John O'Conor Appointed Visiting Professor at TU Dublin Conservatoire. Citation search. Results showed a distinct increase in numbers of both quantitative (n = 51) and qualitative (n = 34 including historical) research articles over time with most appearing in the fourth quarter. General Music Today. 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. Music Educators Journal Guidelines for Contributors. The two most frequently used personal score study practices, which were also reported as the two most frequently taught practices to undergraduate conductors, were “define all unfamiliar music terms” and “initial, casual read-through of the score.”. The report explores numerous other variables as well. Technological pedagogical and content knowledge (TPACK) is a conceptual framework for the teacher knowledge necessary to effectively integrate technology into teaching and learning. 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. Participants addressed curricular practices and institutional factors that lend themselves to LGBTQ+ inclusion and safety among students, faculty, and staff. Music Educators Journal (MEJ) is a peer-reviewed journal that encourages music education professionals to submit manuscripts about all phases of music education in schools and communities, practical instructional techniques, teaching philosophy, and current issues in music teaching and learning. The researcher developed and administered a 17-question survey to undergraduate music education majors (N = 124) at eight American universities in the Midwest and Northeast. Journal abbreviation: Journal of music teacher education. Volunteer participants ( N = 28) were undergraduate music majors and minors, with an equal number being vocalists and instrumentalists. Teaching and Teacher Education is a multidisciplinary journal committed to no single approach, discipline, methodology, or paradigm. 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. In this article, I connect the three components of the framework, which are the iterative (past), practical-evaluative (present), and projective (future) dimensions of human agency, to music teacher education research and suggest how to incorporate findings to facilitate agentic action. Numbers of book reviews declined steadily. 2019 Impact Factor. Through data analysis I revealed three themes: Becoming Student Focused, Learning to Be Myself as a Teacher, and Taking Ownership. Data sources included written reflections, class observation notes, video recordings of rehearsals and performances, composition artifacts, and formal course evaluations. Multiple data collection methods were used to gather information about the students’ experiences in music and teaching, including experiences before and during their time in the degree program. The importance of recognizing burnout, finding support systems, and identifying hegemonic assumptions about teaching emerged as critical points in Eleanor’s narrative. 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 placement of student teachers, an underresearched process in music teacher education, may be a space where teacher educators can work toward racial justice. 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 purpose of this article is to demonstrate how a model of brokerage structures can be applied to guide future inquiry into the gap. 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. The teacher combined content knowledge, knowledge of students, and curriculum knowledge providing examples of how pedagogical content knowledge manifests itself in teaching beginning band. 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. 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. Access to society journal content varies across our titles. 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. The study’s purpose was to examine preservice music teachers’ personal use of technology, views toward technology in music teaching and learning, and experience with music technology. Contact us if you experience any difficulty logging in. Participants developed unique perceptions about their aural skills abilities during precollege musical training, carried them into undergraduate studies, and may perpetuate them through their future teaching. Members of _ can log in with their society credentials below. Secondary school choral conductors from the United States were invited to complete a 10-minute electronic survey about their choral rehearsal priorities and approaches. National Association of Schools of Music–accredited music education programs were investigated to determine how preservice students were equipped to address language arts within the general music classroom. Published in Association with National Association for Music Education. European Journal of Teacher Education. International Scientific Journal & Country Ranking. 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. However, many could not correctly title the music (71%), name the composer of the music (65%), or identify the period the music was composed (61%). The purpose of this survey study was to examine current admissions processes and assessment practices for music programs of National Association of Schools of Music member institutions. Society for Music Teacher Education (Music Educators National Conference); MENC, the National Association for Music Education (U.S.) ISSN: 1057-0837: OCLC Number: 23932596: Description: v. ; 25 cm. JTE’s five peer-reviewed issues per volume year contain thematic and general interest articles as well as editorials and commentaries. New content alerts RSS. NAfME members have access to this journal as part of their membership. I used Clandinin and Connelly’s three-dimensional inquiry space as a framework for this study. Analysis of specific topics revealed that curriculum, teaching techniques, and professional development were most frequently discussed but varied by type of article and methodology. Browse all issues of Journal of Music Teacher Education. Country: United States Topics: Music Education Publisher: Sage Science Press. Narrative analysis revealed that Eleanor experienced symptoms of burnout during a first teaching position that was a poor fit for her. New Directions for Program Evaluation, 61, 5-11. the site you are agreeing to our use of cookies. How the Arts Made Their Funding Breakthrough. Citation search. In C. Reichardt and S. Rallis (Eds.). Aims and Scope The aims of the JMTE are to: (a) strengthen music teacher education; (b) publish research that adheres to the highest standards for scholarship quality and ethics; (c) promote innovative approaches to music teacher research; (d) serve as a clearinghouse for ideas among professors of music education; (e) disseminate information about the National Association for Music Education’s Society for Music Teacher Education … Although carefully collected, accuracy cannot be guaranteed. 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. Drawing from narrative inquiry, this article reports how the dean of faculty, education department chair, music department chair, and assistant professor of music/music education coordinator collaborated on a curricular creation. Data indicated that more than half the institutions required a reading course. Findings from this process included (a) the created music education major, (b) each participant’s rationale for wanting the new music education major, (c) valued components of the music education major, and (d) unique elements of a music education major at a liberal arts college. View or download all the content the society has access to. JOURNAL OF MUSIC TEACHER EDUCATION related ISSN: 1945-0079 Country: United States. Current Issue: Volume 45, Issue 9 (2020) Journal Articles. Toner Quinn reflects on twenty years of publishing the Journal of Music and the changes that have taken place. One point was allotted per correct answer. 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. PDF. Research questions included the following: How do elementary general music teachers define preparedness for working with students with disabilities? Music educator gender and ethnicity were significantly associated with the route used to pursue alternative certification. 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. It examines pedagogy at all levels and across genres such as composition, musicology, performance and music production. 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. International Journal of Music Education. Contributions to Music Education. Further results and implications are discussed within the article. Furthermore, I sought to compare institutional capstone assessment practices with state licensure requirements. (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). Only Open Access Journals Only SciELO Journals Only WoS Journals Journal of Music Teacher Education. 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 data were analyzed and coded, generating a number of categories for discussion and analysis. 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. READ: Creswell, Ch. For this feasibility study, we used an augmented immersive VRLE to enhance eye contact, torso movement, and gestures of novice wind band conductors. The majority of preservice educators (94%) reported previously hearing the music. Interviews, documents, and participant survey responses highlighted the rationale for program creation as well as characteristics of program design, recruitment, and implementation that resulted in successes and challenges during the first year. The journal welcomes varied approaches (qualitative, quantitative, and mixed methods) to empirical research; also publishing high quality systematic reviews and meta-analyses. Peer-reviewed articles were classified as research articles (n = 85), interest articles (n = 99), and book reviews (n = 18). L'ISO 4 (Information et documentation - Règles pour l'abréviation des mots dans les titres et des titres des publications) est une norme de l'Organisation internationale de normalisation (ISO) qui définit un système uniforme pour les abréviations des titres des publications en séries. What challenges do elementary general music teachers face in their work with students with disabilities? 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