Erika J Knapp
Biographic Data
| ID | 5872532 |
|---|---|
| NAME | Erika J Knapp |
| GIVEN NAMES | Erika J |
| FAMILY NAME | Knapp |
| SIGNATURE | KNAPP E J |
| AFFILIATIONS | University of North Texas |
| ORCID | 0000-0002-4812-9650 |
| VERIFIED | Yes |
| TOTAL WORKS | 9 |
| TOTAL CITATIONS | 0 |
| AUTHOR COUNT | 9 |
| EDITOR COUNT | 0 |
| FIRST PUBLICATION YEAR | 2021 |
| LATEST PUBLICATION YEAR | 2025 |
| H-INDEX | 0 |
“There is no manual for this”
The descriptive collective case study reported in this article explored the experiences of three music educators who teach students with disabilities in self-contained elementary classroom settings. Utilizing Shaffer’s epistemic frame theory, this study sought to consider how teachers made pedagogical decisions and justified their choices in their teaching situations. Analysis of cross-case data collected through on-site multiday observations, in…
“See me for who I am”
The purpose of this exploratory instrumental qualitative case study with nested mixed methods was to examine undergraduate music majors’ perceptions of their sense of belonging within one public university music program. We surveyed undergraduate music majors within a single music program and completed purposeful and targeted follow-up interviews of selected respondents who represented a diverse cross-section of the student body. Quantitative ana…
Institutional Leadership Perspectives on the National Association of Schools of Music Accreditation
This case study examined institutional leadership perspectives on the National Association of Schools of Music (NASM) accreditation process, drawing on interviews with 19 deans, directors, and senior leaders from diverse academic settings. The study revealed complex tensions between the perceived value of NASM membership and concerns about diminishing returns, highlighting issues of institutional isomorphism, outdated standards, and the challenge…
The Language of Inclusion in Music Education
In this critique, I examine the complex dynamics of inclusion-related terminology in music education, analyzing how terms like “inclusion” and “inclusive” function within institutional power structures. Through a systematic literature review and critical theoretical analysis drawing on Foucault’s conceptualization of power/knowledge, my analysis revealed tensions between these terms’ emancipatory potential and their role in maintaining existing p…
Experiences of Stakeholders in a Full-Inclusion Secondary Instrumental Ensemble
In this phenomenological case study, we explored stakeholder experiences in a full-inclusion secondary instrumental ensemble, examining perspectives from students with disabilities, their caregivers, and both music and special educators. Through interviews and observations of nine participants, our research revealed three key themes: (a) intersecting and varying value systems, (b) a platform of mutual empowerment, and (c) increased teacher self-e…
Moving beyond data collection
Mission-driven nonprofit organizations sometimes struggle within a cycle of disempowerment resulting from oversaturation of data collection that is reactive to funder demands. In this article, we problematize Community Music School (CMS) data-collection and analysis efforts and discuss alternate approaches to learning about family and community desires and building community engagement. We first review literature on CMS goals, CMS engagement with…
I Want to Be a Better Person and a Better Teacher”
The purpose of this collective case study was to examine a collaborative teacher study group (CTSG) that explored narratives of race and dis/ability in music education. Participants were eight public school music educators from across the United States. The group met 11 times in Fall 2021, completed three individual interviews, and wrote in a private online journal. Initially, participants displayed a broad spectrum of agreements and dissonances …
Teaching Music During Covid-19
As a result of the COVID-19 pandemic, teachers across the world shifted from in-person to online instruction. Almost instantaneously, educators were forced to rethink how they delivered instruction, managed their classes, and assessed student learning. This multiple case study examined the perspectives of 13 music educators from across the United States as they engaged in teaching music during a pandemic and how these teachers adapted and respond…
Reflecting on the ‘Community’ in Community Music School after a transition to all-online instruction
As of February 2020, 2119 people of all ages attended early childhood music or music therapy, played and sang in ensembles, or took lessons at two Community Music Schools. On March 13, both facilities closed due to the COVID-19 outbreak, and all activities shifted online. The purpose of this instrumental case study was to examine practical and relational experiences and perspectives regarding the nature of community when participants interacted o…
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Reflecting on the ‘Community’ in Community Music School after a transition to all-online instruction
As of February 2020, 2119 people of all ages attended early childhood music or music therapy, played and sang in ensembles, or took lessons at two Community Music Schools. On March 13, both facilities closed due to the COVID-19 outbreak, and all activities shifted online. The purpose of this instrumental case study was to examine practical and relational experiences and perspectives regarding the nature of community when participants interacted o…
Teaching Music During Covid-19
As a result of the COVID-19 pandemic, teachers across the world shifted from in-person to online instruction. Almost instantaneously, educators were forced to rethink how they delivered instruction, managed their classes, and assessed student learning. This multiple case study examined the perspectives of 13 music educators from across the United States as they engaged in teaching music during a pandemic and how these teachers adapted and respond…
Moving beyond data collection
Mission-driven nonprofit organizations sometimes struggle within a cycle of disempowerment resulting from oversaturation of data collection that is reactive to funder demands. In this article, we problematize Community Music School (CMS) data-collection and analysis efforts and discuss alternate approaches to learning about family and community desires and building community engagement. We first review literature on CMS goals, CMS engagement with…
I Want to Be a Better Person and a Better Teacher”
The purpose of this collective case study was to examine a collaborative teacher study group (CTSG) that explored narratives of race and dis/ability in music education. Participants were eight public school music educators from across the United States. The group met 11 times in Fall 2021, completed three individual interviews, and wrote in a private online journal. Initially, participants displayed a broad spectrum of agreements and dissonances …
“There is no manual for this”
The descriptive collective case study reported in this article explored the experiences of three music educators who teach students with disabilities in self-contained elementary classroom settings. Utilizing Shaffer’s epistemic frame theory, this study sought to consider how teachers made pedagogical decisions and justified their choices in their teaching situations. Analysis of cross-case data collected through on-site multiday observations, in…
“See me for who I am”
The purpose of this exploratory instrumental qualitative case study with nested mixed methods was to examine undergraduate music majors’ perceptions of their sense of belonging within one public university music program. We surveyed undergraduate music majors within a single music program and completed purposeful and targeted follow-up interviews of selected respondents who represented a diverse cross-section of the student body. Quantitative ana…
Institutional Leadership Perspectives on the National Association of Schools of Music Accreditation
This case study examined institutional leadership perspectives on the National Association of Schools of Music (NASM) accreditation process, drawing on interviews with 19 deans, directors, and senior leaders from diverse academic settings. The study revealed complex tensions between the perceived value of NASM membership and concerns about diminishing returns, highlighting issues of institutional isomorphism, outdated standards, and the challenge…
The Language of Inclusion in Music Education
In this critique, I examine the complex dynamics of inclusion-related terminology in music education, analyzing how terms like “inclusion” and “inclusive” function within institutional power structures. Through a systematic literature review and critical theoretical analysis drawing on Foucault’s conceptualization of power/knowledge, my analysis revealed tensions between these terms’ emancipatory potential and their role in maintaining existing p…
Experiences of Stakeholders in a Full-Inclusion Secondary Instrumental Ensemble
In this phenomenological case study, we explored stakeholder experiences in a full-inclusion secondary instrumental ensemble, examining perspectives from students with disabilities, their caregivers, and both music and special educators. Through interviews and observations of nine participants, our research revealed three key themes: (a) intersecting and varying value systems, (b) a platform of mutual empowerment, and (c) increased teacher self-e…
Diverse Music Education Insights (9 works) · Music education (7 works) · Pedagogy (6 works) · Psychology (5 works) · Sociology (5 works) · Mathematics education (3 works) · Teacher Education and Leadership Studies (3 works) · Collaborative Teaching and Inclusion (2 works) · Inclusion (mineral (2 works) · Medicine (2 works)