Perspectives of Four Rural Music Educators: A Collaborative Narrative Journey Through 'Sense of Place'
Bibliographic record
Abstract
The purpose of this study was to explore the perspectives of four rural Ontario music educators through the conceptual framework of sense of place, to determine how place influences their rural lives, their music education praxes, and their interactions with their rural students and communities. Rural places in Ontario are in a state of transformation and how educators define the term rural is also contingent on changes that occur in their rural communities and schools. My second objective was therefore to investigate participants perceptions of the terms rural, rurality, and community through their narratives of lived experiences related to the classroom, school, and community contexts. In other words, how do historical, sociocultural, and political issues that exist in rural areas shape educational perspectives and practices, and specifically from a music education viewpoint?This research is grounded in the narrative methodological perspectives of Connelly and Clandinin (1986, 1988) and Beattie (2009) with a focus on the importance of investigating teacher perspectives through the personal, practical, and scholarly knowledge (Beattie, 2009) they have gained through teaching. Extensive data was collected over a period of eight months through participant interviews, their narrative stories, autobiographical accounts and metaphorical perspectives. The process concluded with a collaborative focus group session. Throughout the data gathering process, participants read and reflected on each others viewpoints, which illuminated important themes of tension and conflict related to their teacher roles, aspects of their rural communities and rural culture. Participants also critiqued important next steps for rural communities and education, acknowledging the role of place in pedagogy and teacher identity. This research study provides insight into context dependent elements of curriculum and teacher education that affect music education practices today and for teachers of the future.
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How this classification was reachedexpand
Full frame distilled prediction
Teacher imitationNot calibrated prevalence, not ground truth. Human validation pending. Learned from the 10,348 direct Codex labels and 10,348 direct Gemma labels. Candidate is the union of thresholded teacher heads; consensus is their intersection. These outputs are machine_predicted_unvalidated and are not human labels or direct frontier model labels.
Codex and Gemma teacher scores by category
| Category | Codex | Gemma |
|---|---|---|
| Metaresearch | 0.000 | 0.000 |
| Meta-epidemiology (narrow) | 0.000 | 0.000 |
| Meta-epidemiology (broad) | 0.001 | 0.000 |
| Bibliometrics | 0.000 | 0.000 |
| Science and technology studies | 0.001 | 0.000 |
| Scholarly communication | 0.000 | 0.001 |
| Open science | 0.000 | 0.000 |
| Research integrity | 0.000 | 0.000 |
| Insufficient payload (model declined to judge) | 0.009 | 0.000 |
Machine scores (provisional)
The two teacher heads of the student model, read on this work. A score orders the frame for review; it never asserts a category, and the validation status ships verbatim with every row.
Baseline scores from an immature model (maturity gate not passed, 7 training rounds). Scores rank; they never assert a category.
score_only:v0-immature-baseline · verbatim from the scoring run: score_only means the number may rank works, and no category label ships from itClassification
machine, unvalidatedMachine predicted; a candidate call from one teacher head, not a consensus.
How this classification was reached, model by model and score by score, is at the end of the page under "How this classification was reached".