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A Profile of Community College Students as Preservice Music Educators Journal of Music Teacher Education Pub Date : 2024-03-11 Diana R. Dansereau, Michael Sundblad
The purpose of this explanatory sequential mixed-methods study was to provide a profile of preservice music educators who chose to attend community college and a description of factors that led to this choice. The study was framed by Perna’s college choice model and focused on participants’ experiences and the socioeconomic and educational contexts that predated their enrollment. Quantitative data
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The Hybrid Identities of Choral Music Teacher Educators in Tier 1 Research Universities: A Phenomenological Exploration Journal of Music Teacher Education Pub Date : 2024-02-26 Kari Adams, Jessica Nápoles
The purpose of this phenomenological study was to explore the “lived experience” of choral music teacher educators (MTEs) in hybrid positions at tier 1 research universities. After interviews with eight choral MTEs from across the United States, three themes emerged from our data: inseparable identity components, reciprocity of selves, and externally derived tension. Inseparable identity components
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Navigating Cisgenderism: The Experiences of Three Gender-Expansive Music Educators Journal of Music Teacher Education Pub Date : 2023-05-16 Joshua Palkki
With the intent of improving music teacher education for people of trans and/or gender-expansive (TGX) experience, the purpose of this study is to convey the voices and experiences of three TGX mus...
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Facilitating Collective Free Improvisation Learning in Teacher Education Journal of Music Teacher Education Pub Date : 2023-04-27 Hoon Hong Ng
Collective free music improvisation (CFMI) develops musicians’ relationships, identity, and communication skills and engages musicians from different cultures by tapping into their diversities in t...
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Collaborative Reflection-on-Action as a Catalyst for Change in Middle-Level General Music Journal of Music Teacher Education Pub Date : 2023-04-26 Stephanie Cronenberg, Anqi Tang
Lack of relevancy, administrative support, collegial support, and time are just a few of the many barriers that prevent practicing music teachers from accessing relevant professional development (P...
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Preservice Music Educators’ Preparedness, Self-Efficacy, and Commitment to Incorporate Popular Music Journal of Music Teacher Education Pub Date : 2023-03-18 Kexin Xu
The purpose of the study was to examine preservice music teachers’ degree of preparedness, self-efficacy, and commitment to incorporating popular music into their P-12 music classrooms, as well as ...
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Preservice Teachers as Policy Actors: Developing Policy Consciousness in a Student-Led Arts Partnership Program Journal of Music Teacher Education Pub Date : 2023-02-09 Kelly Bylica
The purpose of this study was to consider how the experiences of nine preservice music educators who participated in the development of Project B impacted their understandings of and participation ...
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Start Me Up: Experiences of First-Year Teachers Beginning New Instrumental Music Programs in Urban Public Schools Journal of Music Teacher Education Pub Date : 2023-02-01 Daniel S. Isbell
The purpose of this multiple case study was to examine the experiences of beginning music teachers as they navigate starting instrumental music programs in a large urban school district in the sout...
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Music Mentor Preparation and Professional Development: A Program Review of the NAfME Music Mentorship Program Facilitator and Mentor Support Project (MMSP) Journal of Music Teacher Education Pub Date : 2022-12-27 Jessica Vaughan-Marra, Christopher M. Baumgartner
The purpose of this program review was to provide an in-depth analysis of the National Association for Music Education Music Mentorship Program Facilitator and Mentor Support Project, led by member...
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“We Never Got to Try That Experience of Total Chaos”: Exploring Preservice Music Teachers’ Agency in Teaching Practicum Journal of Music Teacher Education Pub Date : 2022-12-08 Silje Meling Bjørnevoll
The purpose of this instrumental case study was to investigate one single case of four preservice music teachers’ (PMTs) in their teaching practicums, carried out as a part of a Norwegian general t...
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Preservice Music Educators’ Perceptions of Online Synchronous Fieldwork: A Case Study Journal of Music Teacher Education Pub Date : 2022-09-20 Emily M. Mercado
The purpose of this instrumental case study was to examine preservice music educators’ perceptions of teaching voice lessons to elementary and secondary students during an online synchronous fieldw...
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Music Teachers in U.S. Charter Schools: A Multistate Profile Journal of Music Teacher Education Pub Date : 2022-09-16 Lisa D. Martin, Sophie Browning
This descriptive survey study aimed to investigate the professional experiences of music educators teaching at charter schools in the United States. In the spring of 2020, a total of 113 charter sc...
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Finding “Otherness” in Music and Pedagogy: A Critical Ontological Analysis of an Immersive International Music Education Exchange Program Journal of Music Teacher Education Pub Date : 2022-09-16 Nicholas R. McBride, George Nicholson
This study sought to investigate how a cohort of American preservice graduate students in music education reconceptualize their pedagogical lens after participating in an immersive cultural music e...
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Some Reflections on Leadership and Transitions Journal of Music Teacher Education Pub Date : 2022-09-08 James R. Austin
Are people born to become leaders, or do their life experiences prepare them for those roles and responsibilities? As with most human development questions, it is likely a mix of nature and nurture that produces leaders. I do know from my years as a university faculty member, however, that some colleagues fully capable of leadership avoid it like the plague—feigning disinterest or incompetence on committees
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An Exploratory Study of Transferring From a Community College Into a 4-Year Music Education Program Journal of Music Teacher Education Pub Date : 2022-09-08 Karen Koner, John Eros
Two-year community colleges (CCs) provide access to higher education for those who might not otherwise have had the opportunity. Research into CCs has seen growth in past years, with a focus on are...
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Relationships Between Well-Being and Teaching Adaptability Among Music Teacher Educators: A Snapshot of the 2020–2021 Academic Year Journal of Music Teacher Education Pub Date : 2022-09-05 Nicholas E. Roseth, Jennifer Blackwell
The purpose of this survey study was to explore the relationships between well-being and adaptability among music teacher educators in the United States during the 2020–2021 academic year. We used ...
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Policy Dispositions Among Music Administrators in Higher Education Journal of Music Teacher Education Pub Date : 2022-09-05 Benjamin C. Helton, Jason M. Delfing
Music teachers commonly lack basic awareness of and skill in navigating various education policy areas. One explanation for this lack of policy acumen is the general absence of policy content withi...
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Parents and Group Music Lessons: A Role Theory Perspective for Music Teacher Educators Journal of Music Teacher Education Pub Date : 2022-09-05 Kathryn Ang, Clorinda Panebianco, Albi Odendaal
This collective case study aimed to explore the various expected roles for parents of preschool children in group music lessons in the Klang Valley of West Malaysia, the area located around Kuala L...
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Admissions and Selection Criteria for Master’s Students in Music Education Degree Programs Journal of Music Teacher Education Pub Date : 2022-09-04 D. Gregory Springer, Natalie Steele Royston, Ashley D. Allen
The purpose of this study was to examine music education faculty members’ perceptions of admissions and selection criteria for entering master’s students in music education degree programs. Using m...
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Exploratory and Creative Practices in Undergraduate Brass Techniques Coursework Journal of Music Teacher Education Pub Date : 2022-08-11 Laura K. Hicken, Brian N. Weidner
Coursework across the music education curriculum provides teacher educators an opportunity to introduce and reinforce a range of instructional practices (i.e., creating, performing, responding to, and connecting with music) into the music classroom. Although instrument techniques courses are a foundational part of an undergraduate music education curriculum, previous research suggests that preservice
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Recent College Graduates With Bachelor’s Degrees in Music Education: A Demographic Profile Journal of Music Teacher Education Pub Date : 2022-06-20 David R. DeAngelis
The purpose of this study was to examine demographics of graduates with bachelor’s degrees in music education to better understand the collegiate pipeline for music teachers of color. White overrepresentation has been observed throughout the music education profession, but the field lacks a large-scale demographic profile for recent college graduates in music education. Using data collected from 565
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Teacher–Student Relationships: The Lived Experiences of Four K–12 Music Educators Journal of Music Teacher Education Pub Date : 2022-06-08 Jennifer C. Hutton
The purpose of this phenomenological study was to explore four K–12 public school music educators’ lived experiences with teacher–student relationships. Research questions were the following: (a) How do music educators describe teacher–student relationships in their classrooms? (b) What strategies do music educators use to encourage positive, caring relationships with their students? and (c) What benefits
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Canary in a Coal Mine? Pondering Recent Enrollment and Completion Trends for Teacher Education Programs Journal of Music Teacher Education Pub Date : 2022-05-29 James R. Austin
Today, domesticated canaries are considered desirable pets due to their brightly colored plumage and their distinctive call or song. In the 19th and early 20th centuries, however, canaries served a more pragmatic role, providing “early alerts” for miners concerned about the health risks of carbon monoxide (Bonney, 2020). Because canaries are particularly sensitive to carbon monoxide, an otherwise odorless
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Using Pedagogical Documentation With Preservice Music Teachers to Establish a Culture of Inquiry Journal of Music Teacher Education Pub Date : 2022-05-13 Vanessa L. Bond
Reflective practice positively affects preservice teacher growth. Yet, in structures used to support student teachers, faculty often prioritize professionalism and logistics over pedagogical concerns. The purpose of this intrinsic case study was to describe the use of pedagogical documentation with preservice music teachers to establish a culture of inquiry and community of practice during their student
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Large Ensemble Teachers’ Support for Popular Music Courses in High Schools Journal of Music Teacher Education Pub Date : 2022-04-26 David M. Rolandson, Daniel R. Conn
The purpose of this study was to investigate whether large ensemble teachers supported the inclusion of authentic popular music courses in high school music programs. We distributed the 61-item Popular Music in High School Questionnaire (PMQ) to a nationwide, stratified sample of 1,000 high school large ensemble teachers. Participants perceived several obstacles to widespread adoption of popular music
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Conducting and Rehearsal Skills in Preservice Music Education: A Review of the Literature Journal of Music Teacher Education Pub Date : 2022-04-19 Alyssa N. Grey
Preservice music educators are expected to develop a variety of skills throughout their undergraduate program to prepare them for the challenges of classroom instruction. One of the most complex tasks is to learn how to effectively conduct and rehearse large ensembles. Preservice music educators often struggle with conducting gestures, balancing verbal and nonverbal instruction, and error detection
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Preservice Music Teacher Education: The View From 20 Years Later Journal of Music Teacher Education Pub Date : 2022-03-18 Colleen Conway
The purpose of this inquiry was to describe the preservice music teacher education perceptions of 10 experienced music teachers who had participated in studies of teacher education 10 and 20 years ago. Data included written responses and two individual interviews. The first four themes show participants’ reactions to the past and suggestions for the future in the areas of musicianship, fieldwork, student
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Virtual Professional Learning Communities: A Case Study in Rural Music Teacher Professional Development Journal of Music Teacher Education Pub Date : 2022-03-03 David M. Rolandson, Lana E. Ross-Hekkel
The purpose of this study was to explore how a Virtual Professional Learning Community (VPLC) might serve as effective professional development for large ensemble teachers in rural communities interested in improving their pedagogy. We used a case study approach to investigate four rural music teachers who actively participated in an online professional learning community focused on implementing the
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Preservice Music Teachers Perceptions of Teaching and Learning Popular Music Journal of Music Teacher Education Pub Date : 2022-02-28 Jennifer Blackwell, Nicholas Matherne, Cathlyn Momohara-Ho
The purpose of this instrumental case study was to investigate the perceptions of preservice music teachers learning popular music and facilitating popular music learning experiences with elementary students in an after-school music program. Preservice music teachers enrolled in a popular music pedagogy course learned techniques for teaching and performing popular music, and facilitated an elective
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Undergraduate Choral Conducting Courses: Examining Students’ Practice Behaviors and Instructors’ Pedagogy Journal of Music Teacher Education Pub Date : 2022-02-22 Bradley J. Regier, Alec D. Scherer, Brian A. Silvey, Melissa Baughman
The purpose of this study was to investigate undergraduate choral conducting students’ conducting practice approaches, time allocation, and beliefs. A secondary purpose was to examine conducting instructors’ pedagogy and beliefs about their students’ practice approaches. Undergraduate students enrolled in an introductory choral conducting class (N = 126) and their instructors (N = 12) responded to
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Bringing a Creative Bent to Music Teacher Education Research Journal of Music Teacher Education Pub Date : 2022-02-03 James R. Austin
When I decided to become a candidate for editor 6 years ago, one of my tasks was to prepare a statement of interest through which I articulated a vision for the Journal of Music Teacher Education (JMTE) and for music teacher education research more broadly. My primary goals, at that time, included (a) maintaining the highest standards for scholarship quality and ethics; (b) expanding journal circulation
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The Values of a Site Journal of Music Teacher Education Pub Date : 2022-02-01 David A. Rickels
As our society wrapped up the most recent Symposium on Music Teacher Education, discussion and planning almost immediately turned to preparations for the 2023 Symposium. While conditions related to the ongoing pandemic required us to hold our 2021 Symposium as an online event, our intention as a society is to return in 2023 to an in-person gathering as we did every 2 years from 2005 to 2019. That intention
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Experiences of Preservice Music Teachers at Minority Serving Institutions Journal of Music Teacher Education Pub Date : 2022-01-22 Robert L. Bryant, III
The purpose of this study was to explore the experiences of preservice minority music teachers at Minority Serving Institutions (MSIs). Six undergraduate music education majors at two MSIs classified as Historically Black Colleges & Universities (HBCUs) completed field observations as a part of their music education requirements. I conducted individual interviews with each participant to uncover how
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Faculty Perspectives on the Master’s Degree in Music Education Journal of Music Teacher Education Pub Date : 2022-01-09 D. Gregory Springer, Kari Adams, Jessica Nápoles
The purpose of this study was to examine music education faculty members’ perceptions of the master’s degree in music education (MME). A total of 76 music teacher educators completed a researcher-designed survey instrument. Participants believed their MME students’ top four motivations for pursuing MME degrees were to become a better teacher, to gain a higher salary, to create a possible pathway to
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Effects of Camera Placement on Undergraduates’ Peer Teaching Reflection Journal of Music Teacher Education Pub Date : 2022-01-08 Nathan O. Buonviri, Andrew S. Paney
We investigated whether camera placement affects peer teachers’ focus of attention during reflection. Preservice music teachers (N = 14) reflected on peer teaching videos that had been recorded simultaneously from a head-mounted camera and a tripod-mounted camera at the back of the classroom. Participants completed the teaching reflection cycle twice, providing their observation comments in response
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Self-Determination Theory for Motivation in Distance Music Education Journal of Music Teacher Education Pub Date : 2021-12-10 Musbah Shaheen
Many researchers have discussed the feasibility of teaching and learning practical skills, such as playing a musical instrument, through distance education. One of the central issues considered in music education is that of motivation, leading educators to wonder how students might remain motivated when learning music at a distance. In this article, I use self-determination theory (SDT) as a lens for
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Preservice Music Educators’ Perceptions of In-Person and Asynchronous Online Fieldwork Experiences Journal of Music Teacher Education Pub Date : 2021-12-09 Emily M. Mercado
The purpose of this instrumental case study was to examine preservice music educators’ (PMEs) perceptions of a semester-long fieldwork experience first delivered in person and then asynchronously online. Using the community of inquiry (CoI) framework, I analyzed the PMEs’ perceptions of their teaching presence in both fieldwork experiences. Participants cited benefits and challenges with lesson plan
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Elementary General Music Teachers’ Preparation in Classroom Management Journal of Music Teacher Education Pub Date : 2021-12-07 Jennifer Potter Gee
The purpose of this study was to examine elementary general music teachers’ classroom management preparation within music teacher education programs. Participants (N = 341) were active elementary general music teachers as identified by the National Association for Music Education (NAfME). Descriptive data included frequencies, percentages, and cross-tabulations. The most frequently reported sources
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A Mentoring Network for Novice and Experienced Music Teachers: Concept, Design, Outcomes, and Recommendations Journal of Music Teacher Education Pub Date : 2021-11-10 Kristina R. Weimer, Daniel J. Albert
Two university music education faculty aimed to expand mentoring beyond a one-to-one relationship to a more collaborative approach by creating a year-long online mentoring network of experienced and novice music educators. The purpose of this article is to describe the network’s structure and content, and discuss outcomes and recommendations based on participating teachers’ perspectives and experiences
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The Reported Self-Care Practices of Music Educators Journal of Music Teacher Education Pub Date : 2021-11-10 Jamey Kelley, Kelsey Nussbaum, Michael O. Crawford, Jared B. Critchfield, II, Sam H. Flippin, Alyssa N. Grey, Candace R. Mahaffey
The purpose of this quantitative descriptive study was to examine personal and professional self-care practices reported by K–12 music teachers while also exploring the relationships between self-care and age, gender, years of experience, and several other contextual variables. The research team designed an instrument, based on a previous measure created by psychologists, to examine self-care behaviors
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Reaching to Transgress: A Critical Self-study of a Teacher Education Program Journal of Music Teacher Education Pub Date : 2021-10-29 Diana R. Dansereau, Andrew Goodrich, Karin S. Hendricks, Tawnya D. Smith, Kinh T. Vu
Teaching to transgress, according to bell hooks, entails educators moving beyond an assembly-line approach to embrace integration of the mind, body, and spirit, and engaging in ways that honor the uniqueness of all students. The purpose of this study was to evaluate our music teacher education program in order to critically analyze how our practices may or may not transgress. In keeping with principles
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Out of Bound(arie)s Journal of Music Teacher Education Pub Date : 2021-10-10 David A. Rickels
As a new academic year has begun this fall, I have been reflecting on how the planning for this term has been marked by a noticeable amount of stress and nervousness among colleagues and students. The COVID-19 pandemic is still affecting higher education, including music teacher educators. The Chronicle of Higher Education (2020) published a report on faculty stress and risk of burnout during the first
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Bravado, Blind Spots, and Blunt Force: Making the Case for Reflective Researchers Journal of Music Teacher Education Pub Date : 2021-10-10 James R. Austin
Being a journal editor, I read numerous manuscripts and many published articles. As such, I occasionally step back and gauge whether certain patterns or trends are emerging in music education and music teacher education scholarship. One area of concern I have identified is the tendency for some researchers to focus on establishing the veracity and certainty of their findings, while neglecting the ambiguity
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Editorial Committee Members: Journal of Music Teacher Education Journal of Music Teacher Education Pub Date : 2021-10-10
The Journal of Music Teacher Education seeks nominations for four new members of the editorial review committee. Duties begin July 1, 2022 and continue through June 30, 2028. Deadline for application materials: February 1, 2022.
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A Critical Examination of Preservice Music Teachers’ Writing on the edTPA Portfolio Journal of Music Teacher Education Pub Date : 2021-10-10 Cynthia L. Wagoner, Jay Juchniewicz
The purpose of this study was to examine the relationship between participants’ edTPA writing and edTPA portfolio scores. Specific questions included (a) Is there a relationship between overall word count and total score on the edTPA? (b) Are individual task commentary word counts associated with specific task scores and total edTPA scores? and (c) Is there a relationship between edTPA-specific vocabulary
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Self-Examination of Music Methods Teaching in a Reggio Emilia-Inspired Learning Community Journal of Music Teacher Education Pub Date : 2021-08-20 H. Ellie Wolfe, Angela Munroe, Heather D. Waters
Music teacher educators have taken different approaches to enrich teaching-specific reflective practice through peer collaboration. In this study, three music teacher educators examined their experiences with the process of pedagogical documentation, a form of collaborative professional development from the Reggio Emilia Approach (REA). They met via video conferencing over the course of a semester
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Fostering Critical Reflection and Productive Dialogue in Music Teacher Education Journal of Music Teacher Education Pub Date : 2021-07-26 Adam G. Harry, Karen Salvador
Because teaching is an inherently political act, it is important for music teacher educators to consider their role in the public discourse and how they approach the political dimensions of teaching with future music educators. In this interest article, we offer a theoretical basis for engaging preservice music teachers in critical reflection and productive dialogue throughout their undergraduate music
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Values, Agency, and Identity in a Music Teacher Education Program Journal of Music Teacher Education Pub Date : 2021-07-26 Olivia Gail Tucker, Sean Robert Powell
Many view music teacher education as a locus for socially just transformation of music education through the development of preservice teacher agency and identity development. However, few have directly examined values in music teacher preparation programs, and values are implicit in agency. The purpose of this exploratory, intrinsic case study was to investigate the visible values in music education
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Characteristics of Early Childhood and Elementary General Music Methods Coursework for Preservice Music Teachers Journal of Music Teacher Education Pub Date : 2021-07-03 Karen Salvador, Mara E. Culp
Although many music teacher candidates begin university studies planning to teach secondary ensembles, most will ultimately be certified to teach younger children and may be called to do so. The purpose of this study was to examine how music teacher education programs prepare preservice music educators to teach music to children from birth through elementary school through coursework. We emailed survey
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A Multiple Case Study of Music Cooperating Teacher Roles in Mentoring Dialogues Journal of Music Teacher Education Pub Date : 2021-06-22 Angela Munroe
While music education researchers have examined cooperating teacher and student teacher interactions via classroom observations and interviews, there is little research on extended dialogues between the cooperating teacher and student teacher or various mentoring roles (coach, guide, model, and evaluator) assumed by cooperating teachers. During one 8-week student teaching placement period, I recorded
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The Value of Learning Collective Free Music Improvisation: Preservice Music Educators’ Perspectives Journal of Music Teacher Education Pub Date : 2021-06-08 Hoon Hong Ng
I conducted a case study to explore preservice music teachers’ behaviors, thoughts, and feelings when engaged in collective free music improvisation. Nine preservice music teachers were taught how to freely improvise within groups as part of a teacher education course and participated in interviews and focus group discussions. Major themes highlighted learning across three segments that emphasized
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A Comparison of Self-Reported Anxiety and Depression Among Undergraduate Music Majors and Nonmusic Majors Journal of Music Teacher Education Pub Date : 2021-06-08 Danni Gilbert
The purpose of this exploratory research study was to compare anxiety and depression levels reported by music majors and nonmajors at a small, private liberal arts university. Study participants completed the Burns Anxiety Inventory and Burns Depression Checklist. Anxiety and depression levels were significantly higher among music majors, and there was a strong, positive relationship between anxiety
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Teaching as Improvising: Preservice Music Teacher Field Experience With 21st-Century Skills Activities Journal of Music Teacher Education Pub Date : 2021-06-08 Hyesoo Yoo, Sangmi Kang
The purpose of this study was to examine how preservice music teachers navigate 21st-century skills in their lesson planning and field experiences. Among the various skills, we focused on the Partnership for 21st Century learning and innovation skills. Over 8 weeks, 10 preservice music teachers designed lesson plans focused on creativity, critical thinking, communication, and collaboration, and peer
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Seeing and Hearing: Cultivation of Early Career Scholars Journal of Music Teacher Education Pub Date : 2021-06-08 David A. Rickels
As the Society for Music Teacher Education (SMTE) approaches our next symposium—scheduled for September 23 to 25, 2021—I have been reflecting on my own experiences at past symposia. While SMTE was founded in 1982, past chair Linda Thornton described the 2005 symposium as a “rebirth” (2019, p. 5) in how it marked the beginning of a new period of increased activity for the Society and interest in music
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Disruptions and an Event Horizon for Music Teacher Education Journal of Music Teacher Education Pub Date : 2021-06-08 James R. Austin
Hope springs eternal as the pandemic shows signs of easing in the United States. Despite evidence of vaccine hesitancy in certain regions of the country, vaccine availability is increasing and almost one-half of Americans have received at least one dose, with over one-third now fully vaccinated. While we have some distance to go to achieve the much-ballyhooed herd immunity, the Centers for Disease
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A Pilot Project Exploring Rural Classroom Music Teachers’ Perceptions and Practices via an Online Professional Development Course Journal of Music Teacher Education Pub Date : 2021-04-22 Daniel C. Johnson, Ann Marie Stanley
Music teachers in urban, suburban, and rural communities face a multitude of challenges and opportunities. To identify and examine specific experiences that may be unique to rural general music teachers, we recruited six teacher-participants to complete a 5-week online professional development (PD) course for this exploratory study. We created a teacher-led approach for this PD, implementing topics
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Reliability and Construct Validity of the edTPA for Music Education Journal of Music Teacher Education Pub Date : 2021-04-15 Phillip M. Hash
The purpose of this study was to examine the psychometric quality of Educative Teacher Performance Assessment (edTPA) scores for 136 preservice music teachers at a Midwest university. I addressed the factor structure of the edTPA for music education, the extent to which the edTPA fits the one- and three-factor a priori models proposed by the test authors, and the reliability of edTPA scores awarded
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Course-Based Undergraduate Research Experience: Music Education and Music Therapy Student Outcomes Journal of Music Teacher Education Pub Date : 2021-03-23 Abbey Dvorak, Eugenia Hernandez-Ruiz, Kevin M. Weingarten
The purpose of this study was to evaluate a course-based undergraduate research experience (CURE) in a required music psychology course and to measure student outcomes and conduct reliability estimation for the Research Skill Development Questionnaire (RSDQ) and Undergraduate Research Student Self-Assessment (URSSA). Student researchers (N = 33) completed the URSSA and RSDQ. We analyzed URSSA Likert-type
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Culturally Responsive Pedagogical/Andragogical Context Knowledge: A Conceptual Model for Music Education Journal of Music Teacher Education Pub Date : 2021-02-19 Vanessa L. Bond, Joshua A. Russell
To better suit the needs of all learners, music teacher educators must develop a mindset of culturally responsive practice in preservice educators. In this interest article, we present a conceptual model intended to promote theory, discussion, and practice relevant to culturally sustaining music education. The model builds on our prior empirical work concerning music teacher educators’ conceptions
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On Demographics, Diversity, and Democracy Journal of Music Teacher Education Pub Date : 2021-02-16 James R. Austin
In the late 1990s, one of my University of Colorado music education colleagues and I began conversing about the lack of racial/ethnic diversity within our student body and the music education profession writ large. Much of the literature of that period was focused on describing the teacher workforce, but researchers were struggling to pinpoint key factors contributing to the pronounced underrepresentation