Description

This study utilized symbolic interaction as a framework to examine the impact of mobility on four veteran elementary general music teachers' identities, roles, and perceptions of role support. Previous

This study utilized symbolic interaction as a framework to examine the impact of mobility on four veteran elementary general music teachers' identities, roles, and perceptions of role support. Previous research has focused on teacher identity formation among preservice and novice teachers; veteran teachers are less frequently represented in the literature. Teacher mobility research has focused on student achievement, teachers' reasons for moving, and teacher attrition.

Reuse Permissions
  • 38.64 MB application/pdf

    Download count: 0

    Details

    Contributors
    Date Created
    • 2011
    Resource Type
  • Text
  • Collections this item is in
    Note
    • Partial requirement for: D.M.A., Arizona State University, 2011
      Note type
      thesis
    • Includes bibliographical references (p. 274-287)
      Note type
      bibliography
    • Field of study: Music education

    Citation and reuse

    Statement of Responsibility

    by Lori F. Gray

    Machine-readable links