Ryan Lofland
Research Mentor(s): Colleen Conway
Mentor Department: Music Education
Authors: Colleen Conway, Sean Grier, Daniel Taylor, Ryan Lofland
Session: Session 2 (10:00- 10:50am)
Presentation Type: Oral
Abstract
Teacher education scholars have suggested a recent shift within P-12 education and music education from traditional notions of P-12 classroom management to teacher-student interactions that focus on relational pedagogies (AUTHORS, 2022; AUTHOR 1, 2022; AUTHOR 2, 2024; Gee et al., 2024; Hibbard, 2021; Hibbard & Price, 2022). In their large-scale examination of over 40 years of music education research on classroom management, Byo and Sims (2014) documented that early literature—drawn from behavioral psychology frameworks—focused on teacher actions in response to on-task/off-task behavior of students. There was little mention in the literature of the implications of broader sociocultural contexts or the influence of student identity, lived experiences, or culture on the work of teachers and their classroom management practices. Byo and Sims (2014) added that “as paradigms and theoretical frameworks have shifted over time, questions turned to issues related to more learner-centered behaviors.†(p. 234). More recent education (Davis & Allen, 2020; Milner, 2016) and music education (Bailey, 2022; Potter, 2021; Shaw, 2019) sources highlight the need for teachers to know and understand students’ culture (including their race, ethnicity, and language), background, and life experiences in order to create relationships with students and communities that will lead to learner agency and enhanced classroom experiences. Given this need, we were curious as to how music teacher education programs have responded with regard to the teaching of classroom management.
