Pub Date : 2021-06-01DOI: 10.1177/10570837211018287
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 communication and collaborative skills, entrepreneurial skills and risk taking, and reconciliation and transformation. I concluded that the sociomusical outcomes produced by collective free improvisation may complement those of more formal and idiomatic improvisation practices, and that by introducing preservice music teachers to free improvisation activities, they may be more willing to engage PK–12 students in free improvisation lessons that enhance the existing school music curriculum.
{"title":"The Value of Learning Collective Free Music Improvisation: Preservice Music Educators’ Perspectives","authors":"Hoon Hong Ng","doi":"10.1177/10570837211018287","DOIUrl":"https://doi.org/10.1177/10570837211018287","url":null,"abstract":"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 communication and collaborative skills, entrepreneurial skills and risk taking, and reconciliation and transformation. I concluded that the sociomusical outcomes produced by collective free improvisation may complement those of more formal and idiomatic improvisation practices, and that by introducing preservice music teachers to free improvisation activities, they may be more willing to engage PK–12 students in free improvisation lessons that enhance the existing school music curriculum.","PeriodicalId":44687,"journal":{"name":"Journal of Music Teacher Education","volume":"30 1","pages":"40 - 53"},"PeriodicalIF":1.2,"publicationDate":"2021-06-01","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"https://sci-hub-pdf.com/10.1177/10570837211018287","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"42866889","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 : 2021-06-01DOI: 10.1177/10570837211022421
James R. Austin
{"title":"Disruptions and an Event Horizon for Music Teacher Education","authors":"James R. Austin","doi":"10.1177/10570837211022421","DOIUrl":"https://doi.org/10.1177/10570837211022421","url":null,"abstract":"","PeriodicalId":44687,"journal":{"name":"Journal of Music Teacher Education","volume":"30 1","pages":"7 - 10"},"PeriodicalIF":1.2,"publicationDate":"2021-06-01","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"https://sci-hub-pdf.com/10.1177/10570837211022421","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"41983146","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 : 2021-04-22DOI: 10.1177/10570837211008658
Daniel C. Johnson, A. 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 and solutions generated by the participants. Using qualitative content analysis, we found two categories of themes in the online discussion posts that either connected or disconnected our participants with other music teachers on their general music context or their geographic setting. Although participants clearly articulated the influences of setting and place-based pedagogy, we found shared issues related to general music that transcended location. Implications for future PD include the importance of online delivery methods and developing PD differentiated by teaching contexts and geographic settings.
{"title":"A Pilot Project Exploring Rural Classroom Music Teachers’ Perceptions and Practices via an Online Professional Development Course","authors":"Daniel C. Johnson, A. Stanley","doi":"10.1177/10570837211008658","DOIUrl":"https://doi.org/10.1177/10570837211008658","url":null,"abstract":"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 and solutions generated by the participants. Using qualitative content analysis, we found two categories of themes in the online discussion posts that either connected or disconnected our participants with other music teachers on their general music context or their geographic setting. Although participants clearly articulated the influences of setting and place-based pedagogy, we found shared issues related to general music that transcended location. Implications for future PD include the importance of online delivery methods and developing PD differentiated by teaching contexts and geographic settings.","PeriodicalId":44687,"journal":{"name":"Journal of Music Teacher Education","volume":"30 1","pages":"99 - 114"},"PeriodicalIF":1.2,"publicationDate":"2021-04-22","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"https://sci-hub-pdf.com/10.1177/10570837211008658","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"41949447","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 : 2021-04-15DOI: 10.1177/10570837211007859
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 to music education students. Factor analysis did not support the a priori one-factor model around teacher readiness, or the three-factor model based on the edTPA tasks of Planning, Instruction, and Assessment. Internal consistency was acceptable for all rubrics together and for the Instruction task. However, estimates of interrater reliability fell substantially below those reported by test administrators. These findings indicate the need for revision of the edTPA for music education and call into question its continued use among music teacher candidates in its current form.
{"title":"Reliability and Construct Validity of the edTPA for Music Education","authors":"Phillip M. Hash","doi":"10.1177/10570837211007859","DOIUrl":"https://doi.org/10.1177/10570837211007859","url":null,"abstract":"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 to music education students. Factor analysis did not support the a priori one-factor model around teacher readiness, or the three-factor model based on the edTPA tasks of Planning, Instruction, and Assessment. Internal consistency was acceptable for all rubrics together and for the Instruction task. However, estimates of interrater reliability fell substantially below those reported by test administrators. These findings indicate the need for revision of the edTPA for music education and call into question its continued use among music teacher candidates in its current form.","PeriodicalId":44687,"journal":{"name":"Journal of Music Teacher Education","volume":"30 1","pages":"84 - 98"},"PeriodicalIF":1.2,"publicationDate":"2021-04-15","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"https://sci-hub-pdf.com/10.1177/10570837211007859","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"47871282","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 : 2021-03-23DOI: 10.1177/10570837211002167
Abbey L. 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 items using descriptive statistics and performed content analysis on open-ended responses. Student researchers reported moderate improvement across three subscales of Thinking and Working Like a Scientist, Personal Gains, and Research Skills, and some change for Attitudes and Beliefs. A comparison of pretest and posttest RSDQ subscale scores showed no significant change in participants’ self-reported research knowledge, skills, or dispositions. URSSA and RSDQ subscales demonstrated strong internal consistency. Based on content analysis of URSSA open-ended responses, participants reported interest in graduate school, greater understanding of and confidence about research, and plans to use research in their career.
{"title":"Course-Based Undergraduate Research Experience: Music Education and Music Therapy Student Outcomes","authors":"Abbey L. Dvorak, Eugenia Hernandez-Ruiz, Kevin M. Weingarten","doi":"10.1177/10570837211002167","DOIUrl":"https://doi.org/10.1177/10570837211002167","url":null,"abstract":"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 items using descriptive statistics and performed content analysis on open-ended responses. Student researchers reported moderate improvement across three subscales of Thinking and Working Like a Scientist, Personal Gains, and Research Skills, and some change for Attitudes and Beliefs. A comparison of pretest and posttest RSDQ subscale scores showed no significant change in participants’ self-reported research knowledge, skills, or dispositions. URSSA and RSDQ subscales demonstrated strong internal consistency. Based on content analysis of URSSA open-ended responses, participants reported interest in graduate school, greater understanding of and confidence about research, and plans to use research in their career.","PeriodicalId":44687,"journal":{"name":"Journal of Music Teacher Education","volume":"30 1","pages":"26 - 39"},"PeriodicalIF":1.2,"publicationDate":"2021-03-23","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"https://sci-hub-pdf.com/10.1177/10570837211002167","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"48264185","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 : 2021-02-19DOI: 10.1177/1057083721993738
V. L. Bond, J. 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 of culturally responsive education, which we unite with Barnett and Hodson’s concept of pedagogical context knowledge and theories of andragogy and heutagogy into one comprehensive framework. We describe each facet of the model and provide suggestions for its use in both research and practice.
{"title":"Culturally Responsive Pedagogical/Andragogical Context Knowledge: A Conceptual Model for Music Education","authors":"V. L. Bond, J. Russell","doi":"10.1177/1057083721993738","DOIUrl":"https://doi.org/10.1177/1057083721993738","url":null,"abstract":"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 of culturally responsive education, which we unite with Barnett and Hodson’s concept of pedagogical context knowledge and theories of andragogy and heutagogy into one comprehensive framework. We describe each facet of the model and provide suggestions for its use in both research and practice.","PeriodicalId":44687,"journal":{"name":"Journal of Music Teacher Education","volume":"30 1","pages":"11 - 25"},"PeriodicalIF":1.2,"publicationDate":"2021-02-19","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"https://sci-hub-pdf.com/10.1177/1057083721993738","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"46373463","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 : 2021-02-01DOI: 10.1177/1057083720984365
Mara E. Culp, K. Salvador
Music educators must meet the needs of students with diverse characteristics, including but not limited to cultural backgrounds, musical abilities and interests, and physical, behavioral, social, and cognitive functioning. Music education programs may not systematically prepare preservice teachers or potential music teacher educators for this reality. The purpose of this study was to examine how music teacher education programs prepare undergraduate and graduate students to structure inclusive and responsive experiences for diverse learners. We replicated and expanded Salvador’s study by including graduate student preparation, incorporating additional facets of human diversity, and contacting all institutions accredited by National Association of Schools of Music to prepare music educators. According to our respondents, integrated instruction focused on diverse learners was more commonly part of undergraduate coursework than graduate coursework. We used quantitative and qualitative analysis to describe course offerings and content integration.
{"title":"Music Teacher Education Program Practices: Preparing Teachers to Work With Diverse Learners","authors":"Mara E. Culp, K. Salvador","doi":"10.1177/1057083720984365","DOIUrl":"https://doi.org/10.1177/1057083720984365","url":null,"abstract":"Music educators must meet the needs of students with diverse characteristics, including but not limited to cultural backgrounds, musical abilities and interests, and physical, behavioral, social, and cognitive functioning. Music education programs may not systematically prepare preservice teachers or potential music teacher educators for this reality. The purpose of this study was to examine how music teacher education programs prepare undergraduate and graduate students to structure inclusive and responsive experiences for diverse learners. We replicated and expanded Salvador’s study by including graduate student preparation, incorporating additional facets of human diversity, and contacting all institutions accredited by National Association of Schools of Music to prepare music educators. According to our respondents, integrated instruction focused on diverse learners was more commonly part of undergraduate coursework than graduate coursework. We used quantitative and qualitative analysis to describe course offerings and content integration.","PeriodicalId":44687,"journal":{"name":"Journal of Music Teacher Education","volume":"30 1","pages":"51 - 64"},"PeriodicalIF":1.2,"publicationDate":"2021-02-01","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"https://sci-hub-pdf.com/10.1177/1057083720984365","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"42217454","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 : 2021-02-01DOI: 10.1177/1057083720982278
Cynthia L. Wagoner
I investigated how preservice instrumental music teachers understand and describe their teacher identity through the use of metaphor in a one-semester instrumental methods course emphasizing authentic context learning. Twenty-five third-year instrumental methods course music education students created a personal metaphor to explore their professional identity construction. Preservice teacher metaphors were revisited throughout the semester, while students participated in an authentic context learning experience in an urban instrumental music classroom. Data sources included student artifacts, informal interviews, and observation/field notes. The impact of teaching within an authentic learning context appears to enrich the ways in which preservice teachers are able to articulate details of their metaphor descriptions. Through their reflections across the semester, preservice teachers demonstrated how personal metaphors were used to restructure their understandings of teacher identity and capture some of the complexities of becoming teachers.
{"title":"Preservice Music Teacher Identity Construction Through Metaphor","authors":"Cynthia L. Wagoner","doi":"10.1177/1057083720982278","DOIUrl":"https://doi.org/10.1177/1057083720982278","url":null,"abstract":"I investigated how preservice instrumental music teachers understand and describe their teacher identity through the use of metaphor in a one-semester instrumental methods course emphasizing authentic context learning. Twenty-five third-year instrumental methods course music education students created a personal metaphor to explore their professional identity construction. Preservice teacher metaphors were revisited throughout the semester, while students participated in an authentic context learning experience in an urban instrumental music classroom. Data sources included student artifacts, informal interviews, and observation/field notes. The impact of teaching within an authentic learning context appears to enrich the ways in which preservice teachers are able to articulate details of their metaphor descriptions. Through their reflections across the semester, preservice teachers demonstrated how personal metaphors were used to restructure their understandings of teacher identity and capture some of the complexities of becoming teachers.","PeriodicalId":44687,"journal":{"name":"Journal of Music Teacher Education","volume":"30 1","pages":"24 - 36"},"PeriodicalIF":1.2,"publicationDate":"2021-02-01","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"https://sci-hub-pdf.com/10.1177/1057083720982278","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"42816016","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 : 2021-02-01DOI: 10.1177/1057083721995090
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 of teachers of color. A U.S. Department of Education report (Choy et al., 1993), for example, showed that 87% of female teachers and 90% of male teachers were White. In a companion report published 4 years later (Henke et al., 1997), researchers confirmed that far fewer teachers than students identified as minorities (i.e., nearly twice as many Black students as Black teachers, and over three times as many Hispanic students as Hispanic teachers). While there was some evidence of an inroad being made in the recruitment of Hispanic teachers to the profession, the vast majority (87%) of teachers still identified as White. Faced with those realities, my colleague and I applied for a university grant that would support a special outreach initiative modeled after the so-called “grow your own” programs. We partnered with high school music teachers in the Denver Public School District—one of the largest and most diverse school districts in the nation—to identify student musicians of color who exhibited an interest in and some attributes for music teaching. We provided transportation for students between Denver and Boulder and hosted them for a full-day campus visit during which they could (a) shadow a music education student through a portion of their daily schedule; (b) observe representative classes, lessons, and rehearsals; (c) meet with music education faculty and administrators over lunch to learn about the typical music school application, audition, and admissions processes; (d) visit with a financial aid representative concerning scholarships and need-based aid; and (e) tour the campus and music facilities. We also provided students with a packet of resource materials they could take home and share
上世纪90年代末，我和科罗拉多大学音乐教育学院的一位同事开始讨论我们的学生群体和音乐教育行业普遍缺乏种族/民族多样性的问题。那个时期的大部分文献都集中在描述教师队伍上，但研究人员一直在努力找出导致有色人种教师明显不足的关键因素。例如，美国教育部的一份报告(Choy et al.， 1993)显示，87%的女教师和90%的男教师是白人。在4年后发表的一份同伴报告中(Henke et al.， 1997)，研究人员证实，被认定为少数民族的教师远远少于学生(即黑人学生几乎是黑人教师的两倍，西班牙裔学生是西班牙裔教师的三倍多)。虽然有一些证据表明，西班牙裔教师的招聘正在取得进展，但绝大多数(87%)教师仍然被认为是白人。面对这些现实，我和我的同事申请了一笔大学拨款，用于支持一项效仿所谓“自己种植”项目的特殊推广计划。我们与丹佛公立学区的高中音乐教师合作——丹佛公立学区是全国最大、最多样化的学区之一——找出对音乐教学表现出兴趣和某些特征的有色人种学生音乐家。我们为学生提供丹佛和博尔德之间的交通工具，并接待他们进行一整天的校园参观，在此期间，他们可以(a)通过日常安排的一部分跟随音乐教育的学生;(b)观察有代表性的班级、课程和排练;(c)与音乐教育教师和管理人员共进午餐，了解典型的音乐学校申请、试镜和录取流程;(d)与财政援助代表就奖学金和按需援助进行访问;(5)参观校园和音乐设施。我们还为学生们提供了一套资源材料，他们可以带回家分享
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Pub Date : 2021-02-01DOI: 10.1177/1057083721993351
David A. Rickels
{"title":"A Doctor by Any Other Name","authors":"David A. Rickels","doi":"10.1177/1057083721993351","DOIUrl":"https://doi.org/10.1177/1057083721993351","url":null,"abstract":"","PeriodicalId":44687,"journal":{"name":"Journal of Music Teacher Education","volume":"30 1","pages":"3 - 5"},"PeriodicalIF":1.2,"publicationDate":"2021-02-01","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"https://sci-hub-pdf.com/10.1177/1057083721993351","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"44632393","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}
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