國立虎尾科技大學 |

An Exploratory Case Study of Teachers' Perceptions Using Culturally Relevant Music-Based Techniques to Increase Student Engagement of Urban At-Risk Youth.

Record Type:	Language materials, manuscript : Monograph/item
Title/Author:	An Exploratory Case Study of Teachers' Perceptions Using Culturally Relevant Music-Based Techniques to Increase Student Engagement of Urban At-Risk Youth./
Author:	DuBose-Stone, Darshell.
Description:	1 online resource (124 pages)
Notes:	Source: Dissertations Abstracts International, Volume: 85-07, Section: A.
Contained By:	Dissertations Abstracts International85-07A.
Subject:	Curriculum development. -
Online resource:	click for full text (PQDT)
ISBN:	9798381220414

An Exploratory Case Study of Teachers' Perceptions Using Culturally Relevant Music-Based Techniques to Increase Student Engagement of Urban At-Risk Youth.
DuBose-Stone, Darshell.

An Exploratory Case Study of Teachers' Perceptions Using Culturally Relevant Music-Based Techniques to Increase Student Engagement of Urban At-Risk Youth. - 1 online resource (124 pages)

Source: Dissertations Abstracts International, Volume: 85-07, Section: A.

Thesis (Ed.D.)--National University, 2023.

Includes bibliographical references

Oftentimes, student engagement in the classroom is a challenge. Traditional instruction does not meet the learning needs of many urban at-risk students because they cannot relate to the teaching practices. Studies show instructional practices rich in culture can be implemented to improve engagement. The problem in this study was the lack of student engagement in classrooms devoid of culturally responsive teaching practices impacting urban at-risk youth. The purpose of this qualitative exploratory case study was to understand teachers' perceptions of didactic classroom activities using culturally relevant music-based techniques as a strategy to increase student engagement of urban at-risk youth in the classroom. The questions addressed were "How do teachers perceive culturally responsive teaching strategies?" and "How do teachers perceive using culturally relevant music-based didactic activities as methods of increasing student engagement of urban, at-risk youth in the classroom?" Guided by the universal design for learning framework, this study consisted of 10 third-grade through eighth-grade teachers from an urban school in northern New Jersey. Data were gathered from interviews, observations, teachers' journals, and a focus group. Bloomberg's thematic analysis was applied to generate themes that address the research questions. The findings indicated teachers viewed culturally responsive teaching strategies and culturally relevant music-based didactic activities as methods of increasing student engagement favorably. The implications indicated that through differentiated instruction, culturally responsive teaching practices and culturally relevant music can increase student engagement of urban at-risk youth, by incorporating appealing lessons that meet their learning needs. This study contributes to future practice by providing culturally relevant music-based techniques for teachers and preservice teachers who instruct disengaged urban at-risk youth.

Electronic reproduction.
Ann Arbor, Mich. :
ProQuest,
2024

Mode of access: World Wide Web

ISBN: 9798381220414Subjects--Topical Terms:

1148494
Curriculum development.
Subjects--Index Terms:

Alternative teaching strategiesIndex Terms--Genre/Form:

554714
Electronic books.

An Exploratory Case Study of Teachers' Perceptions Using Culturally Relevant Music-Based Techniques to Increase Student Engagement of Urban At-Risk Youth.
LDR:03415ntm a22003977 4500 001 1149807
005 20241022110517.5
006 m o d
007 cr bn ---uuuuu
008 250605s2023 xx obm 000 0 eng d
020 $a 9798381220414
035 $a (MiAaPQ)AAI30691130
035 $a AAI30691130
040 $a MiAaPQ $b eng $c MiAaPQ $d NTU
100 1 $a DuBose-Stone, Darshell. $3 1476157
245 1 3 $a An Exploratory Case Study of Teachers' Perceptions Using Culturally Relevant Music-Based Techniques to Increase Student Engagement of Urban At-Risk Youth.
264 0 $c 2023
300 $a 1 online resource (124 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: Dissertations Abstracts International, Volume: 85-07, Section: A.
500 $a Advisor: Prager, Erika.
502 $a Thesis (Ed.D.)--National University, 2023.
504 $a Includes bibliographical references
520 $a Oftentimes, student engagement in the classroom is a challenge. Traditional instruction does not meet the learning needs of many urban at-risk students because they cannot relate to the teaching practices. Studies show instructional practices rich in culture can be implemented to improve engagement. The problem in this study was the lack of student engagement in classrooms devoid of culturally responsive teaching practices impacting urban at-risk youth. The purpose of this qualitative exploratory case study was to understand teachers' perceptions of didactic classroom activities using culturally relevant music-based techniques as a strategy to increase student engagement of urban at-risk youth in the classroom. The questions addressed were "How do teachers perceive culturally responsive teaching strategies?" and "How do teachers perceive using culturally relevant music-based didactic activities as methods of increasing student engagement of urban, at-risk youth in the classroom?" Guided by the universal design for learning framework, this study consisted of 10 third-grade through eighth-grade teachers from an urban school in northern New Jersey. Data were gathered from interviews, observations, teachers' journals, and a focus group. Bloomberg's thematic analysis was applied to generate themes that address the research questions. The findings indicated teachers viewed culturally responsive teaching strategies and culturally relevant music-based didactic activities as methods of increasing student engagement favorably. The implications indicated that through differentiated instruction, culturally responsive teaching practices and culturally relevant music can increase student engagement of urban at-risk youth, by incorporating appealing lessons that meet their learning needs. This study contributes to future practice by providing culturally relevant music-based techniques for teachers and preservice teachers who instruct disengaged urban at-risk youth.
533 $a Electronic reproduction. $b Ann Arbor, Mich. : $c ProQuest, $d 2024
538 $a Mode of access: World Wide Web
650 4 $a Curriculum development. $3 1148494
650 4 $a Teacher education. $3 1148451
650 4 $a Music. $3 649088
650 4 $a Education. $3 555912
653 $a Alternative teaching strategies
653 $a At-risk youth
653 $a Engagement
653 $a Urban
655 7 $a Electronic books. $2 local $3 554714
690 $a 0727
690 $a 0530
690 $a 0515
690 $a 0413
710 2 $a ProQuest Information and Learning Co. $3 1178819
710 2 $a National University. $b School of Education. $3 1471612
773 0 $t Dissertations Abstracts International $g 85-07A.
856 4 0 $u http://pqdd.sinica.edu.tw/twdaoapp/servlet/advanced?query=30691130 $z click for full text (PQDT)