Teacher communication in Title I elementary music classrooms: Perceptions of elementary music classroom teachers

摘要: The increasing cultural diversity in the United States has brought not only richness, but also complex challenges, to various segments of American society, particularly with regard public schools. As student population continues diversify while teacher remains predominately White, female, and middle class, awareness classroom might be an integral piece assist students marginalized by stereotypes feeling more empowered school community. Through qualitative data collection analysis, framed Basil Bernstein’s language code theory, this study explored teachers’ perceptions how interactions, light differences communication, impact different socio-economic backgrounds from teacher. findings indicated that participants expressed a desire connect all their students, regardless background. They discussed challenges made relationships difficult, such as feelings disconnect Title I families based on home life This dissonance was often difficult for reconcile due pressures difficulties teaching situations, large number scheduling classes, curricular pressures, other district expectations after-school ensembles. Implications practicing music teachers education include ways understand students’ communities rethinking approaching relevant terminology education.