Music education in low socio-economic communities in Winnipeg: an exploratory case study
Notice bibliographique
Résumé
This study was designed to better understand K-6 school music programs located in low socio-economic communities in Winnipeg. I also sought to uncover the pedagogical approaches that music teachers working in inner city schools use with their students generally as well as with students who may also experience trauma. An exploratory case study approach was employed. Multiple forms of data were gathered from participating music teachers. Nineteen of the 25 music teachers comprising the target population for this study completed an anonymous online survey, which translates to a 76% participation rate. Six of these teachers also agreed to participate in a semi-structured interview focusing on the pedagogical approaches they use in their music programs. Survey findings revealed that most of the music teachers participating in this study taught music programs for students in grades 1-6. Music teachers reported that their teaching spaces were sufficiently equipped with musical instruments appropriate for use with elementary level students. Teachers communicated that their students perform publicly both at school and in the local community. They reported to be offering extracurricular music programs for students and belonging to professional music education organizations. Participating music teacher had been teaching for more than 10 years or less than three years in their current positions. Thematic analysis of the interview transcripts resulted in three categories and several sub-categories: relationships (student and professional), pedagogical approaches (teaching strategies, high expectations, play, cultural relevance), and the learning environment (classroom management strategies and teacher behaviour). These themes are discussed and illustrated using the voices of teachers who share their perspectives on how these elements contribute to the success of their music programs. Based on the results of this study, it is suggested that professional development opportunities be designed for K-6 music teachers working in low socio-economic school communities that highlight key findings of the study, offer lessons from the related literature, and provide workshop experiences on pedagogical music practices that hold promise for working effectively with diverse students participating in school music programs in low socio-economic school communities. There is need for emphasis on providing culturally relevant music pedagogies and materials. In the future, an observational case study of three music programs in low socio-economic schools in Winnipeg could be conducted. Similar studies could be conducted with music teachers leading K-6 school music programs in rural areas in Manitoba or in other cities with demographics like Winnipeg.
Récupéré en direct depuis OpenAlex et désinversé. Les résumés ne sont pas conservés dans cette base de données : les index inversés représentent 8,6 Go des 9,3 Go de texte de la base, et le serveur dispose de 13 Go libres.
Comment cette classification a été obtenuedéplier
Prédiction machine sur la base complète
Imitation des enseignantsNi prévalence calibrée, ni vérité terrain. Validation humaine à venir. Le volet Gemma est une étiquette directe du modèle pour chaque travail de la base, lue sur la notice réduite au titre. Le volet Codex est un classifieur appris des 10 348 étiquettes directes de Codex et calibré sur les taux pondérés de l'échantillon; les champs sans appui suffisant ne portent aucun appel Codex. Le mode candidate est l'union des deux volets; le consensus est leur intersection. Ces sorties portent le statut machine_predicted_unvalidated et ne sont pas des étiquettes humaines.
Scores du classifieur distillé par catégorie (deux têtes)
| Catégorie | Codex | Gemma |
|---|---|---|
| Métarecherche | 0,002 | 0,004 |
| Méta-épidémiologie (sens strict) | 0,001 | 0,001 |
| Méta-épidémiologie (sens large) | 0,001 | 0,000 |
| Bibliométrie | 0,002 | 0,002 |
| Études des sciences et des technologies | 0,018 | 0,005 |
| Communication savante | 0,004 | 0,001 |
| Science ouverte | 0,002 | 0,006 |
| Intégrité de la recherche | 0,002 | 0,001 |
| Charge utile insuffisante (le modèle a refusé de juger) | 0,002 | 0,000 |
Scores machine (provisoires)
Les deux têtes enseignantes du modèle étudiant, lues sur ce travail. Un score ordonne la base pour la relecture; il n'affirme jamais une catégorie, et le statut de validation accompagne chaque rangée tel quel.
Scores de référence d'un modèle non mature (critères de maturité non atteints, 7 itérations). Un score ordonne; il n'affirme jamais une catégorie.
score_only:v0-immature-baseline · tel quel depuis la passe de notation : score_only signifie que le nombre peut ordonner les travaux, et qu'aucune étiquette de catégorie n'en découleClassification
machine, non validéePrédiction automatique; un appel candidat d’une seule source (Gemma direct ou Codex distillé), pas un consensus.
Le détail, modèle par modèle et score par score, se trouve en fin de page sous « Comment cette classification a été obtenue ».