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ContributorsJin, Leon (Performer) / Duo, Hongzuo (Performer) / Bergstedt, David (Performer) / Ellis, Gage (Performer) / Novak, Gail (Performer) / ASU Library. Music Library (Publisher)
Created2021-02-24
ContributorsWaters, Jared (Performer) / Creviston, Hannah (Performer) / Liu, Miao (Performer) / Guo, Hongzuo (Performer) / DeLaCruz, Nathaniel (Performer) / LoGuidice, Rosa (Performer) / Chiko, Ty (Performer) / Gatchel, David (Performer) / ASU Library. Music Library (Publisher)
Created2021-01-28
ContributorsKosminov, Vladislav (Performer) / Solari, John (Performer) / Liu, Shiyu (Performer) / Huang, Anruo (Performer) / Holly, Sean (Performer) / Novak, Gail (Performer) / Yang, Elliot (Performer) / Wu, Selene (Performer) / Kinnard, Zachariah (Performer) / Kuebelbeck, Stephen (Performer) / Johnson, Kaitlyn (Performer) / Bosworth, Robert (Performer) / Matejek, Ryan (Performer) / ASU Library. Music Library (Publisher)
Created2021-01-27
ContributorsSuehiro, Dylan (Conductor) / Kelley, Karen (Performer) / Ladley, Teddy (Performer) / ASU Library. Music Library (Publisher)
Created2021-04-19
Description
This study investigates ways in which music teachers make personal sense of their professional selves and their perceptions of their places within the broader landscape of music education relative to other types of music teachers in school and community settings. A social phenomenological framework based on the writing of Alfred Schutz was used to examine how participants constructed a sense of self in their social worlds and how they both shaped and were shaped by their social worlds. Eight music teachers participated in this study and represented differing types of music teaching careers, including: public school general music teaching and ensemble directing; independent studio teaching and teaching artistry; studio lessons, classes, and ensembles at community music centers; church ensemble directing; and other combinations of music teaching jobs throughout school and community settings. Data were collected from in-depth interviews, observations of the music teachers in their various teaching roles, and artifacts related to their music teaching positions. Research questions included: Who do the participants conceive of themselves to be as music professionals and music teachers; How do they construct and enact their professional selves, including their teaching selves; How is their construction of professional self, including teaching self, supported and sustained by interactions in their social worlds; and, What implications does this have for the music profession as a whole? After developing a professional portrait of each participant, analysis revealed an overall sense of professional self and various degrees of three role-taking selves: performing, teaching, and musical. Analysis also considered sense of self in relation to social worlds, including consociates, contemporaries, predecessors, and successors, and the extent to which performing, teaching, and musical selves were balanced, harmonized, or reconciled for each participant. Social worlds proved influential in terms of participants' support for sense of self. Participants who enacted the most harmonized, reconciled senses of self appeared to have a professional self that was grounded in a strong sense of musical self, enabling them to think and act flexibly. Participants whose professional selves were dominated by a strong sense of teaching or performing self seemed confined by the structures of their social world particular to teaching or performing, lacked a sense of musical self, and were less able to think and act flexibly. Findings suggest that active construction of consociate relationships throughout varied social worlds can support a balanced, reconciled conception of self, which informs teaching practice and furthers the ability to act in entrepreneurial ways.
ContributorsBucura, Elizabeth (Author) / Stauffer, Sandra (Thesis advisor) / Landes, Heather (Committee member) / Tobias, Evan (Committee member) / Schmidt, Margaret (Committee member) / Sullivan, Jill (Committee member) / Arizona State University (Publisher)
Created2013
Description
Most educators believe that parental involvement and parental satisfaction with their children's school are key ingredients as to how each student will learn and become academically successful. Children learn best when significant adults are involved in their learning--parents, teachers, and other family and community members. The purpose of this quantitative study was to identify the factors that influence the extent of parental involvement in their children's school, to identify parental attitudes, and to identify perceptions of barriers as to parental involvement. Eight questions with subquestions compiled in a survey were responded to by 196 parents of children in two Arizona elementary schools adjacent to the Navajo Reservation having a combined total of 586 students whose ethnicities were Native American, White non-Hispanic, and Hispanic. One school had a state letter grade of A; the other a C. The survey data inquired as to demographic characteristics, how the parents were involved in their child's school, the level of communication with their child's school, satisfaction as to the school's expectations of their child, parent participation in decision-making, parents' image of the school, parents feeling welcomed in their child's school, and barriers faced as to involvement in their child's school. Parents' reasons for non-participation in school activities were in the areas of child-care, transportation, or not receiving announcements in a timely manner. Less than half of the parents responded that their child's principal responded to their concerns. However, more than half of the parents thought they were provided with excellent communication; three-fifths of parents responded that their schools held high expectations from their children. More than half of the parents felt welcomed by the front office, felt that the principal made parents feel welcomed, that their child's teacher made them feel welcomed; that the teachers responded to parents' concerns. More than half indicated that parents were provided specific strategies and necessary material for helping their child's learning. More research needs to be conducted to obtain the perceptions of Native American parents in the surrounding school districts adjacent to the Navajo Nation.
ContributorsBegay, Jonnye Kaibah (Author) / Spencer, Dee Ann (Thesis advisor) / Appleton, Nicholas A. (Thesis advisor) / Yazzie, Lamont L. (Committee member) / Arizona State University (Publisher)
Created2013
Description
There are few studies on parents' perspectives on multicultural literature. Most studies on Korean American children's literature have relied on the researchers' content analysis of the books, rather than readers' responses to them. To fill this gap, this study sought to understand the Korean/Korean American parents' perspectives on Korean American children's literature by examining their responses to seven picture books on Korean American children. Data were collected for this qualitative study by interviewing ten Koreans/Korean Americans, twice. The first interview focused on stories about their immigration to the U.S., involvement with their children's reading, and experiences reading books related to Korea or Koreans published in the U.S. The second interview focused on their responses to seven Korean American children's literature books. The interviews were recorded, transcribed, coded, and analyzed. The parents' responses, which were infused with their personal, social, and cultural marks, focused on five themes: (a) use of Korean names without specific cultural description, (b) misrepresentation of Korean/Korean American experiences, (c) undesirable illustrations, (d) criteria for good Korean American children's literature, and (e) use of Korean words in English books. The parents' stories about their involvement with their children's reading suggest that to promote multicultural literature, libraries or schools should offer lists of multicultural literature. The parents' responses showed concern about stereotypical images of Korea or Korean American in the U.S. media that often get transferred to stories about Korean Americans in Korean American children's literature. This study confirms the importance of editors and reviewers, who are knowledgeable about the Korean culture and Korean American experience. It also suggests that more books with varied images of Korean Americans, and more stories about Korean Americans children's authentic experiences are necessary in order to represent the complexity and divergence within Korean people and the Korean American culture.
ContributorsKim, Hye-jong (Author) / Smith, Karen (Thesis advisor) / Marsh, Josephine (Thesis advisor) / Edelsky, Carole (Committee member) / Hudelson, Sarah (Committee member) / Arizona State University (Publisher)
Created2013