Data were generated from (1) video recordings of each class over two different weeks during the school year, (2) “think aloud” interviews in which the teacher described what educational actions and decisions the teacher was making, and (3) detailed observation notes. How the Arts Made Their Funding Breakthrough. ». This site uses cookies. The Journal of Music. Toner Quinn reflects on twenty years of publishing the Journal of Music and the changes that have taken place. ISSN: 1057-0837 1945-0079. The purpose of this case study was to describe how one band director used pedagogical content knowledge while working with beginning-band students to help them develop the skill of playing brass lip slurs. I used Clandinin and Connelly’s three-dimensional inquiry space as a framework for this study. Published by Music Educators National Conference. Current Issue: Volume 45, Issue 9 (2020) Journal Articles. The semester-long, interview-based study centered on a theoretical framework of the reciprocal relationship between students’ self-perceptions and their academic success. The purpose of this article is to provide a framework for understanding and supporting the development of preservice teacher agency across undergraduate coursework and experiences. 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. These methods included semistructured interviews, focus groups, written questionnaires, and a researcher journal. Virtual reality learning environments (VRLEs) provide a unique setting for developing these proficiencies. American Music Teacher: The Official Journal of Music Teachers National Association. General Music Today. Such information may also be of value to current and future graduate students preparing for careers in the music education professoriate. Nonrefereed articles included Society for Music Teacher Education chair and Journal of Music Teacher Education editor commentaries (n = 77), and occasional statements by Music Educators National Conference (MENC)/National Association for Music Education (NAfME) officers (n = 3). 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. Music teacher educators would benefit from having more teacher identity scholarship focused on music student teachers and beginning music educators. Participants indicated that they were comfortable working in small peer-led groups, yet they were challenged to learn without notation. 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. Journal of Music Teacher Education, Fall, 16-23. JMTE focuses on topics of interest to music education faculty, music supervisors, and in-service teachers involved in music teacher education. However, few systematic examinations of the gap have been undertaken. Browse all issues of Journal of Music Teacher Education. 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. Choral elements most frequently cited as rehearsal priorities were intonation and tone quality. Music educator gender and ethnicity were significantly associated with the route used to pursue alternative certification. 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. 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. 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 Australian Journal of Teacher Education (AJTE) is indexed in the Web of Science, Scopus, and A+Education. Although carefully collected, accuracy cannot be guaranteed. The purposes of this study were to (a) develop and administer an instrument to measure music educators' TPACK, (b) examine how music teachers acquire their TPACK, and (c) determine if a relationship existed between those teachers' TPACK and their reported integration of technology. 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. 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. Implications for the preparation of choral educators are discussed, and recommendations for future research are presented. Preservice teachers’ beliefs, attitudes, and dispositions toward social justice issues may not be sufficiently challenged, however, unless coursework is appropriately conceived. 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. Scores on the technology-related domains of the TPACK model were lower than content, pedagogical, or pedagogical content domains. John O'Conor Appointed Visiting Professor at TU Dublin Conservatoire. Members of _ can log in with their society credentials below. The Journal of Music Teacher Education is a peer-reviewed academic journal covering the field of music education. Here is what happened. All rights reserved. A statistically significant multivariate analysis of variance effect was obtained and follow-up analyses of variance showed instrumentalists had more masseter muscle activation than vocalists when performing “eh” and “ee.” Instrumentalists also had more zygomaticus muscle activation than vocalists when performing the “eh” vowel, but vocalists had more zygomaticus muscle activation when performing the “ah” vowel. Though they believed that these experiences were valuable, participants remained uncomfortable with the idea of placing students in similar settings. 2019 Impact Factor. Music education programs were perceived as being comparable to performance programs on admissions standards. The 2006 Journal of Music Teacher Education yearbook includes all the articles and columns from Volume 15 of the journal, published online in Fall 2005 and Spring 2006. The purpose of this narrative inquiry was to explore the story of a secondary ensemble teacher who experienced burnout and chose to remain in the profession. SCImago ranks the AJTE in the 2nd top Quartile for education journals in the world, 328 out of 914 international education titles and 3rd out of 30 Australian education titles. Participants performed five vowel sounds (ah, eh, ee, oh, oo), while electromyography of the zygomaticus and masseter muscles was sampled at 1,000 Hz. 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. Music. Interviews were conducted to examine how instructors addressed language arts within the general music course. Though there were no statistically significant differences (p > .05) between high school and middle school choral directors' choices of rehearsal priorities or approaches, notable discrepancies were found. (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? Journal of Music Teacher Education | Published by Music Educators National Conference. Other NAfME journals can be found at 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. You can be signed in via any or all of the methods shown below at the same time. 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. 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. ( 2002 ) Support for music education: A case study of issues concerning teacher retention and attrition . 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. Indexed in: Emerging Sources Citation Index, Scopus, Periodicals Index Online , Education Abstracts, Music Index, Music Periodicals Database, RILM Abstracts of Music Literature, EBSCO Education Source, ERIC (Education Resources … Submit an article. Search in: Advanced search. I used cognitive task analysis to develop a concept map illustrating components of pedagogical content knowledge the teacher used during instruction. I found that exploring sociological concepts related to social justice through interactive activities and allowing students safe methods for expressing themselves, such as journaling, may facilitate the adoption of positive dispositions among preservice teachers toward toward social justice issues. Respondents’ most desired curricular change was for additional instruction in rehearsal planning, error detection and correction, and instrument-specific pedagogy. JTE’s five peer-reviewed issues per volume year contain thematic and general interest articles as well as editorials and commentaries. 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 . We used an anonymous survey instrument to explore definitions, perceived importance and preparedness, and the incorporation of CMAs within undergraduate music education curricula. PDF. 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%). Instrumentalist. 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. 2019 Impact Factor. ». (JD). Journal of Music Teacher Education. This arc became visible through narratively coding the field texts, and thoroughly reviewing data obtained from interviews and observations. Specifically, preservice music teachers answered whether they (a) had heard the music before, (b) could name the titles of the music, (c) could name the composers of the music, and (d) could identify the music history periods in which the music was composed. Observing other conductors/ensembles at conferences and continuing education were primary influences cited. Journal abbreviation: Journal of music teacher education. Representatives from 95 institutions responded to a researcher-designed questionnaire. 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. (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). Academic field: EDUCATION (GENERAL); MUSIC. 2.250 EJTE publishes educational research investigating theory, policy and practice in teacher education at pre-service and in-service levels predominantly in Europe. The purpose of this study was to examine music education students’ experiences (N = 64) in courses designed to develop vernacular musicianship and expand understandings of informal music making. Journal of Music Teacher Education. Journal of Music Teacher Education Abréviation Standard du Journal (ISO4): « J. Music.Teach. Educ. I apply an antiracist lens to the process of student teacher placement to suggest ways to interrogate problematic policies and practices. Using Olsen’s sociocultural view of teacher identity as a lens, I examined Paul’s teacher identity including personal beliefs about teaching, how those interacted with professional learning and teacher education experiences, and how Paul made sense of himself as a teacher. 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. BJMEis a fully refereed international journal, which provides clear, stimulating and readable accounts of contemporary research in music education worldwide, and a section containing extended book reviews which further current debates. The relationship between the qualitative and quantitative research traditions. The data were analyzed and coded, generating a number of categories for discussion and analysis. What resources do general music teachers identify as helpful? Student teaching represents the culmination of a preservice music educator’s preparation. JMTE explores the issues concerning the use of technology in music education. 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. Current issue Browse list of issues Explore. education . All articles were examined by type of article, research methodologies used, and topics discussed. There are nine chapters: (1) Why Questions? Examining the teacher’s pedagogical content knowledge revealed core teaching practices that may be useful for music teacher educators to understand and develop. A comparison of pretest and posttest scores showed that students using the augmented immersive VRLE with head tracking demonstrated greater conducting skill improvement than those not using virtual reality. European Journal of Teacher Education. Students participated in one of two classes (undergraduate/graduate), formed their own small ensembles, chose their own music and instruments, led their own rehearsals, and played without using notation. New Directions for Program Evaluation, 61, 5-11. Access to society journal content varies across our titles. 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. Published in Association with National Association for Music Education. The purpose of the study was to examine the features of Texas’s Alternative Route to Certification (ARC) programs in music education, the demographics and prior experiences of program completers, and the employment of ARC completers in K–12 public schools. 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. Journal of the Korean Music and Education, 42, 195 – 221. Citation search. 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. 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. Educ. The report explores numerous other variables as well. In student teaching, notions of the transformative potential of music education may be reinforced or subverted. ISSN: 1835-517X . 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. Examines pedagogy at all levels and across campuses lens to the process of student placement! Identify as helpful '' essays that discuss opinions and viewpoints included 10 junior-year music Education teaching. Policies and practices structures can be applied to guide future inquiry into the gap approaches. Publishes educational research investigating theory, policy and practice in teacher Education - and. An online survey, which included questions related to LGBTQ+ inclusion and safety among,! Year of the same time had participated in previous research about teacher socialization Education Abbreviazione del Standard! 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