Challenging exclusionary paradigms in the traditional musical canon: Implications for music education. |
2011 |
1501 |
The authors propose that best practices in music education require a conceptual understanding of music teaching and learning based on a perspective of social justice and equitable access for all students. Examinations of the relationship between the ... |
Considering the Nature of Change |
2018 |
1377 |
Music education scholar and researcher Peter Webster (2017) offers a scenario in which a doctor, an engineer, and a music educator living in the year 1917 enter a time machine and are transported to their workplaces 100 years into the future. The doc... |
Cross-cultural competence of student teachers in music education. |
2009 |
5058 |
The purpose of this study was to investigate the cross cultural competence of music education 177alOYS enrolled in student teaching. Study participants (N 86) from 19 colleges and universities in the Southeastern United States completed a survey desi... |
The Effect of Teacher Role-Development Training on the Teaching Effectiveness, Motivation, and Confidence of Undergraduate Music Education Majors: A Preliminary Study |
2010 |
1512 |
The purpose of this study was to examine effects of teacher role development training on undergraduate music education majors’ teaching effectiveness, attributions for success and failure in music teaching, and confidence to continue pursuing a music... |
Effects of selected demographic variables on music student teachers’ self-reported cross-cultural competence. |
2013 |
3184 |
The purpose of this study was to investigate the effects of race/ethnicity and school community setting for early field experience practica and student teaching on music student teachers’ self-reported cross-cultural competence. Participants (N = 337... |
Elephant in the Music Room: A Content Analysis of Ten Years of Publications Related to Urban Music Education |
2020 |
440 |
As suggested by the metaphor of the elephant in the (music) room, our field cannot challenge a problem that we do not acknowledge. The 10th anniversary of Teaching Music in the Urban Classroom provided a milestone for appraising the written conversat... |
Equity and access in music education: Conceptualizing culture as barriers to and supports for music learning. |
2007 |
4313 |
A conceptual model designed specifically for the investigation of issues surrounding race, ethnicity and culture in relation to music learning will best serve our profession as we attempt to understand how these issues may impact music learning among... |
An exploration of the relationships between cultural background and music preference in a diverse elementary orchestra class. |
2012 |
1582 |
The purpose of this research was to investigate the music performing and
learning mode preferences of fourth- and fifth-grade elementary students who
were enrolled in an elective orchestra class in a culturally diverse elementary
school. We were i... |
Imagining Possible Futures |
2017 |
1112 |
A year ago, near this time, an unexpected and unfortunate series of events forced our professional organization to recognize the dangers of pretending that marginalized perspectives and issues of equity and access don’t have a place in the discussion... |
The Impact of an In-Service Workshop on Cooperating Teachers’ Perceptions of Culturally Responsive Teaching |
2016 |
2468 |
Culturally responsive teaching values students’ identities, backgrounds, and cultural references as key tools for building meaningful learning environments. It has been adopted by many educators globally, but has not been incorporated consistently by... |
Of Patterns and Profiles |
2017 |
337 |
Prior to writing my first column as Chair of the Society for Music Teacher Education (SMTE), I decided to take some time to review all the “From the Chair” columns written by the chairs preceding me. I’m certainly not the first to do so. Previous cha... |
On the 50th Anniversary of the Tanglewood Symposium |
2017 |
1442 |
In my previous column, I endeavored to talk about the future by looking to the past to chronicle the many efforts that had been made to move music education and music teacher education forward. I mentioned the 1967 Tanglewood Symposium as a touchston... |
The Place Where Theory and Practice Can Meet |
2018 |
1275 |
Recently, the National Association for Music Education (NAfME) National Executive Board (NEB) announced that beginning with the 2020 NAfME National Conference, the meetings of P–12 music education practitioners and members of the higher education com... |
Pre-Service Music Teachers’ Cross-Cultural Awareness, Exposures, and Attitudes: A Preliminary Study |
2006 |
1333 |
Research indicates pre-service teachers’ racial and cultural backgrounds and experiences influence their awareness of how cultural differences may impact student learning, and influence their commitment to teaching in racially and ethnically diverse ... |
Race, ethnicity, and culturally relevant pedagogy |
2019 |
1256 |
Over the last 20 years, researchers have clearly indicated preservice teachers' own racial and cultural backgrounds and experiences influence their development (Bradfield-Kreider, 2001; Gay & Howard, 2000; Kelly, 2003; Villegas & Lucas, 2002). Teache... |
A review of research on instructional approach and world music preference. |
2003 |
2742 |
Helping students to understand and appreciate music of the world's cultures is an important long-term goal in music education, a position supported in documents dating from the Tanglewood Declaration (Choate, 1968) to the National Standards for Arts ... |
World Musics and Music Education: Facing the Issues.(Book Review). |
2004 |
3720 |
The mandate to broaden music curricula at all levels by including music of diverse cultures has generated a host of complex philosophical questions and concerns among scholars and practitioners regarding effective curricular development and appropria... |