Date

8-20-2026

Department

School of Music

Degree

Doctor of Music Education (DME)

Chair

Eunice Nogueras

Keywords

Applied research, learner-centered pedagogy, choral education, student engagement, self-efficacy, ensemble instruction

Disciplines

Education | Music

Abstract

The purpose of this research is to develop practice-informed recommendations for integrating learner-centered pedagogical approaches within secondary choral education. Secondary choral instruction has generally been organized around teacher-centered rehearsal models in which teachers retain primary responsibility for musical and instructional decision-making. While teacher-centered approaches remain widely used, learner-centered models described in broader educational literature have been less frequently examined in ensemble-based choral contexts, particularly regarding their alignment with the collaborative nature of choral instruction. This study is guided by the following research question: How can learner-centered pedagogical approaches be integrated into secondary choral classrooms to support student participation, engagement, and sustained involvement? Using a multimethod applied research design, data are collected through an analysis of pedagogical scholarship, interviews with ensemble-based music educators, and focus group of general educators who implement learner-centered practices. These data are analyzed thematically to identify recurring principles, instructional strategies, and areas of alignment relevant to secondary choral settings. The findings are synthesized into recommendations presented as a conceptual framework for instructional practice, outlining approaches that incorporate learner-centered strategies while maintaining the collaborative characteristics of choral education.

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