Music integration in the elementary school community: An investigation of integration styles and collaborative modes in Pennsylvania and Taiwan

The purpose of this study was to gain an understanding of the role that music integration plays in the elementary school community. With a trend toward integrated curriculum, music specialists and classroom teachers have been encouraged to integrate music across the curriculum. It seems collaboration in arts integration has been a recent emphasis. This study investigated differences and relationships between styles of integration defined by Bresler (1995) and modes of collaboration identified for this study, by region (Pennsylvania and Taiwan) and type of teacher (music specialists and primary/upper-level classroom teachers). Elementary school teachers (n=625) completed a researcher-designed questionnaire (a 28.04% response rate). A 2-way MANOVA, Pearson Correlation and coding for open-ended questions were utilized to interpret the results for research questions.;(1) Do teachers’ integration of music (Integration Styles) and collaboration with others (Collaborative Modes) differ by type of teacher and/or region? Significant differences in teachers’ integration of music and collaboration with others existed by type of teacher but not by region; music specialists supported music integration and collaboration more than classroom teachers.;(2) Do teachers' beliefs and practices regarding Integration Styles and Collaborative Modes differ by type of teacher and/or region? Teachers’ beliefs and practices regarding Integration Styles and Collaborative Modes significantly differed by type of teacher and region. Music specialists supported Coequal and Social Integration Styles more than classroom teachers. Pennsylvania teachers supported Subservient Style, and practiced Consultation, Peer and School-wide modes more than Taiwanese teachers.;(3) What is the nature of the relationship between Integration Styles and Collaborative Modes, both overall and by style or mode? Are these relationships different by type of teacher and/or region? A strong and positive significant correlation existed between overall and individual Integration Styles and Collaborative Modes in both regions as well as three types of teachers.;(4) Do the reported Integration Styles reflect those of Bresler? Do the reported Collaborative Modes reflect those defined for the study? The reported Integration Styles reflected those of Bresler, and the reported Collaborative Modes partially reflected those defined for the study; teachers rarely used Partnership Mode in schools.;Implications for music education and recommendations for future studies are discussed based on these findings.