Elizabeth M. Weikle, MA, Dr. Drew X. Coles
Abstract
This qualitative study investigates how culturally responsive teaching (CRT) professional development influences music educators’ perceptions and practices related to student engagement. Drawing on semi-structured interviews with three K–12 music educators in Virginia who participated in a three-month CRT-focused professional development program, the research explores changes in how teachers define, assess, and respond to student interest, engagement, and behavior. Findings revealed three central themes: a broadened understanding of engagement that includes culturally situated and non-traditional forms of participation; increased student interest and motivation when instruction reflected students’ cultural identities and musical preferences; and a reduction in behavioral challenges through the use of inclusive, student-centered strategies. These outcomes align with existing literature on CRT, culturally sustaining pedagogy, and student engagement theories, including the work of Ladson-Billings (1995), Gay (2010), and Paris and Alim (2017). The study underscores the importance of ongoing, reflective, and discipline-specific CRT professional development that empowers educators to create inclusive music classrooms where all students feel seen, heard, and valued. While limited by sample size and geographic context, the findings offer important implications for future research, teacher training, and curriculum design in culturally responsive music education.
Recommended Citation
Weikle, E.M., & Coles, D.X. (2025). Student interest, engagement, and behavior: Investigations of teacher perspectives and practices. Midwest Journal of Education, 2(2). https://doi.org/10.69670/mje.2.2.1
DOI
Corresponding Author
Elizabeth M. Weikle, School of Music, University of Maryland, 2110 Clarice Smith Performing Arts Center, 8270 Alumni Dr., College Park, MD 20742-5031, USA
Email: [email protected]
ORCid: 0009-0005-7557-5962