AbstractsEducation Research & Administration

Band directors at the middle school level (Grades 6–8) encounter the challenging task of raising the performance skills of incoming students with multiple levels of musicianship. Evidence suggests students can help peers develop learning skills and social relationships. While there is significant research about cooperative learning in general education, a gap exists on the topic of instrumental music instruction and cooperative learning at the middle school level. The problem is the uncertainty related to how band directors in instrumental music education employ cooperative learning strategies in the music education classroom. The purpose of the qualitative intrinsic case study was to investigate the dispositions of middle school band directors toward the use of cooperative learning strategies in band rehearsals and instrumental music classes. The research questions guided the study’s focus on the impact of cooperative learning in band rehearsals and instrumental music classes and how band directors perceive student improvement when using the strategies. A sample of 13 school band directors with a minimum of 3 years’ experience who are using or had used cooperative learning in the classroom were purposely selected from a pool within a private education system and a professional networking group to participate in the qualitative intrinsic case study. Data collection proceeded through unstructured interviews, pre-participant selection questionnaire, postinterview questionnaire, and observational field notes. The analysis of data took place after transcribing all interviews and segmenting and coding the responses of all participants. The study’s findings offered new insight into how band directors view the influence and impact of cooperative learning strategies and the impact on students’ cognitive development, musical performance, and social interdependence. Key words: instrumental music instruction, cooperative learning, peer-teaching, social learning