Access to society journal content varies across our titles. MTEs should consider integrating these activities as regular components in undergraduate music curricula. 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. View or download all the content the society has access to. 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. By continuing to browse 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 … JMTE focuses on topics of interest to music education faculty, music supervisors, and in-service teachers involved in music teacher education. ». Educ. The Australian Journal of Teacher Education (AJTE) is indexed in the Web of Science, Scopus, and A+Education. 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 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. I apply an antiracist lens to the process of student teacher placement to suggest ways to interrogate problematic policies and practices. I used Clandinin and Connelly’s three-dimensional inquiry space as a framework for this study. 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. The semester-long, interview-based study centered on a theoretical framework of the reciprocal relationship between students’ self-perceptions and their academic success. Numbers of book reviews declined steadily. Preservice music teachers were most comfortable using music technology common to undergraduate music curricula and less familiar with technology used in K–12 music classrooms. The email address and/or password entered does not match our records, please check and try again. In C. Reichardt and S. Rallis (Eds.). 1, “The Selection of a Research Approach” (pp. Virtual reality learning environments (VRLEs) provide a unique setting for developing these proficiencies. the site you are agreeing to our use of cookies. A group of graduate students undertook a domain project in the summer of 1992 at the University of Victoria. 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. 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. 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. Journal of Music Teacher Education. 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. This book focuses on questioning techniques and strategies teachers may employ to make the difference between active and passive learning in the classroom. Citation search. © 1995, MENC: The National Association for Music Education. Contributions to Music Education. 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 . The purpose of this study was to identify and describe high-stakes assessment practices in the field of music teacher education. View the current issue … Published in Association with National Association for Music Education. Alignment between state and institution requirements was varied. Secondary school choral conductors from the United States were invited to complete a 10-minute electronic survey about their choral rehearsal priorities and approaches. Participants addressed curricular practices and institutional factors that lend themselves to LGBTQ+ inclusion and safety among students, faculty, and staff. 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). 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 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. PDF. Additionally, instructor attitudes were favorable toward reading integration, and a majority of the instructors perceived an awareness of a national reading crisis. Journal of Music Teacher Education, v28 n2 p98-111 Feb 2019. 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. In student teaching, notions of the transformative potential of music education may be reinforced or subverted. Impact Factor. San Francisco: Jossey-Bass. 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. Implications for the preparation of choral educators are discussed, and recommendations for future research are presented. All rights reserved. Observing other conductors/ensembles at conferences and continuing education were primary influences cited. Respondents’ most desired curricular change was for additional instruction in rehearsal planning, error detection and correction, and instrument-specific pedagogy. 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. Volunteer participants ( N = 28) were undergraduate music majors and minors, with an equal number being vocalists and instrumentalists. One point was allotted per correct answer. Peer-reviewed articles were classified as research articles (n = 85), interest articles (n = 99), and book reviews (n = 18). The authors sent invitations to complete the online survey to 665 music education professors at the institutions in the sample. Toner Quinn reflects on twenty years of publishing the Journal of Music and the changes that have taken place. 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. READ: Creswell, Ch. The purpose of this study was to examine inservice band directors’ perceptions of their undergraduate instrumental conducting curricula. The purpose of this article is to demonstrate how a model of brokerage structures can be applied to guide future inquiry into the gap. Participants (N = 200) for this study were preservice music educators who listened to 30 classical music excerpts and answered the research questions for each piece. 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). Representatives from 95 institutions responded to a researcher-designed questionnaire. The report explores numerous other variables as well. Journal of Music Teacher Education | Published by Music Educators National Conference. Contact us if you experience any difficulty logging in. Further results and implications are discussed within the article. 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. 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. 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. Data sources included written reflections, class observation notes, video recordings of rehearsals and performances, composition artifacts, and formal course evaluations. Their stories highlight the complex paths that led each of them to the same introductory college course; their experiences during the first semester; and their reflection on the meaning of the coursework for their growth as musicians and educators. As soon as the answer was found, students pressed the key of the same colour as the pic-ture chosen on the keyboard. Journal of Music Teacher Education, Fall, 16-23. Please check you selected the correct society from the list and entered the user name and password you use to log in to your society website. Subscribe. Graduate students appeared to be more comfortable with the experience than were undergraduate students. I used cognitive task analysis to develop a concept map illustrating components of pedagogical content knowledge the teacher used during instruction. I chose Paul purposively because, while a high school senior, he had participated in previous research about teacher socialization. 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. 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. 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. Although carefully collected, accuracy cannot be guaranteed. 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. Submit an article. Members of _ can log in with their society credentials below. Examining the teacher’s pedagogical content knowledge revealed core teaching practices that may be useful for music teacher educators to understand and develop. The data demonstrate that the typical respondent has a doctorate, 9 to 12 years of K-12 teaching experience, and is 51.5 years old, but entered the professoriate around age 36. General Music Today. The Journal of Music Teacher Education (JMTE), a peer-reviewed online research journal, focuses on issues related to music teacher education. Emirbayer and Mische’s chordal triad represents a temporal-relational view of agency that may be used in facilitating class discussions and designing field experiences and curricula. Overall, more interest articles appeared (n = 99), but the number decreased across each 5-year increment. Five students participated in follow-up interviews designed to provide more in-depth information about their classroom experiences and campus-level actions taken to promote systemic change. JOURNAL OF MUSIC TEACHER EDUCATION related ISSN: 1945-0079 Country: United States. 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. 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. Narrative analysis revealed that Eleanor experienced symptoms of burnout during a first teaching position that was a poor fit for her. 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. Through data analysis I revealed three themes: Becoming student Focused, learning to be more comfortable the! 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