Effectual Thinking and Music Education: One View of Creative Adaptation in an Underserved Urban Middle School

Autor/in	Hanson, Josef
Titel	Effectual Thinking and Music Education: One View of Creative Adaptation in an Underserved Urban Middle School
Quelle	In: International Journal of Music Education, 38 (2020) 4, S.625-643 (19 Seiten)Infoseite zur Zeitschrift PDF als Volltext Verfügbarkeit
Zusatzinformation	ORCID (Hanson, Josef)
Sprache	englisch
Dokumenttyp	gedruckt; online; Zeitschriftenaufsatz
ISSN	0255-7614
DOI	10.1177/0255761420944034
Schlagwörter	Case Studies; Music Education; Student Centered Learning; Activism; Urban Schools; Middle School Students; Economically Disadvantaged; Music Teachers; Pedagogical Content Knowledge; Military Service; Teaching Methods; Learning Processes; Cooperative Learning; Transfer of Training; Teacher Attitudes; Disadvantaged Schools + Suchen Sie Ihr Suchwort? Case study; Fallstudie; Case Study; Musikerziehung; Group work; Student-entered learning; Student-centred learning; Student centred learning; Schülerorientierter Unterricht; Schülerzentrierter Unterricht; Gruppenarbeit; Aktivismus; Politischer Protest; Urban area; Urban areas; School; Schools; Stadtregion; Stadt; Schule; Middle school; Middle schools; Student; Students; Mittelschule; Mittelstufenschule; Schüler; Schülerin; Music; Teacher; Teachers; Musiklehrer; Pädagogische Kompetenz; Militärdienst; Teaching method; Lehrmethode; Unterrichtsmethode; Learning process; Lernprozess; Kooperatives Lernen; Training; Transfer; Ausbildung; Lehrerverhalten
Abstract	This descriptive case study superimposed Effectuation Theory onto the experiences of an American music educator and the challenges and opportunities facing him in an economically disadvantaged teaching context. Luke Guerra, the primary participant, possessed 11 years of teaching experience in an underserved urban middle school. His military experience, lack of canonical content knowledge, social activism, and exclusive use of popular music set him apart from conventional music educators. Data collection comprised semi-structured interviews with the participant and his colleagues, direct observation and documentation of the participant's teaching, logging of researcher memos, and analysis of artifacts and participant reflections. Four themes emerged from inductive analysis that suggested the salience of Effectuation Theory: (a) teaching ethos informed by unique personal circumstances; (b) embracing uncertainty; (c) socially conscious, student-centered teaching and learning; and (d) collaboration. Rather than allowing the limitations of his teaching context and knowledge gaps to exert control over his program, Luke created an alternative future by leveraging his means and limitations into a vision around which others could rally and invest. Luke's story and its connections to the principles of Effectuation may provide transferable benefits to music educators working in teaching contexts hindered by uncertainty. (As Provided).
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Erfasst von	ERIC (Education Resources Information Center), Washington, DC
Update	2024/1/01