Pub Date : 2022-09-05DOI: 10.1177/10570837221121334
Kathryn Ang, C. Panebianco, Albi Odendaal
This collective case study aimed to explore the various expected roles for parents of preschool children in group music lessons in the Klang Valley of West Malaysia, the area located around Kuala Lumpur. We collected data by conducting two semi-structured interviews with 10 parents and three teachers of three preschool group music classes. Four broad themes emerged. Participants viewed parents as playing the roles of supporters, practice supervisors, role models, and consumers. We propose that a flexible understanding of role is essential in crafting meaningful relationships between parents and teachers and suggest the approaches that might assist future music educators to develop such a perception.
{"title":"Parents and Group Music Lessons: A Role Theory Perspective for Music Teacher Educators","authors":"Kathryn Ang, C. Panebianco, Albi Odendaal","doi":"10.1177/10570837221121334","DOIUrl":"https://doi.org/10.1177/10570837221121334","url":null,"abstract":"This collective case study aimed to explore the various expected roles for parents of preschool children in group music lessons in the Klang Valley of West Malaysia, the area located around Kuala Lumpur. We collected data by conducting two semi-structured interviews with 10 parents and three teachers of three preschool group music classes. Four broad themes emerged. Participants viewed parents as playing the roles of supporters, practice supervisors, role models, and consumers. We propose that a flexible understanding of role is essential in crafting meaningful relationships between parents and teachers and suggest the approaches that might assist future music educators to develop such a perception.","PeriodicalId":44687,"journal":{"name":"Journal of Music Teacher Education","volume":"32 1","pages":"12 - 25"},"PeriodicalIF":1.2,"publicationDate":"2022-09-05","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"41949142","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: 10.1177/10570837221120762
Nicholas E. Roseth, J. Blackwell
The purpose of this survey study was to explore the relationships between well-being and adaptability among music teacher educators in the United States during the 2020–2021 academic year. We used an online questionnaire to collect data related to demographics, well-being, adaptability, and academic year events. The 85 participants reported relatively high levels of psychological well-being and adaptability. Specific adaptability attributes (e.g., ability to draw on positive feelings and emotions when confronted with new situations in the classroom) were found to be significant predictors of overall well-being.
{"title":"Relationships Between Well-Being and Teaching Adaptability Among Music Teacher Educators: A Snapshot of the 2020–2021 Academic Year","authors":"Nicholas E. Roseth, J. Blackwell","doi":"10.1177/10570837221120762","DOIUrl":"https://doi.org/10.1177/10570837221120762","url":null,"abstract":"The purpose of this survey study was to explore the relationships between well-being and adaptability among music teacher educators in the United States during the 2020–2021 academic year. We used an online questionnaire to collect data related to demographics, well-being, adaptability, and academic year events. The 85 participants reported relatively high levels of psychological well-being and adaptability. Specific adaptability attributes (e.g., ability to draw on positive feelings and emotions when confronted with new situations in the classroom) were found to be significant predictors of overall well-being.","PeriodicalId":44687,"journal":{"name":"Journal of Music Teacher Education","volume":"32 1","pages":"86 - 100"},"PeriodicalIF":1.2,"publicationDate":"2022-09-05","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"48118254","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 : 2022-09-04DOI: 10.1177/10570837221120761
D. G. Springer, Natalie Steele Royston, Ashley D. Allen
The purpose of this study was to examine music education faculty members’ perceptions of admissions and selection criteria for entering master’s students in music education degree programs. Using multistage sampling, we distributed a questionnaire to music education faculty at National Association of Schools of Music (NASM)-accredited institutions in the United States that offered master’s degrees in music education. Results indicated that music education faculty were involved in most admission decisions, and that transcripts, interviews, and letters of recommendation were the most common materials submitted for review. In response to open-ended questions, participants reported that their admission decisions are usually determined by four criteria: academic skills, demonstration of potential as a graduate student, demonstration of teaching ability, and less measurable indicators. This exploration of the admissions and selection criteria that music education faculty use when making admission decisions provides music teacher educators a greater understanding of this important transition point.
{"title":"Admissions and Selection Criteria for Master’s Students in Music Education Degree Programs","authors":"D. G. Springer, Natalie Steele Royston, Ashley D. Allen","doi":"10.1177/10570837221120761","DOIUrl":"https://doi.org/10.1177/10570837221120761","url":null,"abstract":"The purpose of this study was to examine music education faculty members’ perceptions of admissions and selection criteria for entering master’s students in music education degree programs. Using multistage sampling, we distributed a questionnaire to music education faculty at National Association of Schools of Music (NASM)-accredited institutions in the United States that offered master’s degrees in music education. Results indicated that music education faculty were involved in most admission decisions, and that transcripts, interviews, and letters of recommendation were the most common materials submitted for review. In response to open-ended questions, participants reported that their admission decisions are usually determined by four criteria: academic skills, demonstration of potential as a graduate student, demonstration of teaching ability, and less measurable indicators. This exploration of the admissions and selection criteria that music education faculty use when making admission decisions provides music teacher educators a greater understanding of this important transition point.","PeriodicalId":44687,"journal":{"name":"Journal of Music Teacher Education","volume":"32 1","pages":"71 - 85"},"PeriodicalIF":1.2,"publicationDate":"2022-09-04","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"43764707","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 : 2022-08-11DOI: 10.1177/10570837221115884
Laura K. Hicken, Brian N. Weidner
Coursework across the music education curriculum provides teacher educators an opportunity to introduce and reinforce a range of instructional practices (i.e., creating, performing, responding to, and connecting with music) into the music classroom. Although instrument techniques courses are a foundational part of an undergraduate music education curriculum, previous research suggests that preservice music educators perceive these courses to be less impactful on their future careers than other courses in the curriculum. To create meaningful and transferable learning experiences, music teacher educators can include elements of experimentation, mistake-making, and creativity in brass techniques courses to provide preservice music educators with opportunities for independent learning and problem-solving. By offering these pedagogical techniques, music teacher educators can also model constructivist practices for students to use in their future classrooms.
{"title":"Exploratory and Creative Practices in Undergraduate Brass Techniques Coursework","authors":"Laura K. Hicken, Brian N. Weidner","doi":"10.1177/10570837221115884","DOIUrl":"https://doi.org/10.1177/10570837221115884","url":null,"abstract":"Coursework across the music education curriculum provides teacher educators an opportunity to introduce and reinforce a range of instructional practices (i.e., creating, performing, responding to, and connecting with music) into the music classroom. Although instrument techniques courses are a foundational part of an undergraduate music education curriculum, previous research suggests that preservice music educators perceive these courses to be less impactful on their future careers than other courses in the curriculum. To create meaningful and transferable learning experiences, music teacher educators can include elements of experimentation, mistake-making, and creativity in brass techniques courses to provide preservice music educators with opportunities for independent learning and problem-solving. By offering these pedagogical techniques, music teacher educators can also model constructivist practices for students to use in their future classrooms.","PeriodicalId":44687,"journal":{"name":"Journal of Music Teacher Education","volume":"32 1","pages":"68 - 81"},"PeriodicalIF":1.2,"publicationDate":"2022-08-11","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"45508072","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 : 2022-06-20DOI: 10.1177/10570837221100577
D. DeAngelis
The purpose of this study was to examine demographics of graduates with bachelor’s degrees in music education to better understand the collegiate pipeline for music teachers of color. White overrepresentation has been observed throughout the music education profession, but the field lacks a large-scale demographic profile for recent college graduates in music education. Using data collected from 565 institutions reporting music education graduates in IPEDS (Integrated Postsecondary Data System) as well as 40 additional schools, 29,869 students graduated with bachelor’s degrees in music education between 2011 and 2018; 81% were White, 7% were Hispanic/Latino, 4% were Black/African American, 2% were Asian, 0.5% were American Indian/Native Alaskan, 0.1% were Native Hawaiian/Pacific Islander, and 2% identified as two or more races. In addition, HBCUs and HSIs comprised only 5% and 6%, respectively, of schools in this data set, yet accounted for almost 1/3 of all Black and 1/4 of all Latino music education graduates.
{"title":"Recent College Graduates With Bachelor’s Degrees in Music Education: A Demographic Profile","authors":"D. DeAngelis","doi":"10.1177/10570837221100577","DOIUrl":"https://doi.org/10.1177/10570837221100577","url":null,"abstract":"The purpose of this study was to examine demographics of graduates with bachelor’s degrees in music education to better understand the collegiate pipeline for music teachers of color. White overrepresentation has been observed throughout the music education profession, but the field lacks a large-scale demographic profile for recent college graduates in music education. Using data collected from 565 institutions reporting music education graduates in IPEDS (Integrated Postsecondary Data System) as well as 40 additional schools, 29,869 students graduated with bachelor’s degrees in music education between 2011 and 2018; 81% were White, 7% were Hispanic/Latino, 4% were Black/African American, 2% were Asian, 0.5% were American Indian/Native Alaskan, 0.1% were Native Hawaiian/Pacific Islander, and 2% identified as two or more races. In addition, HBCUs and HSIs comprised only 5% and 6%, respectively, of schools in this data set, yet accounted for almost 1/3 of all Black and 1/4 of all Latino music education graduates.","PeriodicalId":44687,"journal":{"name":"Journal of Music Teacher Education","volume":"32 1","pages":"25 - 37"},"PeriodicalIF":1.2,"publicationDate":"2022-06-20","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"43948850","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 : 2022-06-08DOI: 10.1177/10570837221097303
Jennifer C. Hutton
The purpose of this phenomenological study was to explore four K–12 public school music educators’ lived experiences with teacher–student relationships. Research questions were the following: (a) How do music educators describe teacher–student relationships in their classrooms? (b) What strategies do music educators use to encourage positive, caring relationships with their students? and (c) What benefits and challenges exist for educators in relationship-focused classrooms? Participant selection was purposive; all participants were known to prioritize teacher–student relationships in their teaching. Interview data, coded in multiple phases, revealed six themes that influenced teacher–student relationships: structure; time; family and community connections; choice, voice, and ownership; authenticity; and enthusiasm. The essence of participants’ experiences involved moments of caring connection facilitated by awareness, empathy, and attention to individuals. Implications for music teacher educators include the intentional design of curriculum and instruction, approaches to classroom interactions, and focus on students’ experiences.
{"title":"Teacher–Student Relationships: The Lived Experiences of Four K–12 Music Educators","authors":"Jennifer C. Hutton","doi":"10.1177/10570837221097303","DOIUrl":"https://doi.org/10.1177/10570837221097303","url":null,"abstract":"The purpose of this phenomenological study was to explore four K–12 public school music educators’ lived experiences with teacher–student relationships. Research questions were the following: (a) How do music educators describe teacher–student relationships in their classrooms? (b) What strategies do music educators use to encourage positive, caring relationships with their students? and (c) What benefits and challenges exist for educators in relationship-focused classrooms? Participant selection was purposive; all participants were known to prioritize teacher–student relationships in their teaching. Interview data, coded in multiple phases, revealed six themes that influenced teacher–student relationships: structure; time; family and community connections; choice, voice, and ownership; authenticity; and enthusiasm. The essence of participants’ experiences involved moments of caring connection facilitated by awareness, empathy, and attention to individuals. Implications for music teacher educators include the intentional design of curriculum and instruction, approaches to classroom interactions, and focus on students’ experiences.","PeriodicalId":44687,"journal":{"name":"Journal of Music Teacher Education","volume":"32 1","pages":"38 - 52"},"PeriodicalIF":1.2,"publicationDate":"2022-06-08","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"45953796","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 : 2022-05-29DOI: 10.1177/10570837221104005
James R. Austin
{"title":"Canary in a Coal Mine? Pondering Recent Enrollment and Completion Trends for Teacher Education Programs","authors":"James R. Austin","doi":"10.1177/10570837221104005","DOIUrl":"https://doi.org/10.1177/10570837221104005","url":null,"abstract":"","PeriodicalId":44687,"journal":{"name":"Journal of Music Teacher Education","volume":"31 1","pages":"7 - 9"},"PeriodicalIF":1.2,"publicationDate":"2022-05-29","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"49397699","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 : 2022-05-29DOI: 10.1177/10570837221102646
David A. Rickels
{"title":"Endings and Repeats","authors":"David A. Rickels","doi":"10.1177/10570837221102646","DOIUrl":"https://doi.org/10.1177/10570837221102646","url":null,"abstract":"","PeriodicalId":44687,"journal":{"name":"Journal of Music Teacher Education","volume":"31 1","pages":"3 - 6"},"PeriodicalIF":1.2,"publicationDate":"2022-05-29","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"43306276","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 : 2022-05-13DOI: 10.1177/10570837221093981
V. L. Bond
Reflective practice positively affects preservice teacher growth. Yet, in structures used to support student teachers, faculty often prioritize professionalism and logistics over pedagogical concerns. The purpose of this intrinsic case study was to describe the use of pedagogical documentation with preservice music teachers to establish a culture of inquiry and community of practice during their student teaching experience. Repositioning supervisor-preservice teacher meeting time as a nonhierarchical space of uncovering student learning may be a pathway to encourage a collective discourse about teaching and facilitate preservice music teachers’ transition to inservice practice.
{"title":"Using Pedagogical Documentation With Preservice Music Teachers to Establish a Culture of Inquiry","authors":"V. L. Bond","doi":"10.1177/10570837221093981","DOIUrl":"https://doi.org/10.1177/10570837221093981","url":null,"abstract":"Reflective practice positively affects preservice teacher growth. Yet, in structures used to support student teachers, faculty often prioritize professionalism and logistics over pedagogical concerns. The purpose of this intrinsic case study was to describe the use of pedagogical documentation with preservice music teachers to establish a culture of inquiry and community of practice during their student teaching experience. Repositioning supervisor-preservice teacher meeting time as a nonhierarchical space of uncovering student learning may be a pathway to encourage a collective discourse about teaching and facilitate preservice music teachers’ transition to inservice practice.","PeriodicalId":44687,"journal":{"name":"Journal of Music Teacher Education","volume":"32 1","pages":"9 - 24"},"PeriodicalIF":1.2,"publicationDate":"2022-05-13","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"49582118","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 : 2022-04-26DOI: 10.1177/10570837221091525
D. Rolandson, D. Conn
The purpose of this study was to investigate whether large ensemble teachers supported the inclusion of authentic popular music courses in high school music programs. We distributed the 61-item Popular Music in High School Questionnaire (PMQ) to a nationwide, stratified sample of 1,000 high school large ensemble teachers. Participants perceived several obstacles to widespread adoption of popular music courses in high schools, with their support for curricular inclusivity dependent on region of the country, teaching assignment/duties, and teaching experience. We discuss broad implications of the findings and highlight the cyclical relationship between music teacher preparation programs and curricular music content delivered in U.S. secondary schools.
{"title":"Large Ensemble Teachers’ Support for Popular Music Courses in High Schools","authors":"D. Rolandson, D. Conn","doi":"10.1177/10570837221091525","DOIUrl":"https://doi.org/10.1177/10570837221091525","url":null,"abstract":"The purpose of this study was to investigate whether large ensemble teachers supported the inclusion of authentic popular music courses in high school music programs. We distributed the 61-item Popular Music in High School Questionnaire (PMQ) to a nationwide, stratified sample of 1,000 high school large ensemble teachers. Participants perceived several obstacles to widespread adoption of popular music courses in high schools, with their support for curricular inclusivity dependent on region of the country, teaching assignment/duties, and teaching experience. We discuss broad implications of the findings and highlight the cyclical relationship between music teacher preparation programs and curricular music content delivered in U.S. secondary schools.","PeriodicalId":44687,"journal":{"name":"Journal of Music Teacher Education","volume":"32 1","pages":"53 - 67"},"PeriodicalIF":1.2,"publicationDate":"2022-04-26","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"41790547","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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