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Constance McKoy

Connie McKoy is Associate Professor of Music and Coordinator of Undergraduate Music Education in the UNCG School of Music Theatre and Dance. She received her Bachelor of Music degree from the Oberlin Conservatory of Music. For 18 years, she taught general, choral, and instrumental music to students in grades K-12 in public and private schools in North Carolina and served as Lead Teacher for Elementary Music in the Winston-Salem/Forsyth County school system. She earned her master's and Ph.D. degrees from UNCG, and was Visiting Assistant Professor of Music at the University of Southern Mississippi in Hattiesburg where she taught choral and secondary general music methods and directed the Concert Choir. Dr. McKoy has published articles in several professional journals, including the Journal of Research in Music Education, Bulletin of the Council for Research in Music Education, Music Education Research, The International Journal of Music Education, and The Journal of Music Teacher Education. She has served on the advisory committee for the publication Teaching Music and was on the editorial committee of The Music Educators Journal, both publications of the National Association for Music Education. Dr. McKoy also has presented at research sessions for national and international conferences, has served as choral clinician and conductor for elementary, middle, and high school all county choruses, has presented general music multicultural music clinics for pre-service and in-service teachers, and is an Orff Schulwerk Level I recorder instructor. From 2005 to 2007 she was president of the North Carolina Music Educators Association. Dr. McKoy's research interests include the development of cultural competence in pre- and in-service music teachers, culturally responsive music teaching practices, children's world music preferences, and music and cultural aesthetics.

There are 9 included publications by Constance McKoy :

TitleDateViewsBrief Description
Challenging exclusionary paradigms in the traditional musical canon: Implications for music education. 2011 144 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 ...
Cross-cultural competence of student teachers in music education. 2009 766 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 309 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 213 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...
Equity and access in music education: Conceptualizing culture as barriers to and supports for music learning. 2007 571 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 123 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...
Pre-Service Music Teachers’ Cross-Cultural Awareness, Exposures, and Attitudes: A Preliminary Study 2006 242 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 ...
A review of research on instructional approach and world music preference. 2003 566 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 1302 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...