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The study asks how evidence about shared influence challenges social foundation faculty, especially regarding preservice teachers’ roles in decision-making for field experiences, learning communities, and service-learning. Background centers on B. Pearl, a historically Black New Orleans school facing long-term resource shortages and serving a diverse, including hearing-impaired, student population.",{"@graph":69,"@context":121},[70,84,104],{"@type":71,"itemListElement":72},"BreadcrumbList",[73,77,79,82],{"item":74,"name":75,"@type":76,"position":8},"https://docshare.wps.com","Home","ListItem",{"item":78,"name":9,"@type":76,"position":14},"https://docshare.wps.com/document/",{"item":80,"name":40,"@type":76,"position":81},"https://docshare.wps.com/document/research-report/",3,{"item":83,"name":65,"@type":76,"position":19},"https://docshare.wps.com/document/music-informance-as-embodied-service-learning-by-mary-ann-doyle-gwen-hotchkiss-marie-noel-ann-huss-rebecca-holmes/603273/",{"url":83,"name":65,"@type":85,"image":86,"author":91,"headline":65,"publisher":94,"fileFormat":97,"inLanguage":63,"description":67,"dateModified":98,"datePublished":98,"encodingFormat":97,"isAccessibleForFree":99,"interactionStatistic":100},"DigitalDocument",{"url":87,"@type":88,"width":89,"height":90},"https://docshare.wps.com/thumbnails/music-informance-as-embodied-service-learning-by-mary-ann-doyle-gwen-hotchkiss-marie-noel-ann-huss-rebecca-holmes/603273.png","ImageObject",300,407,{"name":92,"@type":93},"moss~","Person",{"url":74,"name":95,"@type":96},"DocShare","Organization","application/pdf","2026-10-15",true,{"@type":101,"interactionType":102,"userInteractionCount":4},"InteractionCounter",{"@type":103},"ViewAction",{"@type":105,"mainEntity":106},"FAQPage",[107,113,117],{"name":108,"@type":109,"acceptedAnswer":110},"What questions guide the interpretive framework in this collaborative project?","Question",{"text":111,"@type":112},"The authors explore how evidence about equitable sharing of influence challenges social foundation faculty, what experiences support preservice teachers’ understanding, and how much students should participate in decision-making about field experiences, learning communities, and service-learning.","Answer",{"name":114,"@type":109,"acceptedAnswer":115},"Why is the B. Pearl school context important to the partnership?",{"text":116,"@type":112},"B. Pearl is described as a low-performing school with decades of limited instructional resources, serving an urban poor community and a high proportion of African-American families, including many hearing-impaired students.",{"name":118,"@type":109,"acceptedAnswer":119},"What is the service-learning expectation in the social foundations course?",{"text":120,"@type":112},"Students are required to contribute to schools or community centers across the greater New Orleans area, with many reporting that they learned substantially from their service-learning involvement.","https://schema.org",{"og:url":83,"og:type":123,"og:title":65,"og:site_name":95,"og:description":67},"article",{"robots":125,"canonical":83},"index,follow",{"doc_id":127,"site_id":62},603273,1792096007,{"code":4,"msg":5,"data":130},{"doc_id":127,"user_id":131,"nickname":92,"user_avatar":132,"doc_module":4,"category_id":39,"category_name":40,"doc_title":65,"doc_description":67,"doc_content":133,"file_id":134,"file_url":135,"file_type":136,"file_size":137,"view_count":4,"is_deleted":4,"is_public":8,"is_downloadable":8,"audit_status":8,"page_count":138,"language":139,"language_code":63,"site_id":62,"html_lang":63,"table_of_contents":140,"faqs":141,"seo_title":142,"seo_description":67,"update_tm":128,"read_time":143},962090895452,"https://ap-avatar.wpscdn.com/davatar_a8503ba1806abce46bf441b54a3ca4cd","MaryAnn Doyleis director ofthe undergraduate education programs and Gwen Hotchkiss is a professor ofmusic education, both at Loyola University, Marie Noel is a professional development coordinator atBanneker School, and Ann Huss and Rebecca Holmes are both graduates of Loyola University, all in New Orleans, Louisiana.  \nMusic Informance as Embodied Service Learning  \nBy Mary Ann Doyle, Gwen Hotchkiss, Marie Noel, Ann Huss, & Rebecca Holmes  \nIntroduction  \nMany universities and PK-12 schools have embraced the challenge of developing new models for collaborative partnerships in the preparation and professional development of teachers (Shelley & Washburn 2000) . Evidence suggests that collaborative partnerships are sustainable only when access to and distribution of influence is equitably shared among stakeholders, so much so that even competing interests may be understood in the larger conceptual framework as contributing in different ways to shared benefits (Zlotkowski 1997) .  \nHow does this evidence challenge social foundation faculty in particular ways? Do some questions deserve special attention, i.e., what kinds of experiences are likely to benefit preservice teachers’ understanding of collaborative partnerships? To what de-  \ngree should students be involved in the decision-making processes regarding field experiences, learning communities, and service-learning opportunities within collaborative partnerships? Shall we assume that leadership skills maybe different in a world where collaboration is valued more than representational leadership? If so, how do we provide appropriate support for the development of such talents? And, what might we learn from preservice teachers’ enthusiasm for and resistance to greater participation in shared decision-making and community involvement?  \nThe authors employ these questions as an interpretive framework for the evaluation of a collaborative project envisioned and implemented for the most part by preservice teachers, with support and encouragement from a team of peers, school administrators and university faculty housed in different colleges within a small, private, liberal-arts university.  \nBackground  \nIn the summer of 1998, a fifth grade teacher new to a neighborhood school near our university requested support for her students in whatever ways the university’s teacher preparation program could provide. The school, identified in this essay as B. Pearl, is located within walking distance of the university and was accessible by streetcar from residential areas at some distance along two main boulevards. The school serves an urban and poor neighborhood community in which 86% of the families identify themselves as African-American, 10% identify themselves as white, and 4% identify themselves as Asian-American. Instruction is provided for nearly 300 children from kindergarten through eighth grade. Hearing impaired students make up as much as 20% of the school population, with profoundly deaf students among the preschool population.  \nThe physical plant was in disrepair at the time of the teacher’s request, and instructional resources for students with regular and exceptional needs had been in short supply from the district for more than a decade. Characterized as a lowperforming school with most families livingator below the poverty level, the school is situated in the historically Black neighborhood known in former times as the Black Pearl Community. Within walking distance of this school and the two universities in the neighborhood are six other schools that enroll students in the same age range on the basis of particular and discriminating criteria. These schools attract students with strong academic records and maintain the quality of their enrollment by enforcing strict performance standards. As magnet schools, parochial and independent schools, and a Montessori school, these schools offer alternatives for students who perform at or above average. In many ways, the students who ","cbCaierDTz2XNF6U","https://ap.wps.com/l/cbCaierDTz2XNF6U","pdf",43114,15,"English","# Introduction\n## Interpretive framework and research questions\n# Background\n## The B. Pearl school context\n# Experiencing Social Foundations\n## Course composition and service-learning expectations","[{\"question\":\"What questions guide the interpretive framework in this collaborative project?\",\"answer\":\"The authors explore how evidence about equitable sharing of influence challenges social foundation faculty, what experiences support preservice teachers’ understanding, and how much students should participate in decision-making about field experiences, learning communities, and service-learning.\"},{\"question\":\"Why is the B. Pearl school context important to the partnership?\",\"answer\":\"B. Pearl is described as a low-performing school with decades of limited instructional resources, serving an urban poor community and a high proportion of African-American families, including many hearing-impaired students.\"},{\"question\":\"What is the service-learning expectation in the social foundations course?\",\"answer\":\"Students are required to contribute to schools or community centers across the greater New Orleans area, with many reporting that they learned substantially from their service-learning involvement.\"}]","Music Informance as Embodied Service Learning - By Mary Ann Doyle, Gwen Hotchkiss, Marie Noel, Ann Huss, & Rebecca Holmes | PDF",38]