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Article 1
Authors: Nikki Holland, Iris Shepard, Christian Z. Goering, & David A. Jolliffe

Title: We Were the Teachers, not the Observers: Transforming Teacher Preparation through
Placements in a Creative, After-School Program

URL: http://trace.tennessee.edu/cgi/viewcontent.cgi?article=1209&context=jaepl

Date Published: Winter 2011-2012

Article 2
Author: Christian Z. Goering

Title: "This Ain't a Ghetto Class; this is a Fine Class!": Dramatic Oral Reading
Fluency Activities in the Social Context of a Ninth-grade Classroom

URL:https://books.google.com/books?
id=M6Qg9TqWzKkC&printsec=frontcover#v=onepage&q&f=false

Date Published: 2007

Article 3

Authors: Bradley J. Burenheide, Christian Z. Goering

Title: Exploring the Role of Music in Secondary English and History Classrooms through
Personal Practical Theory

URL: http://files.eric.ed.gov/fulltext/EJ948697.pdf

Date Published: Summer 2010

Summary:

Goering and Burenheide explore the idea of using music as a helpful tool in the
classroom. In considering this question, they went to a conference at the National Teachers Hall
of Fame. It was there that many teachers shared stories of their own experiences of this approach
as a teacher. Their collective research lead to the Personal Practical Theory (PPT). This idea
looks into ones own instructional practice and how their instructions can be advanced to best
educate their students in a way that excites all of them. This method chosen involves three
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distinct phases. The first step being identifying what guides ones beliefs and actions. The second
is to analyze how these beliefs can best align to the content being taught. Lastly, implementing
and reflecting on how this works in the classroom.

When digging into the idea of what guides ones belief they found that a common goal
for the community of teachers was to entice the students into the content. They also wanted the
students to have ownership over the content. They found that music broke the barrier between
engagement and content. Music aligned with content because it gave the student a way to learn
in a personal way. They could make the material their own and decide to interpret the concept in
terms of their own style and interest. The student proved to be much more engaging in all their
research. Two examples given that were utilized in the classroom. First was The Sound Track of
Your Life, were students pick about ten songs that describe moments in their life that shaped who
they are today. They connect the themes of their lives with the content of a song to draw
conclusions of why a situation impacted them. The second was Name Why That Tune, were the
teacher at the beginning of class played a song and the students would guess before class why the
song might be relevant to the subject matter. After class they would revisit the song and restate
after they have learned the material for the day why that song gave insight to what they just
learned. Music was found to add to the harmony of teaching and both Goering and Burenheide
were puzzled as to why music is not used to a great extent in teaching.