Pub Date : 2023-10-23DOI: 10.1177/10570837231203018
Emily M. Mercado, Jason P. Bowers, Eric M. Pennello
The purpose of this instrumental multiple case study was to examine and compare five inservice music teachers’ and one administrator’s perceptions of three school–university partnership programs, in various stages of development, across one semester. Data sources included participants’ observation notes, researchers’ field notes, and individual semi-structured interviews. The following themes emerged from the data: (a) benefits of reinforcement, (b) benefits of promoting best practice and research, (c) challenges of navigating multiple teachers, (d) challenges of time management, and (e) observed differences between partnerships. Participants offered the following suggestions to implement and sustain successful partnerships: (a) preservice music educator preparation, including preparation in music planning, responsive teaching, and developing student connections, and (b) logistics, including increased communication, understanding all aspects of full-time music teaching, and expanding the number of visits. Implications for practice include engaging stakeholders in equal planning, reflection, and evaluation to create mutually beneficial partnership experiences.
{"title":"Stakeholders’ Perceptions of Developing and Sustaining School–University Partnerships: A Multiple Case Study","authors":"Emily M. Mercado, Jason P. Bowers, Eric M. Pennello","doi":"10.1177/10570837231203018","DOIUrl":"https://doi.org/10.1177/10570837231203018","url":null,"abstract":"The purpose of this instrumental multiple case study was to examine and compare five inservice music teachers’ and one administrator’s perceptions of three school–university partnership programs, in various stages of development, across one semester. Data sources included participants’ observation notes, researchers’ field notes, and individual semi-structured interviews. The following themes emerged from the data: (a) benefits of reinforcement, (b) benefits of promoting best practice and research, (c) challenges of navigating multiple teachers, (d) challenges of time management, and (e) observed differences between partnerships. Participants offered the following suggestions to implement and sustain successful partnerships: (a) preservice music educator preparation, including preparation in music planning, responsive teaching, and developing student connections, and (b) logistics, including increased communication, understanding all aspects of full-time music teaching, and expanding the number of visits. Implications for practice include engaging stakeholders in equal planning, reflection, and evaluation to create mutually beneficial partnership experiences.","PeriodicalId":44687,"journal":{"name":"Journal of Music Teacher Education","volume":"50 6","pages":"0"},"PeriodicalIF":0.0,"publicationDate":"2023-10-23","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"135414388","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 : 2023-09-09DOI: 10.1177/10570837231193101
Jill A. Reese, Christa R. Kuebel, Christina L. Svec
The purpose of this study was to gain a deeper understanding of preservice music educators’ perceptions of elementary general music (EGM), pedagogical competencies, and specialization preference. Preservice music teachers responded to a survey about perceptions of personal experiences with EGM, preparation and comfort related to EGM, and confidence in the ability to teach content and skills common in EGM curricula. Participants ( n = 203) also answered questions about their preferred specialization and about factors that would influence their choice of job in the future. Most participants remembered having positive personal experiences with general music in elementary school and believe it is important for future musical success. Confidence in content and skills common in teaching EGM increases as they progress through their degree program. Most identify ensemble teaching and middle and high school grades as their future aspirations. Significant predictors of future career choice included undergraduate major and comfort teaching.
{"title":"Elementary General Music: Perceptions and Aspirations of Preservice Music Teachers","authors":"Jill A. Reese, Christa R. Kuebel, Christina L. Svec","doi":"10.1177/10570837231193101","DOIUrl":"https://doi.org/10.1177/10570837231193101","url":null,"abstract":"The purpose of this study was to gain a deeper understanding of preservice music educators’ perceptions of elementary general music (EGM), pedagogical competencies, and specialization preference. Preservice music teachers responded to a survey about perceptions of personal experiences with EGM, preparation and comfort related to EGM, and confidence in the ability to teach content and skills common in EGM curricula. Participants ( n = 203) also answered questions about their preferred specialization and about factors that would influence their choice of job in the future. Most participants remembered having positive personal experiences with general music in elementary school and believe it is important for future musical success. Confidence in content and skills common in teaching EGM increases as they progress through their degree program. Most identify ensemble teaching and middle and high school grades as their future aspirations. Significant predictors of future career choice included undergraduate major and comfort teaching.","PeriodicalId":44687,"journal":{"name":"Journal of Music Teacher Education","volume":"18 1","pages":"0"},"PeriodicalIF":0.0,"publicationDate":"2023-09-09","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"136192181","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 : 2023-08-20DOI: 10.1177/10570837231189823
Erin Bailey, E. Knell
The benefits of service-learning experiences for preservice undergraduate students are well-documented. However, the perspectives of in-service teachers and their students are not commonly presented in the literature. There is a need for more research examining the impact of service-learning experiences on all stakeholders. The purpose of this qualitative study was to examine the perspectives of preservice undergraduate students, a local preschool teacher, and her preschool students as they shared musical experiences in a collaborative service-learning model. We found that the preschoolers enjoyed music lessons and were able to recall specific musical concepts. Preservice undergraduates expanded their teacher identity, confidence, and flexibility, but still did not feel like experts. The preschool teacher expanded her ability to provide musically rich experiences to her preschoolers but reported challenges with lesson planning. We conclude with implications for university supervisors and researchers interested in creating equitable service-learning opportunities.
{"title":"Collaborative Service-Learning: Sharing Music in a Preschool Classroom","authors":"Erin Bailey, E. Knell","doi":"10.1177/10570837231189823","DOIUrl":"https://doi.org/10.1177/10570837231189823","url":null,"abstract":"The benefits of service-learning experiences for preservice undergraduate students are well-documented. However, the perspectives of in-service teachers and their students are not commonly presented in the literature. There is a need for more research examining the impact of service-learning experiences on all stakeholders. The purpose of this qualitative study was to examine the perspectives of preservice undergraduate students, a local preschool teacher, and her preschool students as they shared musical experiences in a collaborative service-learning model. We found that the preschoolers enjoyed music lessons and were able to recall specific musical concepts. Preservice undergraduates expanded their teacher identity, confidence, and flexibility, but still did not feel like experts. The preschool teacher expanded her ability to provide musically rich experiences to her preschoolers but reported challenges with lesson planning. We conclude with implications for university supervisors and researchers interested in creating equitable service-learning opportunities.","PeriodicalId":44687,"journal":{"name":"Journal of Music Teacher Education","volume":" ","pages":""},"PeriodicalIF":1.2,"publicationDate":"2023-08-20","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"42977170","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 : 2023-08-08DOI: 10.1177/10570837231189822
Andrea Maas, Aaron T. Wacker, Ashley D. Allen
Bachelor of Music Education degrees, like many professional programs, require a high number of credit hours for graduation. The marketization of higher education and efforts toward equitable access to a college education drive efforts to eliminate “excess” credits. Despite state and institutional mandates to reduce credit requirements to 120 hrs, many programs still exceed this target with some reaching nearly 150 credit hours. This descriptive survey study with follow-up document review examined how schools of music are responding to credit hour reduction policies limiting credits at or near 120 hrs. The findings of this study confirmed tensions between accreditation requirements, credit hour reduction policies, and curricular aims of music teacher preparation programs. The authors present reports regarding influencing factors and strategies for reconciling credit hours. They further discuss emerging questions regarding credit allotment and course hours, implications for student wellness and curricular reform, and suggestions for future research.
{"title":"The Push to 120: Reconciling Credit Hours in Undergraduate Music Education","authors":"Andrea Maas, Aaron T. Wacker, Ashley D. Allen","doi":"10.1177/10570837231189822","DOIUrl":"https://doi.org/10.1177/10570837231189822","url":null,"abstract":"Bachelor of Music Education degrees, like many professional programs, require a high number of credit hours for graduation. The marketization of higher education and efforts toward equitable access to a college education drive efforts to eliminate “excess” credits. Despite state and institutional mandates to reduce credit requirements to 120 hrs, many programs still exceed this target with some reaching nearly 150 credit hours. This descriptive survey study with follow-up document review examined how schools of music are responding to credit hour reduction policies limiting credits at or near 120 hrs. The findings of this study confirmed tensions between accreditation requirements, credit hour reduction policies, and curricular aims of music teacher preparation programs. The authors present reports regarding influencing factors and strategies for reconciling credit hours. They further discuss emerging questions regarding credit allotment and course hours, implications for student wellness and curricular reform, and suggestions for future research.","PeriodicalId":44687,"journal":{"name":"Journal of Music Teacher Education","volume":"33 1","pages":"86 - 102"},"PeriodicalIF":1.2,"publicationDate":"2023-08-08","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"44527932","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 : 2023-07-19DOI: 10.1177/10570837231189320
S. Powell
{"title":"A Wolf at the Door","authors":"S. Powell","doi":"10.1177/10570837231189320","DOIUrl":"https://doi.org/10.1177/10570837231189320","url":null,"abstract":"","PeriodicalId":44687,"journal":{"name":"Journal of Music Teacher Education","volume":" 20","pages":"11 - 14"},"PeriodicalIF":1.2,"publicationDate":"2023-07-19","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"41252954","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 : 2023-07-17DOI: 10.1177/10570837231187697
Colleen M. Conway
Analyses of Programs, Practices, and/or Policies: Authors of analyses of programs, practices, and policies may focus on one, two, or all three of these components. A “program” may be as big as the curriculum for a teacher education degree program but as small as a course. A “practice” might be a particular unit, lesson, approach, activity, assignment, assessment, or partnership. “Policy” might be at the national, regional, state, institutional, departmental, or course level. Analyses should go beyond simple description to include past research related to the project as well as next steps for the work.
{"title":"Analyses of Programs, Practices, and/or Policies Submissions to the JMTE: What Do Authors Need to Consider?","authors":"Colleen M. Conway","doi":"10.1177/10570837231187697","DOIUrl":"https://doi.org/10.1177/10570837231187697","url":null,"abstract":"Analyses of Programs, Practices, and/or Policies: Authors of analyses of programs, practices, and policies may focus on one, two, or all three of these components. A “program” may be as big as the curriculum for a teacher education degree program but as small as a course. A “practice” might be a particular unit, lesson, approach, activity, assignment, assessment, or partnership. “Policy” might be at the national, regional, state, institutional, departmental, or course level. Analyses should go beyond simple description to include past research related to the project as well as next steps for the work.","PeriodicalId":44687,"journal":{"name":"Journal of Music Teacher Education","volume":"33 1","pages":"3 - 10"},"PeriodicalIF":1.2,"publicationDate":"2023-07-17","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"49665948","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 : 2023-07-13DOI: 10.1177/10570837231184893
Melody Causby, Travis Higa, Colin McKenzie, Justin Swearinger
The purpose of this Self-Study of Teacher Education Practice (S-STEP) was to examine faculty and student perceptions of co-curricular experiences between an undergraduate instrumental conducting and a junior-level music education course. To help students develop their conducting and pedagogical skills simultaneously, music education and conducting faculty co-taught their courses and developed and implemented co-curricular assignments for 14 co-enrolled participants. Data were collected from faculty journals, meeting transcriptions, participant surveys, and interviews. Findings indicate that the collaboration and co-curricular experiences promoted student and faculty growth. Increased podium time and peer teaching opportunities during which students are given feedback greatly improved students’ perceived level of comfort and confidence in front of an ensemble. In addition, the co-teaching and co-curricular assignments between conducting and music education courses promoted substantial growth in students’ conducting and pedagogical skills and their ability to connect the two. Implications for music teacher education, future research, and further revision of these collaborative practices are discussed.
{"title":"Merging Conducting and Pedagogy Instruction for Undergraduate Instrumental Music Education Majors","authors":"Melody Causby, Travis Higa, Colin McKenzie, Justin Swearinger","doi":"10.1177/10570837231184893","DOIUrl":"https://doi.org/10.1177/10570837231184893","url":null,"abstract":"The purpose of this Self-Study of Teacher Education Practice (S-STEP) was to examine faculty and student perceptions of co-curricular experiences between an undergraduate instrumental conducting and a junior-level music education course. To help students develop their conducting and pedagogical skills simultaneously, music education and conducting faculty co-taught their courses and developed and implemented co-curricular assignments for 14 co-enrolled participants. Data were collected from faculty journals, meeting transcriptions, participant surveys, and interviews. Findings indicate that the collaboration and co-curricular experiences promoted student and faculty growth. Increased podium time and peer teaching opportunities during which students are given feedback greatly improved students’ perceived level of comfort and confidence in front of an ensemble. In addition, the co-teaching and co-curricular assignments between conducting and music education courses promoted substantial growth in students’ conducting and pedagogical skills and their ability to connect the two. Implications for music teacher education, future research, and further revision of these collaborative practices are discussed.","PeriodicalId":44687,"journal":{"name":"Journal of Music Teacher Education","volume":"1 1","pages":""},"PeriodicalIF":1.2,"publicationDate":"2023-07-13","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"41714515","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 : 2023-07-07DOI: 10.1177/10570837231182401
Catheryn Shaw Foster, Melody Causby
The purpose of this study was to investigate secondary instrumental music education in rural Mississippi. This descriptive study investigated the experiences, attitudes, beliefs, and perceptions that rural instrumental music educators ( N = 58) held about their schools, students, and communities. Furthermore, we examined how participants defined success for their programs, what challenges and rewards they experienced in their positions, and what skills they considered most important for rural music educators. Results indicated that while rural music educators find the musical aspects of their positions rewarding, such as fostering a love of music in their students, they believe that non-musical skills related to teaching were more important than their own musical skills. The three greatest challenges named by participants were limited funding, lack of resources, and little support. Conversely, the most frequently reported reward was student personal growth. Implications for music teacher education are discussed.
{"title":"Instrumental Music Education in Rural Mississippi: A Descriptive Study","authors":"Catheryn Shaw Foster, Melody Causby","doi":"10.1177/10570837231182401","DOIUrl":"https://doi.org/10.1177/10570837231182401","url":null,"abstract":"The purpose of this study was to investigate secondary instrumental music education in rural Mississippi. This descriptive study investigated the experiences, attitudes, beliefs, and perceptions that rural instrumental music educators ( N = 58) held about their schools, students, and communities. Furthermore, we examined how participants defined success for their programs, what challenges and rewards they experienced in their positions, and what skills they considered most important for rural music educators. Results indicated that while rural music educators find the musical aspects of their positions rewarding, such as fostering a love of music in their students, they believe that non-musical skills related to teaching were more important than their own musical skills. The three greatest challenges named by participants were limited funding, lack of resources, and little support. Conversely, the most frequently reported reward was student personal growth. Implications for music teacher education are discussed.","PeriodicalId":44687,"journal":{"name":"Journal of Music Teacher Education","volume":" ","pages":""},"PeriodicalIF":1.2,"publicationDate":"2023-07-07","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"49616510","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 : 2023-06-27DOI: 10.1177/10570837231182400
Nathan B. Kruse
The purpose of this self-study was to explore how a college-level vernacular music course might have played a part in shaping inservice music educators’ teaching practices. Nineteen music teachers who graduated from the same teacher preparation program completed a 23-item researcher-constructed questionnaire that identified how they viewed, incorporated, and negotiated vernacular music practices in their classrooms. Overall, participants indicated that incorporating vernacular approaches in school music programs was important and that the vernacular music course positively impacted how they conceptualized music teaching. Participants reported including a wide variety of informal learning activities that involved technology, aural learning, and student-directed music projects. Conversely, participants identified time limitations, lack of resources, classroom management, and performance tensions as distinct challenges. Future directions include documenting turning points in students’ vernacular learning, monitoring curricular changes in PK–12 music programs, and fortifying preservice music teachers’ preparation in multimusical learning.
{"title":"Inservice Music Teachers’ Vernacular Practices: A Self-Study of Curricular Application","authors":"Nathan B. Kruse","doi":"10.1177/10570837231182400","DOIUrl":"https://doi.org/10.1177/10570837231182400","url":null,"abstract":"The purpose of this self-study was to explore how a college-level vernacular music course might have played a part in shaping inservice music educators’ teaching practices. Nineteen music teachers who graduated from the same teacher preparation program completed a 23-item researcher-constructed questionnaire that identified how they viewed, incorporated, and negotiated vernacular music practices in their classrooms. Overall, participants indicated that incorporating vernacular approaches in school music programs was important and that the vernacular music course positively impacted how they conceptualized music teaching. Participants reported including a wide variety of informal learning activities that involved technology, aural learning, and student-directed music projects. Conversely, participants identified time limitations, lack of resources, classroom management, and performance tensions as distinct challenges. Future directions include documenting turning points in students’ vernacular learning, monitoring curricular changes in PK–12 music programs, and fortifying preservice music teachers’ preparation in multimusical learning.","PeriodicalId":44687,"journal":{"name":"Journal of Music Teacher Education","volume":" ","pages":""},"PeriodicalIF":1.2,"publicationDate":"2023-06-27","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"44797506","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 : 2023-06-23DOI: 10.1177/10570837231178891
Nicholas Matherne
The COVID-19 pandemic presented challenges to delivering music content through distance learning, adding to what is often already a stressful and challenging time for first-year educators. The purpose of this study was to explore the experiences of six first-year music teachers who began teaching in Hawai‘i during the COVID-19 pandemic. I interviewed participants twice during the summer after their first year of teaching and collected background information and teaching artifacts. Despite the year’s challenges, the teachers maintained their commitment to teaching. They did note that they felt underprepared for this experience by their undergraduate education and lack of prior teaching experience. Themes suggested the importance of teacher mentors and professional networks for the novice teachers, and that these teachers could have benefited from ongoing support from their preservice teacher education programs. In addition, the experiences of these teachers highlight the importance of adaptability in learning for both students and teachers.
{"title":"Experiences of First-Year Music Teachers in Hawai‘i During the COVID-19 Pandemic: Challenges, Adaptability, and Implications for Future Music Teaching","authors":"Nicholas Matherne","doi":"10.1177/10570837231178891","DOIUrl":"https://doi.org/10.1177/10570837231178891","url":null,"abstract":"The COVID-19 pandemic presented challenges to delivering music content through distance learning, adding to what is often already a stressful and challenging time for first-year educators. The purpose of this study was to explore the experiences of six first-year music teachers who began teaching in Hawai‘i during the COVID-19 pandemic. I interviewed participants twice during the summer after their first year of teaching and collected background information and teaching artifacts. Despite the year’s challenges, the teachers maintained their commitment to teaching. They did note that they felt underprepared for this experience by their undergraduate education and lack of prior teaching experience. Themes suggested the importance of teacher mentors and professional networks for the novice teachers, and that these teachers could have benefited from ongoing support from their preservice teacher education programs. In addition, the experiences of these teachers highlight the importance of adaptability in learning for both students and teachers.","PeriodicalId":44687,"journal":{"name":"Journal of Music Teacher Education","volume":" ","pages":""},"PeriodicalIF":1.2,"publicationDate":"2023-06-23","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"46066511","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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