Date

8-6-2025

Department

School of Music

Degree

Doctor of Music Education (DME)

Chair

Rebecka Rose

Keywords

music education, equity, middle schools, preservice teacher preparation, Title I schools, culturally responsive pedagogy, teacher identity, trauma-informed teaching, teacher retention, qualitative research

Disciplines

Education | Music

Abstract

Although considerable research addresses the unique needs of middle school learners and teaching music in low-income schools, there are insufficient studies that provide insight and strategies for teaching music in high-needs settings. Likewise, music teacher preparation programs leave gaps in preparation for prospective music educators, unaware of the challenges of teaching middle school music in a high-needs community. Novice music educators experience challenges that are often unaddressed in undergraduate programs. Experienced music educators with advanced degrees can also feel underprepared to teach in low-income schools. Music educator programs lack content that helps prospective music educators become change agents who can tailor music programs to the students in the community they serve. The intersection of the distinctive needs of middle school students and the unique consideration of lower-income communities requires a highly trained music educator. This qualitative study employed an explanatory case study design to examine how two first-year music educators made meaning of their preparation and teaching experiences in Title I middle school settings. Both participants, recent graduates with bachelor’s degrees in music education, taught at middle schools in a South Metro Atlanta suburb. Through interviews, classroom observations, journal entries, and curriculum analysis, the findings suggest that while the participants felt confident in their musicianship and content knowledge, they experienced significant gaps in classroom management, culturally responsive pedagogy, and adolescent development strategies.

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