Boston University Libraries OpenBU
    JavaScript is disabled for your browser. Some features of this site may not work without it.
    View Item 
    •   OpenBU
    • Theses & Dissertations
    • Boston University Theses & Dissertations
    • View Item
    •   OpenBU
    • Theses & Dissertations
    • Boston University Theses & Dissertations
    • View Item

    The California Music Project Teacher Training Program as an intervention in poverty and income inequality

    Thumbnail
    Date Issued
    2015
    Author(s)
    Ireland D'Ambrosio, Kara Elizabeth
    Share to FacebookShare to TwitterShare by Email
    Export Citation
    Download to BibTex
    Download to EndNote/RefMan (RIS)
    Metadata
    Show full item record
    Permanent Link
    https://hdl.handle.net/2144/15431
    Abstract
    This dissertation examined the California Music Project Teacher Training Program, which was designed to address inequities of music education in high poverty schools, support music teachers so they remained in those schools, and encourage preservice music teachers to build personal and professional capacity for work in under-resourced school environments. I viewed CMP within a broader framework of income inequality that directly impacted children, families and neighborhoods, and through those mechanisms indirectly impacted school functions and educational attainment for children. In light of a body of research on interventions in poverty and income inequality designed to stabilize school operations and thus improve children's educational attainment, I framed CMP as a similar intervention, designed to stabilize music programs and music teaching in the San Jose area. The San Jose site of CMP thus became the case of interest and I sought a broad cross-section of mentors and fellows associated with that site to inform the research. Data analysis revealed two systemic impacts on CMP schools: 1) California had low per-pupil spending overall, and in some CMP schools, per pupil spending was lower than the state average; and 2) most CMP schools were required to provide remedial instruction for large numbers of students. Due to budgetary pressures from remedial programs, there were few funds available for music programs, and due to the many students who needed remedial instruction in CMP schools, overall music enrollment was low, yet class sizes were large. The mentors were sustained in several ways by having fellows who helped in their music classrooms; however, mentors did not attribute their longevity to CMP, and several CMP mentors left their teaching positions in under-resourced schools. Prior to 2012, most fellows initially became employed as music teachers in under-resourced schools, but only a few remained in those positions.
    Collections
    • Boston University Theses & Dissertations [6787]


    Boston University
    Contact Us | Send Feedback | Help
     

     

    Browse

    All of OpenBUCommunities & CollectionsIssue DateAuthorsTitlesSubjectsThis CollectionIssue DateAuthorsTitlesSubjects

    Deposit Materials

    LoginNon-BU Registration

    Statistics

    Most Popular ItemsStatistics by CountryMost Popular Authors

    Boston University
    Contact Us | Send Feedback | Help