Pub Date : 2023-01-10DOI: 10.1177/10570837221148064
S. Powell
Since the beginning of the neoliberal era in the 1970s, a “‘business ontology’ in which it is simply obvious that everything in society, including healthcare and education, should be run as a business” (Fisher, 2009) has taken over our social institutions. Until recently, this business ontology crept through public structures like an ideological specter, but advocates of “reform” have recently made their intentions more explicit, especially since 2016. As former Secretary of Education Betsy DeVos stated,
{"title":"Combating the Audit Culture in Music Teacher Education","authors":"S. Powell","doi":"10.1177/10570837221148064","DOIUrl":"https://doi.org/10.1177/10570837221148064","url":null,"abstract":"Since the beginning of the neoliberal era in the 1970s, a “‘business ontology’ in which it is simply obvious that everything in society, including healthcare and education, should be run as a business” (Fisher, 2009) has taken over our social institutions. Until recently, this business ontology crept through public structures like an ideological specter, but advocates of “reform” have recently made their intentions more explicit, especially since 2016. As former Secretary of Education Betsy DeVos stated,","PeriodicalId":44687,"journal":{"name":"Journal of Music Teacher Education","volume":"32 1","pages":"10 - 12"},"PeriodicalIF":1.2,"publicationDate":"2023-01-10","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"42282089","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 : 2022-12-27DOI: 10.1177/10570837221142008
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 members of Society for Music Teacher Education’s Supporting Beginning Music Teachers Area of Strategic Planning and Action. We used an illuminative evaluation process (Patton, 2015) to present (a) a rich description of the project, (b) perceptions of key stakeholders (organizers, session leaders, participating mentors/mentorship program facilitators), and (c) findings pertinent to developing new music teacher mentor programs. Along with a description of the program, the findings are organized into successes, opportunities, weaknesses, and challenges as outlined by a Strengths, Weaknesses, Opportunities, and Challenges analysis (Even Zahav & Hazzan, 2017). Within these areas, the unique design, workshop calendar and pace, as well as transferable content to state music education association (MEA) programs are presented. The review presents the program design as well as recommendations for making clearer connections to the needs of state-level MEA-sponsored mentoring programs.
{"title":"Music Mentor Preparation and Professional Development: A Program Review of the NAfME Music Mentorship Program Facilitator and Mentor Support Project (MMSP)","authors":"Jessica Vaughan-Marra, Christopher M. Baumgartner","doi":"10.1177/10570837221142008","DOIUrl":"https://doi.org/10.1177/10570837221142008","url":null,"abstract":"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 members of Society for Music Teacher Education’s Supporting Beginning Music Teachers Area of Strategic Planning and Action. We used an illuminative evaluation process (Patton, 2015) to present (a) a rich description of the project, (b) perceptions of key stakeholders (organizers, session leaders, participating mentors/mentorship program facilitators), and (c) findings pertinent to developing new music teacher mentor programs. Along with a description of the program, the findings are organized into successes, opportunities, weaknesses, and challenges as outlined by a Strengths, Weaknesses, Opportunities, and Challenges analysis (Even Zahav & Hazzan, 2017). Within these areas, the unique design, workshop calendar and pace, as well as transferable content to state music education association (MEA) programs are presented. The review presents the program design as well as recommendations for making clearer connections to the needs of state-level MEA-sponsored mentoring programs.","PeriodicalId":44687,"journal":{"name":"Journal of Music Teacher Education","volume":"32 1","pages":"41 - 56"},"PeriodicalIF":1.2,"publicationDate":"2022-12-27","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"48287803","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 : 2022-12-08DOI: 10.1177/10570837221137075
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 teacher education program. The main data sources were based on material from three focus group interviews and observations from the PMT’s teaching practicums implemented at two practice schools for a total of five weeks. Emirbayer and Mische’s triadic conception of agency provided the theoretical framework for the analysis, highlighting temporal orientations (past, present, and future) of the actions. The findings revealed how the temporal dimensions of agency gave nuanced understandings of the PMT’s experiences of being supported (or limited) to make decisions and take actions in music teaching settings, either by the school-based mentors or themselves. The study underlines the importance of increased focus and inclusion of agency within teaching practicum contexts to prepare PMTs for future challenges.
{"title":"“We Never Got to Try That Experience of Total Chaos”: Exploring Preservice Music Teachers’ Agency in Teaching Practicum","authors":"Silje Meling Bjørnevoll","doi":"10.1177/10570837221137075","DOIUrl":"https://doi.org/10.1177/10570837221137075","url":null,"abstract":"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 teacher education program. The main data sources were based on material from three focus group interviews and observations from the PMT’s teaching practicums implemented at two practice schools for a total of five weeks. Emirbayer and Mische’s triadic conception of agency provided the theoretical framework for the analysis, highlighting temporal orientations (past, present, and future) of the actions. The findings revealed how the temporal dimensions of agency gave nuanced understandings of the PMT’s experiences of being supported (or limited) to make decisions and take actions in music teaching settings, either by the school-based mentors or themselves. The study underlines the importance of increased focus and inclusion of agency within teaching practicum contexts to prepare PMTs for future challenges.","PeriodicalId":44687,"journal":{"name":"Journal of Music Teacher Education","volume":" ","pages":"57 - 70"},"PeriodicalIF":1.2,"publicationDate":"2022-12-08","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"47978705","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 : 2022-09-20DOI: 10.1177/10570837221124839
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 fieldwork experience. I used Garrison et al.’s Community of Inquiry (CoI) framework to analyze the participants’ perceptions of cognitive presence (i.e., triggering events, exploration, integration, and resolution), social presence (i.e., emotional expression, open communication, and group cohesion), and teaching presence (i.e., structure and design of the fieldwork experience). During initial lessons, participants cited mostly triggering events and exploration, which occurred alongside indicators of social presence. Participants cited technological challenges associated with online synchronous learning (i.e., teaching presence) may have hindered instances of integration and resolution. Music teacher educators may consider using the CoI framework to structure collaborative and supportive online synchronous fieldwork experiences.
{"title":"Preservice Music Educators’ Perceptions of Online Synchronous Fieldwork: A Case Study","authors":"Emily M. Mercado","doi":"10.1177/10570837221124839","DOIUrl":"https://doi.org/10.1177/10570837221124839","url":null,"abstract":"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 fieldwork experience. I used Garrison et al.’s Community of Inquiry (CoI) framework to analyze the participants’ perceptions of cognitive presence (i.e., triggering events, exploration, integration, and resolution), social presence (i.e., emotional expression, open communication, and group cohesion), and teaching presence (i.e., structure and design of the fieldwork experience). During initial lessons, participants cited mostly triggering events and exploration, which occurred alongside indicators of social presence. Participants cited technological challenges associated with online synchronous learning (i.e., teaching presence) may have hindered instances of integration and resolution. Music teacher educators may consider using the CoI framework to structure collaborative and supportive online synchronous fieldwork experiences.","PeriodicalId":44687,"journal":{"name":"Journal of Music Teacher Education","volume":"32 1","pages":"26 - 40"},"PeriodicalIF":1.2,"publicationDate":"2022-09-20","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"47111942","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 : 2022-09-16DOI: 10.1177/10570837221120771
Nicholas R. McBride, G. 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 exchange program in China. By embracing a critical ontology framework, we interwove Western ways of knowing alongside local knowledge to examine the ways in which participants explored their cultural competence through self-reflection. Data indicated that participants in this study were receptive to non-Western social and musical experiences within learning environments that minimized power dynamics, such as peer-to-peer instruction and informal music making. This finding suggests that music teacher educators preparing a cultural immersion program could construct multiple types of learning opportunities in an effort to build preservice teachers’ cultural competence. In addition to careful research, design, and implementation of immersion programs, music teacher educators might also prepare students for the messiness of the cultural competence work, including cultural misunderstandings, issues of authenticity, and varying interpretations.
{"title":"Finding “Otherness” in Music and Pedagogy: A Critical Ontological Analysis of an Immersive International Music Education Exchange Program","authors":"Nicholas R. McBride, G. Nicholson","doi":"10.1177/10570837221120771","DOIUrl":"https://doi.org/10.1177/10570837221120771","url":null,"abstract":"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 exchange program in China. By embracing a critical ontology framework, we interwove Western ways of knowing alongside local knowledge to examine the ways in which participants explored their cultural competence through self-reflection. Data indicated that participants in this study were receptive to non-Western social and musical experiences within learning environments that minimized power dynamics, such as peer-to-peer instruction and informal music making. This finding suggests that music teacher educators preparing a cultural immersion program could construct multiple types of learning opportunities in an effort to build preservice teachers’ cultural competence. In addition to careful research, design, and implementation of immersion programs, music teacher educators might also prepare students for the messiness of the cultural competence work, including cultural misunderstandings, issues of authenticity, and varying interpretations.","PeriodicalId":44687,"journal":{"name":"Journal of Music Teacher Education","volume":"32 1","pages":"42 - 56"},"PeriodicalIF":1.2,"publicationDate":"2022-09-16","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"48493905","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 : 2022-09-16DOI: 10.1177/10570837221121332
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 school music teachers across six states responded to an online questionnaire soliciting information regarding their licensure status, background and training, details of their teaching assignment, and reasons for accepting a teaching position in the charter school setting. At the time of data collection, approximately two thirds of participants held an active music teaching license. Others either held licensure in other content areas or held no active teaching license at all. Among study participants, approximately one third left positions at traditional public schools to teach music in the charter school system, citing the appeal of curricular autonomy and job flexibility. The discussion includes considerations for music teacher preparation programs.
{"title":"Music Teachers in U.S. Charter Schools: A Multistate Profile","authors":"Lisa D. Martin, Sophie Browning","doi":"10.1177/10570837221121332","DOIUrl":"https://doi.org/10.1177/10570837221121332","url":null,"abstract":"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 school music teachers across six states responded to an online questionnaire soliciting information regarding their licensure status, background and training, details of their teaching assignment, and reasons for accepting a teaching position in the charter school setting. At the time of data collection, approximately two thirds of participants held an active music teaching license. Others either held licensure in other content areas or held no active teaching license at all. Among study participants, approximately one third left positions at traditional public schools to teach music in the charter school system, citing the appeal of curricular autonomy and job flexibility. The discussion includes considerations for music teacher preparation programs.","PeriodicalId":44687,"journal":{"name":"Journal of Music Teacher Education","volume":"32 1","pages":"13 - 27"},"PeriodicalIF":1.2,"publicationDate":"2022-09-16","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"44475121","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 : 2022-09-15DOI: 10.1177/10570837221126875
S. Powell
{"title":"Ending and Beginning Revisited","authors":"S. Powell","doi":"10.1177/10570837221126875","DOIUrl":"https://doi.org/10.1177/10570837221126875","url":null,"abstract":"","PeriodicalId":44687,"journal":{"name":"Journal of Music Teacher Education","volume":"32 1","pages":"6 - 8"},"PeriodicalIF":1.2,"publicationDate":"2022-09-15","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"45192765","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 : 2022-09-08DOI: 10.1177/10570837221123128
James R. Austin
{"title":"Some Reflections on Leadership and Transitions","authors":"James R. Austin","doi":"10.1177/10570837221123128","DOIUrl":"https://doi.org/10.1177/10570837221123128","url":null,"abstract":"","PeriodicalId":44687,"journal":{"name":"Journal of Music Teacher Education","volume":"32 1","pages":"3 - 5"},"PeriodicalIF":1.2,"publicationDate":"2022-09-08","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"47906412","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 : 2022-09-08DOI: 10.1177/10570837221120766
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 areas of curriculum, such as music history and musicianship; however, research within music education regarding transfer students is remarkably slim. This qualitative case study investigated the experiences of four CC transfer students in music as they transitioned into music education programs at 4-year universities. The primary research question was: How do transfer students in music education describe their experiences making the transition from 2- to 4-year music programs? Current analysis indicates a need for greater communication between different institutions, the presence of transfer-specific systematic barriers for students, and the importance of community and support for transfer music education majors.
{"title":"An Exploratory Study of Transferring From a Community College Into a 4-Year Music Education Program","authors":"Karen Koner, John Eros","doi":"10.1177/10570837221120766","DOIUrl":"https://doi.org/10.1177/10570837221120766","url":null,"abstract":"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 areas of curriculum, such as music history and musicianship; however, research within music education regarding transfer students is remarkably slim. This qualitative case study investigated the experiences of four CC transfer students in music as they transitioned into music education programs at 4-year universities. The primary research question was: How do transfer students in music education describe their experiences making the transition from 2- to 4-year music programs? Current analysis indicates a need for greater communication between different institutions, the presence of transfer-specific systematic barriers for students, and the importance of community and support for transfer music education majors.","PeriodicalId":44687,"journal":{"name":"Journal of Music Teacher Education","volume":"32 1","pages":"28 - 41"},"PeriodicalIF":1.2,"publicationDate":"2022-09-08","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"48151502","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 : 2022-09-05DOI: 10.1177/10570837221120769
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 within the preservice music teacher curriculum. While music teacher educators have primary responsibility for curricular decisions, music education program leaders and music school administrators who regularly operate within policy realms might be expected to indirectly influence policy integration as part of undergraduate and graduate music education courses. To test this theory, we surveyed administrators who influence and finalize these curricular decisions. Respondents tended to have modest policy dispositions, which was consistent with similar work done with different populations and stakeholders. Given this finding, we provide suggestions to help garner more interest in policy among music teacher educators and administrators in an attempt to make the topic more germane to both pre- and inservice music teachers.
{"title":"Policy Dispositions Among Music Administrators in Higher Education","authors":"Benjamin C. Helton, Jason M. Delfing","doi":"10.1177/10570837221120769","DOIUrl":"https://doi.org/10.1177/10570837221120769","url":null,"abstract":"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 within the preservice music teacher curriculum. While music teacher educators have primary responsibility for curricular decisions, music education program leaders and music school administrators who regularly operate within policy realms might be expected to indirectly influence policy integration as part of undergraduate and graduate music education courses. To test this theory, we surveyed administrators who influence and finalize these curricular decisions. Respondents tended to have modest policy dispositions, which was consistent with similar work done with different populations and stakeholders. Given this finding, we provide suggestions to help garner more interest in policy among music teacher educators and administrators in an attempt to make the topic more germane to both pre- and inservice music teachers.","PeriodicalId":44687,"journal":{"name":"Journal of Music Teacher Education","volume":"32 1","pages":"57 - 70"},"PeriodicalIF":1.2,"publicationDate":"2022-09-05","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"47879343","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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