Pub Date : 2020-03-01DOI: 10.5406/bulcouresmusedu.224.0028
M. Mccarthy, P. Madura, Joanne Rutkowski, J. Nichols
{"title":"A Historical Study of the Committee on Institutional Cooperation (CIC) Music Education Group, 1965–2015","authors":"M. Mccarthy, P. Madura, Joanne Rutkowski, J. Nichols","doi":"10.5406/bulcouresmusedu.224.0028","DOIUrl":"https://doi.org/10.5406/bulcouresmusedu.224.0028","url":null,"abstract":"","PeriodicalId":46393,"journal":{"name":"BULLETIN OF THE COUNCIL FOR RESEARCH IN MUSIC EDUCATION","volume":"1 1","pages":"28-45"},"PeriodicalIF":0.9,"publicationDate":"2020-03-01","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"42536263","PeriodicalName":null,"FirstCategoryId":null,"ListUrlMain":null,"RegionNum":2,"RegionCategory":"艺术学","ArticlePicture":[],"TitleCN":null,"AbstractTextCN":null,"PMCID":"","EPubDate":null,"PubModel":null,"JCR":null,"JCRName":null,"Score":null,"Total":0}
Pub Date : 2020-01-01DOI: 10.5406/bulcouresmusedu.224.0007
Kumar
{"title":"A Theoretical Framework of Trust in Large Community Ensembles","authors":"Kumar","doi":"10.5406/bulcouresmusedu.224.0007","DOIUrl":"https://doi.org/10.5406/bulcouresmusedu.224.0007","url":null,"abstract":"","PeriodicalId":46393,"journal":{"name":"BULLETIN OF THE COUNCIL FOR RESEARCH IN MUSIC EDUCATION","volume":"1 1","pages":"7"},"PeriodicalIF":0.9,"publicationDate":"2020-01-01","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"70723410","PeriodicalName":null,"FirstCategoryId":null,"ListUrlMain":null,"RegionNum":2,"RegionCategory":"艺术学","ArticlePicture":[],"TitleCN":null,"AbstractTextCN":null,"PMCID":"","EPubDate":null,"PubModel":null,"JCR":null,"JCRName":null,"Score":null,"Total":0}
Pub Date : 2020-01-01DOI: 10.5406/bulcouresmusedu.224.0061
Hudson, Silveira
{"title":"A Content Analysis of the Journal of Band Research: 1964–2016","authors":"Hudson, Silveira","doi":"10.5406/bulcouresmusedu.224.0061","DOIUrl":"https://doi.org/10.5406/bulcouresmusedu.224.0061","url":null,"abstract":"","PeriodicalId":46393,"journal":{"name":"BULLETIN OF THE COUNCIL FOR RESEARCH IN MUSIC EDUCATION","volume":"1 1","pages":"61"},"PeriodicalIF":0.9,"publicationDate":"2020-01-01","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"70723498","PeriodicalName":null,"FirstCategoryId":null,"ListUrlMain":null,"RegionNum":2,"RegionCategory":"艺术学","ArticlePicture":[],"TitleCN":null,"AbstractTextCN":null,"PMCID":"","EPubDate":null,"PubModel":null,"JCR":null,"JCRName":null,"Score":null,"Total":0}
Pub Date : 2020-01-01DOI: 10.5406/bulcouresmusedu.223.bm
{"title":"Back Matter","authors":"","doi":"10.5406/bulcouresmusedu.223.bm","DOIUrl":"https://doi.org/10.5406/bulcouresmusedu.223.bm","url":null,"abstract":"","PeriodicalId":46393,"journal":{"name":"BULLETIN OF THE COUNCIL FOR RESEARCH IN MUSIC EDUCATION","volume":"1 1","pages":""},"PeriodicalIF":0.9,"publicationDate":"2020-01-01","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"70723351","PeriodicalName":null,"FirstCategoryId":null,"ListUrlMain":null,"RegionNum":2,"RegionCategory":"艺术学","ArticlePicture":[],"TitleCN":null,"AbstractTextCN":null,"PMCID":"","EPubDate":null,"PubModel":null,"JCR":null,"JCRName":null,"Score":null,"Total":0}
Pub Date : 2020-01-01DOI: 10.5406/bulcouresmusedu.226.0046
James R. Austin, M. H. Berg
The edTPA is a multidimensional performance assessment that targets student teachers’ planning, instruction, and assessment proficiency as reflected in narrative commentary, lesson plans, teaching videos, and student work. The purpose of this study was to analyze the reliability, validity, and utility of edTPA scores for three academic year cohorts of music student teachers ( N = 60) at an institution that adopted the edTPA for use in teacher candidate evaluation. Overall, music teacher candidates were rated highest in planning, followed by assessment and instruction. Differences in assessment task and total scores were statistically significant between Cohort 1 and Cohort 3, suggesting that faculty may have become more effective over time in preparing student teachers to complete the edTPA portfolio. Scores for all three edTPA tasks and total edTPA scores exhibited adequate internal consistency. Factor analysis produced a clear structure that corresponded to the three edTPA tasks, with evidence of adequate model fit. Criterion-related validity evidence for edTPA scores, however, was mixed, with most correlations being of modest magnitude ( < .25). We discuss implications for teacher educators and future research.
{"title":"A Within-Program Analysis of edTPA Score Reliability, Validity, and Utility","authors":"James R. Austin, M. H. Berg","doi":"10.5406/bulcouresmusedu.226.0046","DOIUrl":"https://doi.org/10.5406/bulcouresmusedu.226.0046","url":null,"abstract":"The edTPA is a multidimensional performance assessment that targets student teachers’ planning, instruction, and assessment proficiency as reflected in narrative commentary, lesson plans, teaching videos, and student work. The purpose of this study was to analyze the reliability, validity, and utility of edTPA scores for three academic year cohorts of music student teachers ( N = 60) at an institution that adopted the edTPA for use in teacher candidate evaluation. Overall, music teacher candidates were rated highest in planning, followed by assessment and instruction. Differences in assessment task and total scores were statistically significant between Cohort 1 and Cohort 3, suggesting that faculty may have become more effective over time in preparing student teachers to complete the edTPA portfolio. Scores for all three edTPA tasks and total edTPA scores exhibited adequate internal consistency. Factor analysis produced a clear structure that corresponded to the three edTPA tasks, with evidence of adequate model fit. Criterion-related validity evidence for edTPA scores, however, was mixed, with most correlations being of modest magnitude ( < .25). We discuss implications for teacher educators and future research.","PeriodicalId":46393,"journal":{"name":"BULLETIN OF THE COUNCIL FOR RESEARCH IN MUSIC EDUCATION","volume":"1 1","pages":""},"PeriodicalIF":0.9,"publicationDate":"2020-01-01","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"70723677","PeriodicalName":null,"FirstCategoryId":null,"ListUrlMain":null,"RegionNum":2,"RegionCategory":"艺术学","ArticlePicture":[],"TitleCN":null,"AbstractTextCN":null,"PMCID":"","EPubDate":null,"PubModel":null,"JCR":null,"JCRName":null,"Score":null,"Total":0}
Pub Date : 2020-01-01DOI: 10.5406/bulcouresmusedu.223.0059
Berg, Conway
{"title":"Retired Teachers as Mentors in the American String Teachers Association Mentor Program","authors":"Berg, Conway","doi":"10.5406/bulcouresmusedu.223.0059","DOIUrl":"https://doi.org/10.5406/bulcouresmusedu.223.0059","url":null,"abstract":"","PeriodicalId":46393,"journal":{"name":"BULLETIN OF THE COUNCIL FOR RESEARCH IN MUSIC EDUCATION","volume":"1 1","pages":"59"},"PeriodicalIF":0.9,"publicationDate":"2020-01-01","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"70723211","PeriodicalName":null,"FirstCategoryId":null,"ListUrlMain":null,"RegionNum":2,"RegionCategory":"艺术学","ArticlePicture":[],"TitleCN":null,"AbstractTextCN":null,"PMCID":"","EPubDate":null,"PubModel":null,"JCR":null,"JCRName":null,"Score":null,"Total":0}
Pub Date : 2020-01-01DOI: 10.5406/bulcouresmusedu.226.0007
Abramo, Bernard
{"title":"Barriers to Access and University Schools of Music: A Collective Case Study of Urban High School Students of Color and Their Teachers","authors":"Abramo, Bernard","doi":"10.5406/bulcouresmusedu.226.0007","DOIUrl":"https://doi.org/10.5406/bulcouresmusedu.226.0007","url":null,"abstract":"","PeriodicalId":46393,"journal":{"name":"BULLETIN OF THE COUNCIL FOR RESEARCH IN MUSIC EDUCATION","volume":"1 1","pages":"7"},"PeriodicalIF":0.9,"publicationDate":"2020-01-01","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"70723296","PeriodicalName":null,"FirstCategoryId":null,"ListUrlMain":null,"RegionNum":2,"RegionCategory":"艺术学","ArticlePicture":[],"TitleCN":null,"AbstractTextCN":null,"PMCID":"","EPubDate":null,"PubModel":null,"JCR":null,"JCRName":null,"Score":null,"Total":0}
Pub Date : 2020-01-01DOI: 10.5406/bulcouresmusedu.225.0022
Diana R. Dansereau
It has been shown that children who experience homelessness face risks and circumstances that differ from other children (Bassuk, Richard, & Tsertsvadze, 2015; Sandel et al., 2018); however, there is a lack of documentation of music education programs that specifically serve children who are experiencing homelessness and a lack of research on the effects of such programs. The purpose of this exploratory study was to understand whether meaning arises for young children who are experiencing homelessness and their teachers from weekly music classes. Children ages 3 months through 3 years ( N = 36) who attended a preschool for children experiencing homelessness participated in music classes that centered on serve-and-return musical interactions. Data showed that (a) the children’s responses to music classes strengthened over the course of 7 weeks, and the majority of the children were interacting with music and their music teachers periodically or consistently by the end of the sessions; (b) children incorporated music class material into other parts of their days and with adults other than their music teachers; (c) classroom teachers changed the ways that they engaged musically with the children; (d) teachers recognized new types of vocalizations as musical; and (e) the infant teachers encouraged and participated in more serve-and-return musical interactions. It was concluded that the children’s responses were consistent with previous research on housed children, they found musical and social meaning within the musical interactions, and the classroom teachers found meaning in the musical material and, therefore, extended its use within their classrooms.
研究表明，无家可归的儿童面临的风险和环境与其他儿童不同(Bassuk, Richard， & Tsertsvadze, 2015;Sandel et al.， 2018);然而，缺乏专门为无家可归儿童服务的音乐教育项目的记录，也缺乏对此类项目影响的研究。本探索性研究的目的是了解每周上音乐课的无家可归儿童和他们的老师是否会产生意义。3个月至3岁的儿童(N = 36)参加了一个为无家可归儿童开设的学前班，他们参加了以发球和回球音乐互动为中心的音乐课。数据显示(a)在7周的课程中，孩子们对音乐课程的反应增强了，大多数孩子在课程结束时定期或持续地与音乐和他们的音乐老师互动;(b)孩子们将音乐课的材料纳入他们一天中的其他部分，并与音乐老师以外的成年人一起学习;(c)课堂教师改变了与儿童进行音乐交流的方式;(d)教师认识到新的发声类型具有音乐性;(e)幼儿教师鼓励并参与更多的发球回传音乐互动。结论是，孩子们的反应与之前对寄宿儿童的研究一致，他们在音乐互动中发现了音乐和社会意义，课堂教师在音乐材料中发现了意义，因此，在他们的课堂上扩大了它的使用。
{"title":"Musical Engagement With Young Children Experiencing Homelessness: An Exploratory Study","authors":"Diana R. Dansereau","doi":"10.5406/bulcouresmusedu.225.0022","DOIUrl":"https://doi.org/10.5406/bulcouresmusedu.225.0022","url":null,"abstract":"It has been shown that children who experience homelessness face risks and circumstances that differ from other children (Bassuk, Richard, & Tsertsvadze, 2015; Sandel et al., 2018); however, there is a lack of documentation of music education programs that specifically serve children who are experiencing homelessness and a lack of research on the effects of such programs. The purpose of this exploratory study was to understand whether meaning arises for young children who are experiencing homelessness and their teachers from weekly music classes. Children ages 3 months through 3 years ( N = 36) who attended a preschool for children experiencing homelessness participated in music classes that centered on serve-and-return musical interactions. Data showed that (a) the children’s responses to music classes strengthened over the course of 7 weeks, and the majority of the children were interacting with music and their music teachers periodically or consistently by the end of the sessions; (b) children incorporated music class material into other parts of their days and with adults other than their music teachers; (c) classroom teachers changed the ways that they engaged musically with the children; (d) teachers recognized new types of vocalizations as musical; and (e) the infant teachers encouraged and participated in more serve-and-return musical interactions. It was concluded that the children’s responses were consistent with previous research on housed children, they found musical and social meaning within the musical interactions, and the classroom teachers found meaning in the musical material and, therefore, extended its use within their classrooms.","PeriodicalId":46393,"journal":{"name":"BULLETIN OF THE COUNCIL FOR RESEARCH IN MUSIC EDUCATION","volume":"1 1","pages":""},"PeriodicalIF":0.9,"publicationDate":"2020-01-01","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"70723668","PeriodicalName":null,"FirstCategoryId":null,"ListUrlMain":null,"RegionNum":2,"RegionCategory":"艺术学","ArticlePicture":[],"TitleCN":null,"AbstractTextCN":null,"PMCID":"","EPubDate":null,"PubModel":null,"JCR":null,"JCRName":null,"Score":null,"Total":0}
Pub Date : 2020-01-01DOI: 10.5406/bulcouresmusedu.226.0027
Richerme, Miksza
{"title":"Constructive Controversy in an Instrumental Methods Classroom: An Exploratory Case Study","authors":"Richerme, Miksza","doi":"10.5406/bulcouresmusedu.226.0027","DOIUrl":"https://doi.org/10.5406/bulcouresmusedu.226.0027","url":null,"abstract":"","PeriodicalId":46393,"journal":{"name":"BULLETIN OF THE COUNCIL FOR RESEARCH IN MUSIC EDUCATION","volume":"1 1","pages":"27"},"PeriodicalIF":0.9,"publicationDate":"2020-01-01","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"70723321","PeriodicalName":null,"FirstCategoryId":null,"ListUrlMain":null,"RegionNum":2,"RegionCategory":"艺术学","ArticlePicture":[],"TitleCN":null,"AbstractTextCN":null,"PMCID":"","EPubDate":null,"PubModel":null,"JCR":null,"JCRName":null,"Score":null,"Total":0}
Pub Date : 2020-01-01DOI: 10.5406/bulcouresmusedu.223.0042
Forrester, Erős
{"title":"Nontraditional Students in Traditional Music Education Programs: A\u0000 Case Study","authors":"Forrester, Erős","doi":"10.5406/bulcouresmusedu.223.0042","DOIUrl":"https://doi.org/10.5406/bulcouresmusedu.223.0042","url":null,"abstract":"","PeriodicalId":46393,"journal":{"name":"BULLETIN OF THE COUNCIL FOR RESEARCH IN MUSIC EDUCATION","volume":"1 1","pages":"42"},"PeriodicalIF":0.9,"publicationDate":"2020-01-01","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"70723587","PeriodicalName":null,"FirstCategoryId":null,"ListUrlMain":null,"RegionNum":2,"RegionCategory":"艺术学","ArticlePicture":[],"TitleCN":null,"AbstractTextCN":null,"PMCID":"","EPubDate":null,"PubModel":null,"JCR":null,"JCRName":null,"Score":null,"Total":0}
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