{"id":{"repo_id":"usd-thes","oai_identifier":"oai:digital.sandiego.edu:dissertations-1684"},"canonical_url":"https://search.dev.ndltd.org/etd/usd-thes/oai:digital.sandiego.edu:dissertations-1684","repository":{"repo_id":"usd-thes","name":"University of San Diego","base_url":"https://digital.sandiego.edu/do/oai/"},"display":{"title":"Reflective Practices: Collective Case Studies of Selected K–8 General Music Teachers in Peer Problem-Solving Discipline and Management Workshop Settings","abstract":"Considerable research indicates that classroom discipline is the most important factor influencing teachers' self-concepts of teaching effectiveness and job satisfaction. Yet, time is not allotted for critical reflection with peers closest to these practice concerns. K–8 general music teachers are further isolated from other teachers and experience discipline concerns specific to music teaching, concerns they need to reflectively problem-solve with job-alike peers. This qualitative study examined processes of guided critical reflection of 137 K–8 general music teachers from 16 states within researcher-led discipline and management workshops. Multiple sources of data included observation notes, participants' self-written case studies of their own classroom discipline concerns, peer-formulated written solutions and suggestions, and follow-up survey data concerning transfer of workshop techniques and ideas into individual teaching practices over time. The study addressed four research questions: 1) How do selected K–8 general music teachers critically reflect upon real-life discipline and management challenges within self-constructed case studies written and discussed during workshops? 2) How do these music teachers offer one another solutions within workshop problem-solving dialogues regarding these challenges? 3) In what ways, and to what extent, if any, do teachers transfer the techniques learned in workshop settings into their own classroom environments? If so, how? If not, why? and 4) In what ways, and to what extent, if any, do these music teachers engage in discipline and management peer problem-solving dialogues modeled in workshop settings with other teachers at their own school sites and district locations? Written data were tabulated and analyzed using a number of coding categories identified following multiple reviews of the data. Categories were collapsed into group types of discipline concerns, peer solutions, and follow-up survey information. This study demonstrated participants' ability to effectively engage in critical reflection and peer problem-solving about music classroom discipline concerns with job-alike peers. Findings also indicated positive changes in participants' classroom discipline, continued reflective practice, increased dialogue with peers, emergence of peer leadership, and improved communications and relationships with others at school and district locations over time. Based on these findings, implications were offered for music teacher educators, administrators, and professional growth offerings for music teachers.","abstract_html":"Considerable research indicates that classroom discipline is the most important factor influencing teachers' self-concepts of teaching effectiveness and job satisfaction. Yet, time is not allotted for critical reflection with peers closest to these practice concerns. K–8 general music teachers are further isolated from other teachers and experience discipline concerns specific to music teaching, concerns they need to reflectively problem-solve with job-alike peers. This qualitative study examined processes of guided critical reflection of 137 K–8 general music teachers from 16 states within researcher-led discipline and management workshops. Multiple sources of data included observation notes, participants' self-written case studies of their own classroom discipline concerns, peer-formulated written solutions and suggestions, and follow-up survey data concerning transfer of workshop techniques and ideas into individual teaching practices over time. The study addressed four research questions: 1) How do selected K–8 general music teachers critically reflect upon real-life discipline and management challenges within self-constructed case studies written and discussed during workshops? 2) How do these music teachers offer one another solutions within workshop problem-solving dialogues regarding these challenges? 3) In what ways, and to what extent, if any, do teachers transfer the techniques learned in workshop settings into their own classroom environments? If so, how? If not, why? and 4) In what ways, and to what extent, if any, do these music teachers engage in discipline and management peer problem-solving dialogues modeled in workshop settings with other teachers at their own school sites and district locations? Written data were tabulated and analyzed using a number of coding categories identified following multiple reviews of the data. Categories were collapsed into group types of discipline concerns, peer solutions, and follow-up survey information. This study demonstrated participants' ability to effectively engage in critical reflection and peer problem-solving about music classroom discipline concerns with job-alike peers. Findings also indicated positive changes in participants' classroom discipline, continued reflective practice, increased dialogue with peers, emergence of peer leadership, and improved communications and relationships with others at school and district locations over time. Based on these findings, implications were offered for music teacher educators, administrators, and professional growth offerings for music teachers.","abstract_has_math":false,"creators":["McDonald, Nan Leslie, EdD"],"institution":null,"degree_name":"EdD Doctor of Education","degree_level":"Dissertation: Open Access","degree_discipline":"Education","degree_department":null,"school":null,"contributors":[],"advisors":[],"committee_chairs":[],"committee_members":[],"year":2001,"date_issued":"2001-01-01T08:00:00Z","date_published":"2001-01-01T08:00:00Z","updated_at":"2026-07-24T05:41:10Z","subjects":["case study","critical reflection","K-8","general music teachers","Leadership studies","management workshop settings","peer problem-solving discipline","Reflective practices"],"languages":[],"rights":[],"rights_urls":[],"identifier_entries":[]},"links":{"outbound_url":"https://digital.sandiego.edu/dissertations/679","outbound_label":"Repository record","outbound_source":"dc:identifier"},"metadata_groups":[{"id":"people","label":"People","entries":[{"key":"dc:creator","label":"Author","values":["McDonald, Nan Leslie, EdD"]}]},{"id":"academic_context","label":"Academic Context","entries":[{"key":"dc:date.available","label":"Dc Date Available","values":["2021-07-30T07:00:00Z"]},{"key":"thesis:degree_discipline","label":"Discipline","values":["Education"]},{"key":"thesis:degree_level","label":"Degree Level","values":["Dissertation: Open Access"]},{"key":"thesis:degree_name","label":"Degree Name","values":["EdD Doctor of Education"]}]},{"id":"subjects_keywords","label":"Subjects and Keywords","entries":[{"key":"dc:subject","label":"Dc Subject","values":["case study","critical reflection","K-8","general music teachers","Leadership studies","management workshop settings","peer problem-solving discipline","Reflective practices"]}]},{"id":"identifiers","label":"Identifiers","entries":[{"key":"dc:identifier","label":"Identifier","values":["https://digital.sandiego.edu/dissertations/679"]}]},{"id":"additional","label":"Additional Metadata","entries":[{"key":"dc:description.abstract","label":"Abstract","values":["Considerable research indicates that classroom discipline is the most important factor influencing teachers' self-concepts of teaching effectiveness and job satisfaction. Yet, time is not allotted for critical reflection with peers closest to these practice concerns. K–8 general music teachers are further isolated from other teachers and experience discipline concerns specific to music teaching, concerns they need to reflectively problem-solve with job-alike peers. This qualitative study examined processes of guided critical reflection of 137 K–8 general music teachers from 16 states within researcher-led discipline and management workshops. Multiple sources of data included observation notes, participants' self-written case studies of their own classroom discipline concerns, peer-formulated written solutions and suggestions, and follow-up survey data concerning transfer of workshop techniques and ideas into individual teaching practices over time. The study addressed four research questions: 1) How do selected K–8 general music teachers critically reflect upon real-life discipline and management challenges within self-constructed case studies written and discussed during workshops? 2) How do these music teachers offer one another solutions within workshop problem-solving dialogues regarding these challenges? 3) In what ways, and to what extent, if any, do teachers transfer the techniques learned in workshop settings into their own classroom environments? If so, how? If not, why? and 4) In what ways, and to what extent, if any, do these music teachers engage in discipline and management peer problem-solving dialogues modeled in workshop settings with other teachers at their own school sites and district locations? Written data were tabulated and analyzed using a number of coding categories identified following multiple reviews of the data. Categories were collapsed into group types of discipline concerns, peer solutions, and follow-up survey information. This study demonstrated participants' ability to effectively engage in critical reflection and peer problem-solving about music classroom discipline concerns with job-alike peers. Findings also indicated positive changes in participants' classroom discipline, continued reflective practice, increased dialogue with peers, emergence of peer leadership, and improved communications and relationships with others at school and district locations over time. Based on these findings, implications were offered for music teacher educators, administrators, and professional growth offerings for music teachers."]},{"key":"dc:title","label":"Title","values":["Reflective Practices: Collective Case Studies of Selected K–8 General Music Teachers in Peer Problem-Solving Discipline and Management Workshop Settings"]}]}],"canonical_facts":{"dc:creator":["McDonald, Nan Leslie, EdD"],"dc:date.available":["2021-07-30T07:00:00Z"],"dc:description.abstract":["Considerable research indicates that classroom discipline is the most important factor influencing teachers' self-concepts of teaching effectiveness and job satisfaction. Yet, time is not allotted for critical reflection with peers closest to these practice concerns. K–8 general music teachers are further isolated from other teachers and experience discipline concerns specific to music teaching, concerns they need to reflectively problem-solve with job-alike peers. This qualitative study examined processes of guided critical reflection of 137 K–8 general music teachers from 16 states within researcher-led discipline and management workshops. Multiple sources of data included observation notes, participants' self-written case studies of their own classroom discipline concerns, peer-formulated written solutions and suggestions, and follow-up survey data concerning transfer of workshop techniques and ideas into individual teaching practices over time. The study addressed four research questions: 1) How do selected K–8 general music teachers critically reflect upon real-life discipline and management challenges within self-constructed case studies written and discussed during workshops? 2) How do these music teachers offer one another solutions within workshop problem-solving dialogues regarding these challenges? 3) In what ways, and to what extent, if any, do teachers transfer the techniques learned in workshop settings into their own classroom environments? If so, how? If not, why? and 4) In what ways, and to what extent, if any, do these music teachers engage in discipline and management peer problem-solving dialogues modeled in workshop settings with other teachers at their own school sites and district locations? Written data were tabulated and analyzed using a number of coding categories identified following multiple reviews of the data. Categories were collapsed into group types of discipline concerns, peer solutions, and follow-up survey information. This study demonstrated participants' ability to effectively engage in critical reflection and peer problem-solving about music classroom discipline concerns with job-alike peers. Findings also indicated positive changes in participants' classroom discipline, continued reflective practice, increased dialogue with peers, emergence of peer leadership, and improved communications and relationships with others at school and district locations over time. Based on these findings, implications were offered for music teacher educators, administrators, and professional growth offerings for music teachers."],"dc:identifier":["https://digital.sandiego.edu/dissertations/679"],"dc:subject":["case study","critical reflection","K-8","general music teachers","Leadership studies","management workshop settings","peer problem-solving discipline","Reflective practices"],"dc:title":["Reflective Practices: Collective Case Studies of Selected K–8 General Music Teachers in Peer Problem-Solving Discipline and Management Workshop Settings"],"thesis:degree_discipline":["Education"],"thesis:degree_level":["Dissertation: Open Access"],"thesis:degree_name":["EdD Doctor of Education"]},"updated_at":"2026-07-24T05:41:10Z"}