A Pilot Project Exploring Rural Classroom Music Teachers’ Perceptions and Practices via an Online Professional Development Course

2021 ◽  
pp. 105708372110086
Author(s):  
Daniel C. Johnson ◽  
Ann Marie Stanley
Keyword(s):  
Professional Development ◽  
Rural Communities ◽  
Music Teachers ◽  
Qualitative Content Analysis ◽  
Pilot Project ◽  
Online Professional Development ◽  
General Music ◽  
Delivery Methods ◽  
Teachers Perceptions ◽  
Challenges And Opportunities

Music teachers in urban, suburban, and rural communities face a multitude of challenges and opportunities. To identify and examine specific experiences that may be unique to rural general music teachers, we recruited six teacher-participants to complete a 5-week online professional development (PD) course for this exploratory study. We created a teacher-led approach for this PD, implementing topics and solutions generated by the participants. Using qualitative content analysis, we found two categories of themes in the online discussion posts that either connected or disconnected our participants with other music teachers on their general music context or their geographic setting. Although participants clearly articulated the influences of setting and place-based pedagogy, we found shared issues related to general music that transcended location. Implications for future PD include the importance of online delivery methods and developing PD differentiated by teaching contexts and geographic settings.

Elementary General Music Performances and Teachers’ Perceptions of Stress

2021 ◽  
pp. 875512332110104
Author(s):  
Jennifer Potter
Keyword(s):  
Time Management ◽  
Music Teachers ◽  
Management Control ◽  
Elementary Music ◽  
General Music ◽  
Teachers Perceptions ◽  
Time Control ◽  
Elementary General Music ◽  
And Performance ◽  
The Impact

The purpose of investigation was to examine the perceptions of elementary music teachers concerning the preparation of elementary music performances and the impact on their perceived stress. Participants were practicing elementary general music teachers ( N = 3) representing three different elementary schools from a metropolitan area in the Midwest. All participants were interviewed twice over a period of two months via Zoom. Data were analyzed through an open coding process (Gibbs, 2007), which yielded three themes: time management, control, and isolation. Facets of time management included strategic planning, organizational techniques, and instructional time; control concerned scheduling, repertoire selection, equipment, and performance venues; and isolation pertained to relationships with colleagues and administrators and an overwhelming amount of responsibility. These findings indicate the importance of acknowledging various stressors affecting music educators and how those might positively and negatively affect teachers and students.

Teachers' Perceptions of Online Professional Development Survey

2019 ◽  
Author(s):  
Seth A. Parsons ◽  
Amy C. Hutchison ◽  
Leigh A. Hall ◽  
Allison Ward Parsons ◽  
Samantha T. Ives ◽  
...  
Keyword(s):  
Professional Development ◽  
Online Professional Development ◽  
Teachers Perceptions

U.S. teachers’ perceptions of online professional development

2019 ◽  
Vol 82 ◽  
pp. 33-42 ◽  
Author(s):  
Seth A. Parsons ◽  
Amy C. Hutchison ◽  
Leigh A. Hall ◽  
Allison Ward Parsons ◽  
Samantha T. Ives ◽  
...  
Keyword(s):  
Professional Development ◽  
Online Professional Development ◽  
Teachers Perceptions

Teachers' Perceptions of the Implementation of Single-Sex Classes in Coeducational Schools

1997 ◽  
Vol 41 (2) ◽  
pp. 119-133 ◽  
Author(s):  
Lesley H. Parker ◽  
Léonie J. Rennie
Keyword(s):  
Professional Development ◽  
Teacher Professional Development ◽  
Sex Education ◽  
Western Australia ◽  
Pilot Project ◽  
Community Response ◽  
Teachers Perceptions ◽  
Single Sex ◽  
Teacher Professional ◽  
School Organisation

THIS paper reports research conducted as part of the Single-Sex Education Pilot Project (SSEPP) which was undertaken in 1993–1994 in Western Australia. The project involved the implementation of single-sex science and/or mathematics in ten coeducational secondary schools. Unlike previous similar initiatives, the SSEPP included professional development for the teachers involved and systematic monitoring. The paper presents an analysis of teachers' reactions to and perceptions of the SSEPP. It gives voice to teachers' views of the major issues which arose during the project, concerning outcomes for students, school organisation, teacher professional development, community response and sustainability of the change.

A Framework for Effective Online Professional Development

2018 ◽  
pp. 210-232
Author(s):  
Heidi Marie Rock
Keyword(s):  
Professional Development ◽  
Pilot Project ◽  
Online Professional Development ◽  
Classroom Behaviors ◽  
Time Duration ◽  
Face To Face ◽  
Effective Professional Development ◽  
Significant Difference ◽  
Professional Development Needs ◽  
And Training

This chapter presents a research-based framework for effective online professional development for in-service teachers. Changes in technology allow teachers to engage in different forms of professional development delivery, including online. In order to affect a change in teacher classroom behaviors, online professional development needs to be on par with effective face-to-face professional development. This study uses archival data from the Ohio Performance Assessment Pilot Project in which teachers engaged in either face-to-face or online professional development that was aligned to six characteristics of effective professional development (workshops, outside experts, time, duration, activities, and content). The results of this study found there is no statistically significant difference in student learning outcomes when teachers engaged in comparably designed face-to-face or online professional development. This framework serves as a guide for institutions of higher education as they continue to design and implement professional development through coursework and training.

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