstract | The analysis of the data with regards to elements of role development showed a preference for specific, education related job titles, a high commitment to classroom tasks, high commitment to the institutional position of elementary music teacher, and a higher regard for their profession than the respondents felt society in general held. | en_US |
| dc.description.abstract | The qualitative portion of the study revealed several themes through code and retrieve analysis. These themes included importance of preparation for teaching, professionalism, personal fulfillment, and philosophies of music education. | en_US |
| dc.description.abstract | The purpose of this study was to analyze the role development and career commitment of selected Oklahoma elementary general music teachers. Sixty-nine elementary general music teachers from the Oklahoma public school districts of Edmond, Mid-Del, Moore, Norman, and Oklahoma City participated. Quantitative data describing respondents' career goals in music and attitudes toward their present positions were collected by questionnaire. Respondents were requested to provide a personal interview. The transcripts of ten personal interviews provided qualitative data further illuminating the role development and career commitment of these teachers. | en_US |
| dc.description.abstract | The study contains six chapters and several appendices. Chapter One defines the problem. Chapter Two is an overview of related literature in the following areas: sociology of role development, sociology and role development of teachers, and sociology and role development of music educators. Chapter Three outlines the methodology of the study. Chapter Four discusses the quantitative data of the study. Chapter Five presents the qualitative data. Chapter Six offers a summary of the study, suggestions for further research, and implications of the research results. The appendices include several tables, the questionnaire and scheduled interview questions and the interview transcripts. | en_US |
| dc.format.extent | viii, 264 leaves ; | en_US |
| dc.identifier.uri | http://hdl.handle.net/11244/447 | |
| dc.note | Major Professor: Nancy H. Barry. | en_US |
| dc.note | Source: Dissertation Abstracts International, Volume: 63-02, Section: A, page: 0535. | en_US |
| dc.subject | Music teachers Training of. | en_US |
| dc.subject | Education, Music. | en_US |
| dc.subject | Music teachers Job satisfaction. | en_US |
| dc.subject | Education, Elementary. | en_US |
| dc.thesis.degree | Ph.D. | en_US |
| dc.thesis.degreeDiscipline | School of Music | en_US |
| dc.title | Teaching at the foundation: Role development and identification among elementary general music teachers. | en_US |
| dc.type | Thesis | en_US |
| ou.group | Weitzenhoffer Family College of Fine Arts::School of Music | |
| ou.identifier | (UMI)AAI3042516 | en_US |
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