An Assessment of Attitudes of First Year Music Teachers in Ohio Toward Undergraduate Music Teacher Education Programs PDF Download
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Author: Barbara J. Lumbrezer
Publisher:
ISBN:
Category : Music teachers
Languages : en
Pages : 156
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Book Description
Author: Barbara J. Lumbrezer
Publisher:
ISBN:
Category : Music teachers
Languages : en
Pages : 156
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Book Description
Author: Music Educators National Conference (U.S.)
Publisher: Oxford University Press
ISBN: 0195138848
Category : Education
Languages : en
Pages : 1249
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Book Description
Featuring chapters by the world's foremost scholars in music education and cognition, this handbook is a convenient collection of current research on music teaching and learning. This comprehensive work includes sections on arts advocacy, music and medicine, teacher education, and studio instruction, among other subjects, making it an essential reference for music education programs. The original Handbook of Research on Music Teaching and Learning, published in 1992 with the sponsorship of the Music Educators National Conference (MENC), was hailed as "a welcome addition to the literature on music education because it serves to provide definition and unity to a broad and complex field" (Choice). This new companion volume, again with the sponsorship of MENC, explores the significant changes in music and arts education that have taken place in the last decade. Notably, several chapters now incorporate insights from other fields to shed light on multi-cultural music education, gender issues in music education, and non-musical outcomes of music education. Other chapters offer practical information on maintaining musicians' health, training music teachers, and evaluating music education programs. Philosophical issues, such as musical cognition, the philosophy of research theory, curriculum, and educating musically, are also explored in relationship to policy issues. In addition to surveying the literature, each chapter considers the significance of the research and provides suggestions for future study.Covering a broad range of topics and addressing the issues of music education at all age levels, from early childhood to motivation and self-regulation, this handbook is an invaluable resource for music teachers, researchers, and scholars.
Author: Louis S Kugelman
Publisher:
ISBN:
Category :
Languages : en
Pages : 142
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Book Description
Most states in the country have adopted a broad P-12 licensure for music teacher certification (Henry, 2005). This broad licensure puts a strain on music teacher education programs. Faculty create degree programs which must include coursework from internal and external influencers, all while trying to create a curriculum for preservice teachers that incorporates a wide breadth of topics, balanced with enough depth for teachers to be prepared for success in the profession. Harsh criticisms have risen about music teacher education programs shortfalls in trying to strike a balance between breadth and depth (Forsythe, et. al., 2007; Legette, 2013; Leonhard,1985). Much of the content within a music teacher education program reflect guidance from and is approved by a single external influence-the National Association of Schools of Music (NASM). The NASM is the national accrediting agency for schools of music who voluntarily choose to subscribe to this oversight. Their accreditation standards are the most recognized and supported in the country, and because of that accrediting function, NASM has great power and influence over music programs in higher education (Ester & Brinkman, 2005). However, research informing the requirements from the NASM and their effectiveness are scarce (Forsythe et. al., 2007). The purpose of this research is to explore early-career music educators' perceptions of the value, effectiveness, and relevance of their NASM accredited undergraduate music studies in preparation for teaching. A marketing research approach and subsequent analysis provides empirical evidence of novice music educator's perception of the efficacy of teacher preparation curricula as they correspond to each NASM guideline. Study participants (n=36) were early-career teachers (1-3 years professional experience) from the National Association for Music Educators Northeast Region who responded to a survey request. In the survey, participants used a 1-5 Likert-type scale to rate the importance of NASM competencies to their first years of teaching and the instructional performance of their music teacher education program. Lastly, participants rated the overall importance and performance of their music teacher education programs. Survey results indicate the overall average perceived importance of all music competencies from the NASM in music teacher education programs (MTEP) are rated higher than the overall perceived performance of instruction (3.61, 2.81). Analysis of the results also revealed a discouraging gap between the high importance of general, vocal, and instrumental music curriculum knowledge and the less than sufficient performance by music teacher education programs. A similar gap in laboratory and field teaching experiences in individual, small group, and whole group settings was identified. The results of this study indicate a need for more reflective research into music teacher education programs and the competencies required by the National Association of Schools of Music.
Author:
Publisher:
ISBN:
Category : Education
Languages : en
Pages : 328
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Author:
Publisher:
ISBN:
Category : Dissertation abstracts
Languages : en
Pages : 776
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Book Description
Author: Colleen Conway
Publisher: Oxford University Press
ISBN: 0190671424
Category : Music
Languages : en
Pages : 656
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Book Description
The Oxford Handbook of Preservice Music Teacher Education in the United States identifies the critical need for change in Pre-K-12 music education. Collectively, the handbook's 56 contributors argue that music education benefits all students only if educators actively work to broaden diversity in the profession and consistently include diverse learning strategies, experiences, and perspectives in the classroom. In this handbook, contributors encourage music teachers, researchers, policy makers, and music teacher educators to take up that challenge. Throughout the handbook, contributors provide a look at ways music teacher educators prepare teachers to enter the music education profession and offer suggestions for ways in which new teachers can advocate for and adapt to changes in contemporary school settings. Building upon students' available resources, contributors use research-based approaches to identify the ways in which educational methods and practices must transform in order to successfully challenge existing music education boundaries.
Author:
Publisher:
ISBN:
Category : Education
Languages : en
Pages : 938
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Author: Melissa Anne Durst
Publisher:
ISBN:
Category : Music teachers
Languages : en
Pages : 40
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Book Description
Legislative mandates such as No Child Left Behind and Race to the Top have shaped an educational paradigm shift- effective teaching is defined by demonstrating student growth within a content area. Data is gathered and analyzed yearly, with results potentially impacting teacher evaluations, teacher pay, and hiring and firing decisions. Standardized testing is one of the most common ways of assessing students. Test results give clear and coherent views of student growth over a specific period of time, but rely heavily on quantitative measures. There are numerous other means to assess student growth however, and to achieve the most efficient and effective evaluation, multiple assessments should be considered that consist of qualitative measures as well. Non-tested subjects, such as music, are also under the same requirements to measure student growth to evaluate teacher effectiveness. There is no national or state-wide assessment that is currently recognized and accepted for measuring music student growth. Music teachers are responsible for teaching "knowledge"--A belief or consensus of fact; and "skills"--the aptitude for performing a specific task. This thesis specifically examines the following questions: 1. How should the growth of music students in the state of Ohio be effectively assessed?; and 2. How should the effectiveness of music teachers in the state of Ohio be determined? Utilizing multiple, standards-based assessments, such as portfolios, performances, observations, and pretest/posttest models, student growth in music can be effectively and efficiently measured for music students in the state of Ohio. Music teacher assessments in the state of Ohio should include evidence of a music teacher's capacity to plan lessons, establish a healthy learning environment, utilize best teaching practices, and create and maintain opportunities for professional growth. Thus, a new evaluation tool was created for assessing music teachers. This tool, created after reviewing available literature, establishes four domains of teaching, similar to the Charlotte Danielson domains, and conforms to recent Ohio legislative mandates.
Author: Gordon Raymond Mehling
Publisher:
ISBN:
Category : Music
Languages : en
Pages : 282
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Author:
Publisher:
ISBN:
Category : Dissertations, Academic
Languages : en
Pages : 272
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