Integrating Transformative Social-Emotional Learning in the Orchestra Classroom of Title I Schools
School of Music, Liberty University, Lynchburg, Virginia
How they used Delve
A Doctor of Music Education candidate at Liberty University used Delve to code teacher interviews and questionnaire responses drawn from published studies, using its code-frequency display and an audit trail to run a PRICE-method thematic analysis of social-emotional learning in Title I music classrooms.
“The researcher then uploaded the codes and themes into the Delve software to facilitate management of the content-rich quotations and concepts from the participants. Passages in the articles and questionnaire results were highlighted to match each code. The use of Delve software facilitated the organization of numerous responses, allowing the display of the frequency with which participants use a specific code.”
- Field
- Music education; transformative social-emotional learning in orchestra classrooms at Title I schools
- Data
- Semi-structured teacher interviews and questionnaire responses reproduced within published studies on SEL in music education, retrieved from Google Scholar, ERIC, ProQuest and PsycNET; ten interconnected themes were built from them
- Approach
- Historical secondary qualitative study framed by the CASEL model: interviews and questionnaires published inside articles retrieved from Google Scholar, ERIC, ProQuest and PsycNET were treated as the data. Quotations and concepts were recorded and coded in Delve using the PRICE method of thematic analysis (Pattern Recognition, Reviewing Themes, Interpretation, Coding, Evaluation), with questionnaire results coded and merged with interview responses for triangulation
- Data types
- Documents, Interviews, Open-ended survey responses
Abstract
The purpose of this historical, secondary, qualitative study was to explore the evolution of integrating transformative Social-Emotional Learning in the music classrooms of Title I schools. The aim was to determine which social and emotional skills have been taught in the music classroom, what barriers have been encountered in integrating SEL, and which assessment measures have been used to evaluate the effectiveness of SEL integration. The CASEL model was used because it supports ongoing critical analysis to ensure students’ social and emotional needs are met. Music educators are uniquely poised to provide instruction to students and equip them with essential social and emotional skills that students need to be healthy adults. Because the music classroom is an ideal environment to integrate social and emotional learning, all schools should allocate funds for as many musical offerings as possible. This analysis of SEL emphasized the role of teachers in implementing transformative SEL in Title I music classrooms. The results showed that providing teachers with essential SEL training through pre-service and professional learning is crucial for teachers to recognize their own biases and for students to acquire the social and emotional skills needed to become civic-minded, healthy adults.
Citation
Amy Ellington (2026). Integrating Transformative Social-Emotional Learning in the Orchestra Classroom of Title I Schools. Liberty University Doctoral Dissertations.