Pub Date : 2024-09-07DOI: 10.1177/10570837241277781
Thomas J. Rinn
The purpose of this study was to investigate online social comparison and impostor phenomenon (IP) in undergraduate music education students. In Phase 1, participants provided demographic information and completed measures of online social comparison, Facebook use, and the Clance Impostor Phenomenon Scale (CIPS). Facebook social comparison emerged as the only significant predictor of IP in participants accounting for 13.3% of the variance in CIPS scores. In Phase 2, I conducted focus groups to investigate participants’ perceptions of how they engaged in online social comparison. I identified four themes in the data: (a) comparing to peers online, (b) using Facebook for professional purposes, (c) psychological effects of online comparison, and (d) withdrawing from social media to avoid adverse effects. The findings provide insight for music teacher educators into how online social interactions among students may influence music educator identity and well-being during the undergraduate degree.
{"title":"Online Social Comparison and Impostor Phenomenon Among Music Education Undergraduates","authors":"Thomas J. Rinn","doi":"10.1177/10570837241277781","DOIUrl":"https://doi.org/10.1177/10570837241277781","url":null,"abstract":"The purpose of this study was to investigate online social comparison and impostor phenomenon (IP) in undergraduate music education students. In Phase 1, participants provided demographic information and completed measures of online social comparison, Facebook use, and the Clance Impostor Phenomenon Scale (CIPS). Facebook social comparison emerged as the only significant predictor of IP in participants accounting for 13.3% of the variance in CIPS scores. In Phase 2, I conducted focus groups to investigate participants’ perceptions of how they engaged in online social comparison. I identified four themes in the data: (a) comparing to peers online, (b) using Facebook for professional purposes, (c) psychological effects of online comparison, and (d) withdrawing from social media to avoid adverse effects. The findings provide insight for music teacher educators into how online social interactions among students may influence music educator identity and well-being during the undergraduate degree.","PeriodicalId":44687,"journal":{"name":"Journal of Music Teacher Education","volume":"6 1","pages":""},"PeriodicalIF":1.2,"publicationDate":"2024-09-07","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"142226861","PeriodicalName":null,"FirstCategoryId":null,"ListUrlMain":null,"RegionNum":0,"RegionCategory":"","ArticlePicture":[],"TitleCN":null,"AbstractTextCN":null,"PMCID":"","EPubDate":null,"PubModel":null,"JCR":null,"JCRName":null,"Score":null,"Total":0}
Pub Date : 2024-09-04DOI: 10.1177/10570837241277778
Erika J. Knapp
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 between their words and actions regarding race and ability. At the end, participants described changes resulting from participation in the CTSG, including becoming more aware of the ways that racism and ableism operated in their teaching and personal lives. Primary factors that contributed to change were building connections with other music teachers, experiencing emotional intensity, space and time to grapple with difficult materials, as well as the structure of the CTSG. I offer implications and recommendations for practice.
{"title":"“I Want to Be a Better Person and a Better Teacher”: Exploring the Constructs of Race and Dis/ability in a Music Educator Collaborative Teacher Study Group","authors":"Erika J. Knapp","doi":"10.1177/10570837241277778","DOIUrl":"https://doi.org/10.1177/10570837241277778","url":null,"abstract":"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 between their words and actions regarding race and ability. At the end, participants described changes resulting from participation in the CTSG, including becoming more aware of the ways that racism and ableism operated in their teaching and personal lives. Primary factors that contributed to change were building connections with other music teachers, experiencing emotional intensity, space and time to grapple with difficult materials, as well as the structure of the CTSG. I offer implications and recommendations for practice.","PeriodicalId":44687,"journal":{"name":"Journal of Music Teacher Education","volume":"59 1","pages":""},"PeriodicalIF":1.2,"publicationDate":"2024-09-04","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"142212340","PeriodicalName":null,"FirstCategoryId":null,"ListUrlMain":null,"RegionNum":0,"RegionCategory":"","ArticlePicture":[],"TitleCN":null,"AbstractTextCN":null,"PMCID":"","EPubDate":null,"PubModel":null,"JCR":null,"JCRName":null,"Score":null,"Total":0}
Pub Date : 2024-09-04DOI: 10.1177/10570837241277546
Ryan D. Shaw, Stuart Chapman Hill
In this article, we analyze a course type common to music education degree plans: the “introduction to music education” (IME) course. Known as “intro to music ed” or by a variety of other names related to “foundations” and foundational thinking, this course type is ubiquitous. However, the aims, content, and possibilities are rarely interrogated. We first situate IME courses in broader discourses around teacher preparation and then discuss historical developments around IME coursework in music teacher education. Next, we describe empirical findings related to IME courses. Then, we discuss curricular options for IME and make specific recommendations for how IME courses accommodate progressive concerns of the field related to teacher socialization, philosophy and sociology, and diversity, equity, inclusion, and belonging (DEIB).
本文分析了音乐教育学位计划中常见的一种课程类型："音乐教育入门"（IME）课程。这门课程被称为 "音乐教育入门 "或其他各种与 "基础 "和基础思维相关的名称，它无处不在。然而，其目的、内容和可能性却鲜有人问津。我们首先将 IME 课程置于教师准备的广泛论述中，然后讨论音乐教师教育中 IME 课程的历史发展。接下来，我们介绍与 IME 课程相关的实证研究结果。然后，我们讨论了国际音乐教师教育的课程选择，并就国际音乐教师教育课程如何适应该领域对教师社会化、哲学和社会学以及多样性、公平、包容和归属感（DEIB）的渐进关注提出了具体建议。
{"title":"Intro to What? Interrogating Introduction to Music Education Courses","authors":"Ryan D. Shaw, Stuart Chapman Hill","doi":"10.1177/10570837241277546","DOIUrl":"https://doi.org/10.1177/10570837241277546","url":null,"abstract":"In this article, we analyze a course type common to music education degree plans: the “introduction to music education” (IME) course. Known as “intro to music ed” or by a variety of other names related to “foundations” and foundational thinking, this course type is ubiquitous. However, the aims, content, and possibilities are rarely interrogated. We first situate IME courses in broader discourses around teacher preparation and then discuss historical developments around IME coursework in music teacher education. Next, we describe empirical findings related to IME courses. Then, we discuss curricular options for IME and make specific recommendations for how IME courses accommodate progressive concerns of the field related to teacher socialization, philosophy and sociology, and diversity, equity, inclusion, and belonging (DEIB).","PeriodicalId":44687,"journal":{"name":"Journal of Music Teacher Education","volume":"22 1","pages":""},"PeriodicalIF":1.2,"publicationDate":"2024-09-04","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"142212518","PeriodicalName":null,"FirstCategoryId":null,"ListUrlMain":null,"RegionNum":0,"RegionCategory":"","ArticlePicture":[],"TitleCN":null,"AbstractTextCN":null,"PMCID":"","EPubDate":null,"PubModel":null,"JCR":null,"JCRName":null,"Score":null,"Total":0}
Pub Date : 2024-08-17DOI: 10.1177/10570837241269908
Crystal Lynn Gerrard
The purpose of this study was to explore preservice music teachers’ (PSMTs) perceptions of teaching contexts. Specifically, I examined the experiences and beliefs PSMTs ( n = 91) had related to rural, urban, and suburban settings for student teaching and future employment. Findings revealed that most PSMTs preferred teaching contexts that were similar to those of the P–12 schools they attended which were predominantly suburban. There were, however, stereotypes and misconceptions about teaching contexts that likely influenced participant responses. Despite preferences, most PSMTs indicated they were open to student teaching and employment in any context and believed they could be successful teachers in any context. A concerning finding that emerged included fears of specific contexts related to issues of race/ethnicity, sexual/attractional orientation, and gender. Implications for the profession include more diverse course content and field experiences beyond what is most familiar to PSMTs in addition to challenging biases.
{"title":"Preservice Music Teachers’ Perceptions of Teaching Contexts","authors":"Crystal Lynn Gerrard","doi":"10.1177/10570837241269908","DOIUrl":"https://doi.org/10.1177/10570837241269908","url":null,"abstract":"The purpose of this study was to explore preservice music teachers’ (PSMTs) perceptions of teaching contexts. Specifically, I examined the experiences and beliefs PSMTs ( n = 91) had related to rural, urban, and suburban settings for student teaching and future employment. Findings revealed that most PSMTs preferred teaching contexts that were similar to those of the P–12 schools they attended which were predominantly suburban. There were, however, stereotypes and misconceptions about teaching contexts that likely influenced participant responses. Despite preferences, most PSMTs indicated they were open to student teaching and employment in any context and believed they could be successful teachers in any context. A concerning finding that emerged included fears of specific contexts related to issues of race/ethnicity, sexual/attractional orientation, and gender. Implications for the profession include more diverse course content and field experiences beyond what is most familiar to PSMTs in addition to challenging biases.","PeriodicalId":44687,"journal":{"name":"Journal of Music Teacher Education","volume":"33 1","pages":""},"PeriodicalIF":1.2,"publicationDate":"2024-08-17","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"142212519","PeriodicalName":null,"FirstCategoryId":null,"ListUrlMain":null,"RegionNum":0,"RegionCategory":"","ArticlePicture":[],"TitleCN":null,"AbstractTextCN":null,"PMCID":"","EPubDate":null,"PubModel":null,"JCR":null,"JCRName":null,"Score":null,"Total":0}
Pub Date : 2024-08-13DOI: 10.1177/10570837241269966
Erin J. Hopkins
The purpose of this multiple case study was to describe how music educators with ADHD believed that their condition shaped their approach to teaching music in secondary ensemble settings. One band, one orchestra, and one choir teacher participated in interviews, observations, and reflective journaling to share their perspectives on how they accommodated their own needs, how they tailored instruction to the characteristics of their students with ADHD, and how they approached inclusion of other neurodivergent students. Emergent themes included intrapersonal knowledge of ADHD, professional success through self-support, and supporting students through empathy-based strategies. The experiences and perspectives of these music educators demonstrated the value of including neurodivergent voices in efforts to ensure that music educators are prepared to provide equitable instruction for neurodivergent students.
{"title":"Perspectives and Expertise of Secondary Ensemble Music Educators With ADHD","authors":"Erin J. Hopkins","doi":"10.1177/10570837241269966","DOIUrl":"https://doi.org/10.1177/10570837241269966","url":null,"abstract":"The purpose of this multiple case study was to describe how music educators with ADHD believed that their condition shaped their approach to teaching music in secondary ensemble settings. One band, one orchestra, and one choir teacher participated in interviews, observations, and reflective journaling to share their perspectives on how they accommodated their own needs, how they tailored instruction to the characteristics of their students with ADHD, and how they approached inclusion of other neurodivergent students. Emergent themes included intrapersonal knowledge of ADHD, professional success through self-support, and supporting students through empathy-based strategies. The experiences and perspectives of these music educators demonstrated the value of including neurodivergent voices in efforts to ensure that music educators are prepared to provide equitable instruction for neurodivergent students.","PeriodicalId":44687,"journal":{"name":"Journal of Music Teacher Education","volume":"12 1","pages":""},"PeriodicalIF":1.2,"publicationDate":"2024-08-13","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"142212520","PeriodicalName":null,"FirstCategoryId":null,"ListUrlMain":null,"RegionNum":0,"RegionCategory":"","ArticlePicture":[],"TitleCN":null,"AbstractTextCN":null,"PMCID":"","EPubDate":null,"PubModel":null,"JCR":null,"JCRName":null,"Score":null,"Total":0}
Pub Date : 2024-08-13DOI: 10.1177/10570837241269100
Colleen Conway, Daniel Taylor
{"title":"The Preparation of Music Teacher Educators","authors":"Colleen Conway, Daniel Taylor","doi":"10.1177/10570837241269100","DOIUrl":"https://doi.org/10.1177/10570837241269100","url":null,"abstract":"","PeriodicalId":44687,"journal":{"name":"Journal of Music Teacher Education","volume":"11 1","pages":""},"PeriodicalIF":1.2,"publicationDate":"2024-08-13","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"142212521","PeriodicalName":null,"FirstCategoryId":null,"ListUrlMain":null,"RegionNum":0,"RegionCategory":"","ArticlePicture":[],"TitleCN":null,"AbstractTextCN":null,"PMCID":"","EPubDate":null,"PubModel":null,"JCR":null,"JCRName":null,"Score":null,"Total":0}
Pub Date : 2024-08-05DOI: 10.1177/10570837241269210
Ann Marie Stanley
{"title":"Elevating Our Work, Intensifying Our Progress","authors":"Ann Marie Stanley","doi":"10.1177/10570837241269210","DOIUrl":"https://doi.org/10.1177/10570837241269210","url":null,"abstract":"","PeriodicalId":44687,"journal":{"name":"Journal of Music Teacher Education","volume":"29 1","pages":""},"PeriodicalIF":1.2,"publicationDate":"2024-08-05","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"141969235","PeriodicalName":null,"FirstCategoryId":null,"ListUrlMain":null,"RegionNum":0,"RegionCategory":"","ArticlePicture":[],"TitleCN":null,"AbstractTextCN":null,"PMCID":"","EPubDate":null,"PubModel":null,"JCR":null,"JCRName":null,"Score":null,"Total":0}
Pub Date : 2024-04-30DOI: 10.1177/10570837241246573
Sara K. Jones, Julie K. Bannerman
As the field of music education explores ways to mitigate barriers for underrepresented populations along the path to becoming a music teacher, the experiences of first-generation college students (FGCSs) in music teacher education programs warrant exploration. The purpose of this narrative study was to explore the lived experiences and perspectives of music educators who were FGCSs. Networks of support and mentoring were key in both the successes and challenges that participants experienced. Belonging was not a given for participants despite shared coursework and requirements with peers. Finding peers with similar backgrounds, accessing supportive relationships with faculty, and perseverance aided participants through college. Recommendations for music teacher educators include building relationships with FGCSs in targeted and strategic ways, starting in students’ first year, providing more intensive and proactive communication and advising structures, and building faculty knowledge of campus resources that may benefit FGCSs.
{"title":"“We Just Kind of Found Ourselves”: A Narrative Study of First-Generation College Students and Belonging in Music Education","authors":"Sara K. Jones, Julie K. Bannerman","doi":"10.1177/10570837241246573","DOIUrl":"https://doi.org/10.1177/10570837241246573","url":null,"abstract":"As the field of music education explores ways to mitigate barriers for underrepresented populations along the path to becoming a music teacher, the experiences of first-generation college students (FGCSs) in music teacher education programs warrant exploration. The purpose of this narrative study was to explore the lived experiences and perspectives of music educators who were FGCSs. Networks of support and mentoring were key in both the successes and challenges that participants experienced. Belonging was not a given for participants despite shared coursework and requirements with peers. Finding peers with similar backgrounds, accessing supportive relationships with faculty, and perseverance aided participants through college. Recommendations for music teacher educators include building relationships with FGCSs in targeted and strategic ways, starting in students’ first year, providing more intensive and proactive communication and advising structures, and building faculty knowledge of campus resources that may benefit FGCSs.","PeriodicalId":44687,"journal":{"name":"Journal of Music Teacher Education","volume":"14 1","pages":""},"PeriodicalIF":1.2,"publicationDate":"2024-04-30","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"140839992","PeriodicalName":null,"FirstCategoryId":null,"ListUrlMain":null,"RegionNum":0,"RegionCategory":"","ArticlePicture":[],"TitleCN":null,"AbstractTextCN":null,"PMCID":"","EPubDate":null,"PubModel":null,"JCR":null,"JCRName":null,"Score":null,"Total":0}
Pub Date : 2024-04-12DOI: 10.1177/10570837241240541
Sean Robert Powell
{"title":"Kids These Days","authors":"Sean Robert Powell","doi":"10.1177/10570837241240541","DOIUrl":"https://doi.org/10.1177/10570837241240541","url":null,"abstract":"","PeriodicalId":44687,"journal":{"name":"Journal of Music Teacher Education","volume":"45 1","pages":""},"PeriodicalIF":1.2,"publicationDate":"2024-04-12","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"140560502","PeriodicalName":null,"FirstCategoryId":null,"ListUrlMain":null,"RegionNum":0,"RegionCategory":"","ArticlePicture":[],"TitleCN":null,"AbstractTextCN":null,"PMCID":"","EPubDate":null,"PubModel":null,"JCR":null,"JCRName":null,"Score":null,"Total":0}
Pub Date : 2024-04-09DOI: 10.1177/10570837241238356
Stacey Garrepy, Cara Faith Bernard
First-generation college students (FGCSs) are the first in their families to receive a baccalaureate degree. As a result, they face multiple sociological, familial, and cultural challenges as they navigate their college and professional environments. The purpose of this study is to explore the cognitive soundtracks that FGCSs create to navigate the music academy, university culture, and their first few years of teaching. We conducted an Interpretive Phenomenological Analysis with five first-generation music educators who successfully completed a bachelor’s degree in music education. We present the findings as individual soundtracks curated under a playlist titled “Nobody Told Me,” representing participants’ collective lived experiences. Findings suggest that FGCSs struggle with access to material resources, navigating hidden curricula, familial and cultural pressures, and an overarching fear of failure. Based on these findings, we present recommendations for programmatic changes and mentorship for music education programs and schools of music to better support FGCSs.
{"title":"“Nobody Told Me”: First-Generation Music Educators’ Soundtracks to Navigating the Academy","authors":"Stacey Garrepy, Cara Faith Bernard","doi":"10.1177/10570837241238356","DOIUrl":"https://doi.org/10.1177/10570837241238356","url":null,"abstract":"First-generation college students (FGCSs) are the first in their families to receive a baccalaureate degree. As a result, they face multiple sociological, familial, and cultural challenges as they navigate their college and professional environments. The purpose of this study is to explore the cognitive soundtracks that FGCSs create to navigate the music academy, university culture, and their first few years of teaching. We conducted an Interpretive Phenomenological Analysis with five first-generation music educators who successfully completed a bachelor’s degree in music education. We present the findings as individual soundtracks curated under a playlist titled “Nobody Told Me,” representing participants’ collective lived experiences. Findings suggest that FGCSs struggle with access to material resources, navigating hidden curricula, familial and cultural pressures, and an overarching fear of failure. Based on these findings, we present recommendations for programmatic changes and mentorship for music education programs and schools of music to better support FGCSs.","PeriodicalId":44687,"journal":{"name":"Journal of Music Teacher Education","volume":"74 1","pages":""},"PeriodicalIF":1.2,"publicationDate":"2024-04-09","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"140560713","PeriodicalName":null,"FirstCategoryId":null,"ListUrlMain":null,"RegionNum":0,"RegionCategory":"","ArticlePicture":[],"TitleCN":null,"AbstractTextCN":null,"PMCID":"","EPubDate":null,"PubModel":null,"JCR":null,"JCRName":null,"Score":null,"Total":0}
京公网安备 11010802042870号
京ICP备2023020795号-1
扫码关注我们
求助内容：
应助结果提醒方式：