journal of music teacher education

All articles were examined by type of article, research methodologies used, and topics discussed. Music teacher educators often work to prepare preservice music teachers to be socially conscious and adopt dispositions toward teaching in socially just ways. Data provided are for informational purposes only. By continuing to browse Data were collected from the State Board of Educator Certification about demographics and employment information for all individuals who completed ARC programs in music education between 2002 and 2012 (N = 1,200), and individuals from that population were surveyed concerning their experiences (n = 214). Survey respondents completed programs that varied widely in duration, features, instructional modalities, and providing institutions. Interview results revealed consistent themes toward reading integration and preservice teacher preparation to include (a) an awareness of key concepts and vocabulary in reading instruction, (b) instructor modeling of reading strategies applied to music instruction, and (c) opportunities for students to demonstrate integrative practices through assignments. Additionally, instructor attitudes were favorable toward reading integration, and a majority of the instructors perceived an awareness of a national reading crisis. Instrumentalist. Alignment between state and institution requirements was varied. The purpose of this study was to investigate preservice educators’ knowledge of basic information about classical repertoire found in popular culture. These connections between the chordal triad of agency and music teacher education research may serve as starting points for needed inquiry into and the inclusion of agency in music teacher education. Respondents (N = 239) reported (a) rehearsal priorities on fundamental choral elements (balance/blend, diction, dynamics, intonation, interpretation/musicianship, rhythm, technique, and tone quality), (b) rehearsal approaches (micro-macro/macro-micro), and (c) primary professional development influences. Interviews were conducted to examine how instructors addressed language arts within the general music course. Peer-reviewed articles were classified as research articles (n = 85), interest articles (n = 99), and book reviews (n = 18). NAfME members have access to this journal as part of their membership. The purpose of this study was to examine university conducting teachers’ attitudes about score study, the source materials they used to teach score study, their personal score study practices, and the score study approaches they taught their undergraduate conducting students. Representatives from 95 institutions responded to a researcher-designed questionnaire. Ten undergraduates randomly assigned to no VRLE (n = 3), VRLE with head tracking (n = 4), or VRLE without (n = 3) head tracking received eight treatment sessions over a 4-week period. Through data analysis I revealed three themes: Becoming Student Focused, Learning to Be Myself as a Teacher, and Taking Ownership. The purpose of this study was to explore the experiences of students (N = 26) in an undergraduate music education degree program in an attempt to identify commonalities among students persisting to degree completion. education . Academic field: EDUCATION (GENERAL); MUSIC. Some society journals require you to create a personal profile, then activate your society account, You are adding the following journals to your email alerts. Analysis of specific topics revealed that curriculum, teaching techniques, and professional development were most frequently discussed but varied by type of article and methodology. Though they believed that these experiences were valuable, participants remained uncomfortable with the idea of placing students in similar settings. While participants conducted a live ensemble, their eye contact, torso movements, and gestures were measured. In 2012, a committee at a small Midwestern liberal arts college, Lake Forest College, embarked on a journey to create a music education teacher licensure major. Participants performed five vowel sounds (ah, eh, ee, oh, oo), while electromyography of the zygomaticus and masseter muscles was sampled at 1,000 Hz. Journal of Historical Research in Music Education. The purpose of this instrumental case study was to examine three elementary music teacher’s perceptions of preparation to work with students with disabilities. Find out about Lean Library here, If you have access to journal via a society or associations, read the instructions below. Scores on the technology-related domains of the TPACK model were lower than content, pedagogical, or pedagogical content domains. Respondents to an online survey (n = 336) reported near-daily interaction with BDG, with a notable trend toward lower average levels of contributing new content compared with relatively higher levels of passive and semipassive engagement such as reading and “liking” posts of other users. View or download all the content the society has access to. Context around the research-practice gap in music education is provided, the concept of brokerage models in social settings is explained, and then four brokerage structures are elaborated on and applied. Avenues for antiracist praxis include (a) naming the racialized nature of an institution’s professional network, (b) mapping the racial landscapes of prospective placements, (c) addressing issues of representation in student teacher placement, and (d) becoming race-power conscious. Journal of Music Teacher Education Abbreviazione del Diario Standard (ISO4): « J. Music education programs were perceived as being comparable to performance programs on admissions standards. However, few systematic examinations of the gap have been undertaken. Search in: Advanced search. All participants were in their final year of the music education degree at the time of the study. More than one half of participants reported that their institution required music teacher candidates to complete a teacher performance assessment (e.g., edTPA). For this feasibility study, we used an augmented immersive VRLE to enhance eye contact, torso movement, and gestures of novice wind band conductors. ( 2002 ) Support for music education: A case study of issues concerning teacher retention and attrition . Participants reported using technology for a variety of purposes on a daily basis, but mostly in passive ways. British Journal of Music Education (BJME) Canadian Music Educator/Musicien éducateur au Canada. Block Menu Anonymous. 2019 Impact Factor. This site uses cookies. I provide a detailed description of how the mentorship co-chairs, president, immediate past president, and president-elect of OkMEA designed and implemented a statewide music teacher mentorship program. Other NAfME journals can be found at The Journal of Music Teacher Education is a peer-reviewed academic journal covering the field of music education. Journal of Music Teacher Education. One point was allotted per correct answer. Participant institutions (n = 220) were selected from a random sample of National Association of Schools of Music-accredited institutions offering music education degrees (N = 517). What challenges do elementary general music teachers face in their work with students with disabilities? These methods included semistructured interviews, focus groups, written questionnaires, and a researcher journal. Only Open Access Journals Only SciELO Journals Only WoS Journals Participants addressed curricular practices and institutional factors that lend themselves to LGBTQ+ inclusion and safety among students, faculty, and staff. Journal of Music Teacher Education - Music and Special Education Music and Special Education The study began with a content analysis of degree programs (N = 100), followed by a survey taken by instructors of the general music course related to perceptions and attitudes toward reading integration. Other Titles: Journal of music teacher education JMTE Data sources included written reflections, class observation notes, video recordings of rehearsals and performances, composition artifacts, and formal course evaluations. Research questions involved the status of high-stakes assessments of general, content, and pedagogical knowledge, as well as high-stakes teacher performance assessments (e.g., edTPA). Generational labels such as digital native and the “net” generation may obscure the gap that exists between preservice music teachers’ personal uses of technology and how they will use technology professionally. If you have access to a journal via a society or association membership, please browse to your society journal, select an article to view, and follow the instructions in this box. Participants included 10 junior-year music education majors enrolled in a semester-long music teaching foundations course. The purpose of this narrative research was to examine the musical paths of three music education majors enrolled in their first semester of aural skills at a large university. The purpose of this article is to demonstrate how a model of brokerage structures can be applied to guide future inquiry into the gap. The completed response rate for the survey was 35% (n = 236). The three most frequently used score study behaviors were “initial, casual read-through of the score,” “define all unfamiliar terms,” and “marking important cues.” Based on our findings, we discuss ways in which music teacher educators can improve their instrumental conducting courses. John O'Conor Appointed Visiting Professor at TU Dublin Conservatoire. I designed a three-part workshop understandings of and attitudes toward sensitive issues related to social justice, I designed a three-part workshop to introduce and explore the concepts of access, intersectionality, and privilege, and then conducted a basic qualitative study to examine undergraduate music education students’ understandings of and attitudes toward sensitive social justice issues, as well as their experiences with the workshop. Submit an article. Participants believed that their musicianship developed during the course, they learned new pedagogical methods, and they gained comfort working without notation in collaborative groups. The Journal of Music Teacher Education (JMTE), a peer-reviewed online research journal, focuses on issues related to music teacher education. Teach. The following themes emerged: (a) participants experienced a notable drop in musical confidence early in the degree; (b) participants believed the degree is quite stressful compared to other degrees; (c) participants cited field experiences as important; and (d) participants indicated the importance of peer support to get through the “hard” times. Respondents felt more confident demonstrating technical conducting behaviors versus expressive ones, perceived their instruction in conducting skills superior to their rehearsal skill instruction, and desired additional conducting and rehearsal experiences that were more representative of what they encountered once they began teaching. MTEs and PMTs valued the inclusion of CMAs in preK–12 curricula, PMTs felt most prepared to teach arranging and least prepared to teach composing with their future preK–12 students, and PMTs valued and desired more opportunities to practice CMAs in undergraduate curricula. Greater agency may provide individual teachers with the means to expand, innovate, and modify school music education for more inclusive forms and practices in local school contexts. No impact factor infomation for this journal. Here is what happened. With the intent of informing music teacher education this study aimed to better understand American preservice music teachers’ experiences with and attitudes toward different music genres. Her passion and enthusiasm for teaching were reignited during a period of long-term music substitute teaching in a successful program surrounded by a supportive community. ». All Journals Music Education Research List of Issues Volume 22, Issue 5 2019 Impact Factor. Skilled use of music technology in music teaching and learning situations requires meaningful and intentional facilitation in music teacher education curricula. Eleanor and I met for three semistructured interviews and two observations. 40 INTERNATIONAL JOURNAL OF MUSIC EDUCATION 27(1) with the word at the bottom (the answer was coccinelle (ladybird) and coq (rooster)). Journal of Music Teacher Education a peer-reviewed online-only professional development journal published twice a year, offers philosophical, historical, descriptive, or methodological articles related to music teacher education. Technological pedagogical and content knowledge (TPACK) is a conceptual framework for the teacher knowledge necessary to effectively integrate technology into teaching and learning. Published by Music Educators National Conference. Many attempts have been made to explain the gap and offer recommendations for bridging it. Toner Quinn reflects on twenty years of publishing the Journal of Music and the changes that have taken place. At My Music Journal, our elementary school music books & lesson plans are filled with many puzzles, pictures & more that help kids to understand music better . (Roger T. Cunningham); (5) Using Wait Time To Stimulate Inquiry (Mary Budd Rowe); (6) Effective Questions and Questioning: A Classroom Application (William W. Wilen); (7) Discussion Strategies and Tactics (Ronald T. Hyman); (8) Students as Key Questioners (Francis P. Hunkins); and (9) Improving Teachers' Questions and Questioning: Research Informs Practice (William W. Wilen). Research questions included the following: How do elementary general music teachers define preparedness for working with students with disabilities? Secondary school choral conductors from the United States were invited to complete a 10-minute electronic survey about their choral rehearsal priorities and approaches. This book focuses on questioning techniques and strategies teachers may employ to make the difference between active and passive learning in the classroom. Members ( N = 141) of the Facebook Band Directors Group who had completed undergraduate conducting and rehearsal techniques coursework responded to an online survey. It is the recommended abbreviation to be used for abstracting, indexing and referencing purposes and meets all criteria of the ISO 4 standard for abbreviating names of scientific journals. The relationship between the qualitative and quantitative research traditions. The research-practice gap in music education has been discussed for decades. Implications from this experience could be valuable for music education programs at small liberal arts colleges, those involved in university/school partnerships such as professional development schools, and those looking to advocate for their music education programs across campus. We describe the current state of candidate assessment practices from matriculation through degree conferral, consider a range of assessment measures including gateway or barrier instruments, and pose critical questions about the use of such assessments to determine whether music education candidates are appropriately qualified to become P–12 music educators. This arc became visible through narratively coding the field texts, and thoroughly reviewing data obtained from interviews and observations. In the fall of 2016, leadership in the Oklahoma Music Educators Association (OkMEA) recognized the need for a formal, music mentorship program for beginning educators. JMTE focuses on topics of interest to music education faculty, music supervisors, and in-service teachers involved in music teacher education. New Directions for Program Evaluation, 61, 5-11. The importance of recognizing burnout, finding support systems, and identifying hegemonic assumptions about teaching emerged as critical points in Eleanor’s narrative. Such information may also be of value to current and future graduate students preparing for careers in the music education professoriate. (Ambrose A. Clegg, Jr.); (2) Review of Research on Questioning Techniques (Meredith D. Gall and Tom Rhody); (3) The Multidisciplinary World of Questioning (J. T. Dillon); (4) What Kind of Question Is That? Published only online three times a year, available free to members. Findings aided in the construction of a profile of the typical music education faculty member in the United States. Relative to the distribution of music teaching positions across the state, ARC completers were disproportionately employed in large urban districts, charter school districts, and in districts with large proportions of economically disadvantaged students. PDF. While undergraduate music education majors overestimated their EI prior to instruction, EI was improved by using the Emotional Intelligence 2.0 model in combination with classroom instruction. JOURNAL OF MUSIC TEACHER EDUCATION related ISSN: 1945-0079 Country: United States. Music teacher educators and music education leaders charged with designing MEA-sponsored mentorship programs in other states should carefully consider how they address participant recruitment, mentor preparation, communication with and among program participants, community-building among beginning teachers, and long-term funding needed for program sustainability. How the Arts Made Their Funding Breakthrough. We examined the experiences of 95 lesbian, gay, bisexual, transgender, and queer (LGBTQ+) music education majors, along with 39 heterosexual allies, who were student members of the Texas Music Educators Association. The wide range of topics includes various aspects of music pedagogy, history, and philosophy, and addresses vocal, instrumental, and general music at all levels, from early childhood through adult. Music education majors report low exposure to creative musical activities (CMAs) despite increased discourse surrounding the inclusion of CMAs in standards, curricula, publications, and practice. Browse all issues of Journal of Music Teacher Education. Current Issue: Volume 45, Issue 9 (2020) Journal Articles. 0.688 Music Education Research. The Journal of Music, Technology and Education (JMTE) is published in partnership with the Association for Technology in Music Instruction. Through this article, I illustrate how antiracist theory might guide music teacher education toward social action by addressing issues related to racism, racial representation, and school segregation. For example, the data demonstrate a significant difference in mean percentage of workload devoted to teaching and research between various institution types but not in time devoted to service. News; News – UK; Reviews; Articles; Podcasts; Newsletter; Latest Jobs and Opportunities; Upcoming Events; Latest Releases; Upcoming Deadlines; Festival Calendar; Add a Listing; Register; Log In; Follow. View the current issue … There are nine chapters: (1) Why Questions? Access to society journal content varies across our titles. Contact us if you experience any difficulty logging in. Research focused on the relationship of emotional intelligence (EI) to academic and professional success in education, and whether and how it might be taught and learned, is inconclusive. Educ. Our findings indicated that “developing an interpretation of how the music should be performed” was considered the most important reason to study the score, that respondents spent an average of 6 hours in score study per week, and that The Art of Conducting by Donald Hunsberger and Roy Ernst was the most frequently used undergraduate conducting textbook. Virtual reality learning environments (VRLEs) provide a unique setting for developing these proficiencies. Login failed. Brings you research on best practices, curricular reform, and more. The Journal of Music Teacher Education, a peer-reviewed online-only research journal published three times a year, includes general interest articles and research articles (philosophical, historical, quantitative, qualitative, and mixed methods) related to music teacher education. It examines pedagogy at all levels and across genres such as composition, musicology, performance and music production. In this article, we define PMPs and discuss how music teacher educators can incorporate PMPs into music teacher education programs to better prepare preservice and inservice music teachers to function within a Partnership for 21st Century Learning framework. The report explores numerous other variables as well. Although carefully collected, accuracy cannot be guaranteed. Questions, Questioning Techniques, and Effective Teaching, Three Music Education Majors' Journeys Through Aural Skills 101, A Four-Way Perspective on the Development and Importance of Music Learning Theory-Based PreK--16 Music Education Partnerships Involving Music for Special Learners, In Memoriam: Susan Wharton Conkling (1959–2018), A Brief History of the SMTE from 1980–1995, The Journal of Music Teacher Education: A Content Analysis of Articles 1991-2011, Developing the Emotional Intelligence of Undergraduate Music Education Majors: An Exploratory Study Using Bradberry and Greaves’ (2009) Emotional Intelligence 2.0, Looking Back: Topics Published in JMTE 2010–2016, Exploring Access, Intersectionality, and Privilege in Undergraduate Music Education Courses, The Acquisition of Musical Technological Pedagogical and Content Knowledge, Music Teacher Education at a Liberal Arts College: Perspectives Across Campus, Experiences of LGBTQ+ Students in Music Education Programs Across Texas, Renewing Commitment to Bold Thinking and Action, A Comparison of Facial Muscle Activation for Vocalists and Instrumentalists, Creative Musical Activities in Undergraduate Music Education Curricula, Admission and Assessment of Music Degree Candidates, An Exploration of Factors Affecting Persistence to Degree Completion in an Undergraduate Music Education Program, Supporting the Development of Agency in Music Teacher Education, “It Felt Like I Had Air Back in My Lungs”: Eleanor’s Journey Back From Burnout, Demographics and Faculty Time Allocation of Music Education Professors in the United States, Descriptive Profile and Survey of Alternatively Certified Texas Music Educators, Teaching Ambition Realized: Paul’s Beginning Music Teacher Identity, Considering Antiracism in Student Teacher Placement, “Anything Is Better Than Nothing!”: Inservice Teacher Preparation for Teaching Students With Disabilities, The Research-Practice Gap in Music Education: Applying Brokerage Structures to Guide Future Inquiry, On Appreciation and Successful Publishing, Apprehensive and Excited: Music Education Students' Experience Vernacular Musicianship, Secondary School Choral Conductors' Self-Reported Beliefs and Behaviors Related to Fundamental Choral Elements and Rehearsal Approaches, Preservice Music Teachers' Recognition of Western Art Music Found in Popular Culture, Peeling the Onion Arts Propel in the University Classroom, Preparing Music Preservice Teachers to Enhance Language Arts Reading Skills in the Elementary Music Classroom: A Degree Program and Course Content Analysis, A Profile of High-Stakes Assessment Practices in Music Teacher Education, Portfolio Assessment:Tracking Development, Supporting Beginning Music Teachers: The Development of the Oklahoma Music Educators Association Mentorship Program, Digital Natives Unplugged: Challenging Assumptions of Preservice Music Educators’ Technological Skills, The Relationship between Type of Teacher Talk and Student Attentiveness, An Examination of University Conducting Faculty Members Score Study Attitudes and Practices, Preservice Music Teachers' Experiences With and Attitudes Toward Music Genres, Feasibility of Using an Augmented Immersive Virtual Reality Learning Environment to Enhance Music Conducting Skills, Facebook Band Director’s Group: Member Usage Behaviors and Perceived Satisfaction for Meeting Professional Development Needs, Band Directors’ Perceptions of Instrumental Conducting Curricula, Examining Pedagogical Content Knowledge of an Expert Band Director Teaching Lips Slurs, instructions how to enable JavaScript in your web browser, Journal of Music Teacher Education website, Journal of music teacher education (Online), Journal of music teacher education, JMTE, Internet Resource, Computer File, Journal / Magazine / Newspaper. 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