國立虎尾科技大學 |

Singing in School Culture : = An Ethnographic Case Study of a Secondary Choral Program.

紀錄類型:	書目-語言資料,手稿 : Monograph/item
正題名/作者:	Singing in School Culture :/
其他題名:	An Ethnographic Case Study of a Secondary Choral Program.
作者:	Bannerman, Julie Katherine.
面頁冊數:	1 online resource (238 pages)
附註:	Source: Dissertation Abstracts International, Volume: 78-02(E), Section: A.
標題:	Music education. -
電子資源:	click for full text (PQDT)
ISBN:	9781369153804

Singing in School Culture : = An Ethnographic Case Study of a Secondary Choral Program.
Bannerman, Julie Katherine.

Singing in School Culture :An Ethnographic Case Study of a Secondary Choral Program. - 1 online resource (238 pages)

Source: Dissertation Abstracts International, Volume: 78-02(E), Section: A.

Thesis (Ph.D.)--Northwestern University, 2016.

Includes bibliographical references

Participation in music programs is influenced by the educational context in which they exist. Examining contexts of music programs promotes understanding of participation patterns and gaps in music education related to issues such as socioeconomic class, gender, and academic achievement. This study examined a rural, secondary choral program and how it was situated within a school cultural context in order to examine how choir participation was enabled or impeded. An ethnographic case study design was used to explore the culture of the choral program and its interaction with the social and academic culture of the school. Data generation included interviews, non-participant observations, and document analysis. Participants included choir students, the choir teacher, parents, and school personnel.

Electronic reproduction.
Ann Arbor, Mich. :
ProQuest,
2018

Mode of access: World Wide Web

ISBN: 9781369153804Subjects--Topical Terms:

1179893
Music education.
Index Terms--Genre/Form:

554714
Electronic books.

Singing in School Culture : = An Ethnographic Case Study of a Secondary Choral Program.
LDR:03568ntm a2200373K 4500 001 912491
005 20180608112131.5
006 m o u
007 cr mn||||a|a||
008 190606s2016 xx obm 000 0 eng d
020 $a 9781369153804
035 $a (MiAaPQ)AAI10160473
035 $a (MiAaPQ)northwestern:13331
035 $a AAI10160473
040 $a MiAaPQ $b eng $c MiAaPQ
100 1 $a Bannerman, Julie Katherine. $3 1184876
245 1 0 $a Singing in School Culture : $b An Ethnographic Case Study of a Secondary Choral Program.
264 0 $c 2016
300 $a 1 online resource (238 pages)
336 $a text $b txt $2 rdacontent
337 $a computer $b c $2 rdamedia
338 $a online resource $b cr $2 rdacarrier
500 $a Source: Dissertation Abstracts International, Volume: 78-02(E), Section: A.
500 $a Adviser: Janet R. Barrett.
502 $a Thesis (Ph.D.)--Northwestern University, 2016.
504 $a Includes bibliographical references
520 $a Participation in music programs is influenced by the educational context in which they exist. Examining contexts of music programs promotes understanding of participation patterns and gaps in music education related to issues such as socioeconomic class, gender, and academic achievement. This study examined a rural, secondary choral program and how it was situated within a school cultural context in order to examine how choir participation was enabled or impeded. An ethnographic case study design was used to explore the culture of the choral program and its interaction with the social and academic culture of the school. Data generation included interviews, non-participant observations, and document analysis. Participants included choir students, the choir teacher, parents, and school personnel.
520 $a Singing in school was enabled by the choir program's convergence with school culture. The rural school district served a mixed socioeconomic student population and promoted middle class values with which the choral program aligned. Choir was valued as contributing to a well-rounded education. The choir teacher enabled participation via contextually responsive teaching, developing and maintaining the choral program through positive interaction with the school and community context. The teacher's philosophy and approach to the social and academic culture of the program additionally enabled participation. Choral participation generated positive musical, social, and personal meanings for students.
520 $a Singers faced impediments to choral participation related to curricular tracks with associations related to socioeconomic status, academic achievement, and gender. Male singers cited gender norms as impediments to their participation that they negotiated in part by drawing upon school values. School personnel did not problematize all impediments. Some, however, were actively addressed such as those for students with special needs, academic challenges, and financial hardships. This research reveals how impediments to choral participation can be embedded in curricular structures and in cultural beliefs. Attention to how music programs are situated in school cultures aids in understanding contextually responsive teaching and how music teachers and programs function within wider cultures of learning.
533 $a Electronic reproduction. $b Ann Arbor, Mich. : $c ProQuest, $d 2018
538 $a Mode of access: World Wide Web
650 4 $a Music education. $3 1179893
650 4 $a Secondary education. $3 1179560
650 4 $a Ethnic studies. $2 bicssc $3 809601
650 4 $a Educational evaluation. $3 555501
655 7 $a Electronic books. $2 local $3 554714
690 $a 0522
690 $a 0533
690 $a 0631
690 $a 0443
710 2 $a ProQuest Information and Learning Co. $3 1178819
710 2 $a Northwestern University. $b Music. $3 1184877
856 4 0 $u http://pqdd.sinica.edu.tw/twdaoapp/servlet/advanced?query=10160473 $z click for full text (PQDT)