Some issues offer media reviews and "Perspectives," essays that discuss opinions and viewpoints. Citation search. Contact us if you experience any difficulty logging in. 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. Subject: ARTS; EDUCATION. 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 placement of student teachers, an underresearched process in music teacher education, may be a space where teacher educators can work toward racial justice. Eleanor and I met for three semistructured interviews and two observations. Members of _ can log in with their society credentials below. Participants (N = 284) were music teachers who completed two questionnaires, one designed to measure their TPACK (Musical TPACK Questionnaire [MTPACK-Q]) and another to describe the level of technology integration in their classroom (Concerns-Based Adoption Model-Levels of Use [CBAM-LoU] instrument). 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. 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. Respondents (N = 236) were members of the College Band Directors National Association who taught undergraduate conducting courses. Music Education . International Scientific Journal & Country Ranking. 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. This book focuses on questioning techniques and strategies teachers may employ to make the difference between active and passive learning in the classroom. Resources and materials for music educators who have students with disabilities in the music classrooms and ensembles. 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. I apply an antiracist lens to the process of student teacher placement to suggest ways to interrogate problematic policies and practices. 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. The Journal of Music Teacher Education is a peer-reviewed academic journal covering the field of music education. By continuing to browse Alignment between state and institution requirements was varied. 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. Choral elements most frequently cited as rehearsal priorities were intonation and tone quality. 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. 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). The Journal of Music. ISSN: 1057-0837 1945-0079. 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 in this study included faculty representatives (N = 274) from National Association of Schools of Music–accredited music teacher education programs across all 50 states. Music teacher educators and music education leaders charged with designing MEA-sponsored mentorship programs in other states should carefully consider how they address participant recruitment, mentor preparation, communication with and among program participants, community-building among beginning teachers, and long-term funding needed for program sustainability. 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. The completed response rate for the survey was 35% (n = 236). New content alerts RSS. 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. Volunteer participants ( N = 28) were undergraduate music majors and minors, with an equal number being vocalists and instrumentalists. Observing other conductors/ensembles at conferences and continuing education were primary influences cited. MADSEN , C. K. & HANCOCK , C. B. The journal welcomes varied approaches (qualitative, quantitative, and mixed methods) to empirical research; also publishing high quality systematic reviews and meta-analyses. Data were collected from the State Board of Educator Certification about demographics and employment information for all individuals who completed ARC programs in music education between 2002 and 2012 (N = 1,200), and individuals from that population were surveyed concerning their experiences (n = 214). The importance of recognizing burnout, finding support systems, and identifying hegemonic assumptions about teaching emerged as critical points in Eleanor’s narrative. However, few systematic examinations of the gap have been undertaken. Preservice teachers’ beliefs, attitudes, and dispositions toward social justice issues may not be sufficiently challenged, however, unless coursework is appropriately conceived. 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. 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.”. Representatives from 95 institutions responded to a researcher-designed questionnaire. All Journals Music Education Research List of Issues Volume 22, Issue 5 2019 Impact Factor. Journal of Music Teacher Education Abréviation Standard du Journal (ISO4): « J. Music.Teach. There are nine chapters: (1) Why Questions? 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. 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. We collected data through an anonymous online survey, which included questions related to LGBTQ+ students’ experiences in their programs and across campuses. Submit an article. 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. The typical respondent spends approximately 11 hours per week teaching undergraduate students and has only 10% of his or her workload devoted to research. 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 … 0.688 Search in: Advanced search. Skilled use of music technology in music teaching and learning situations requires meaningful and intentional facilitation in music teacher education curricula. Examining the teacher’s pedagogical content knowledge revealed core teaching practices that may be useful for music teacher educators to understand and develop. Survey respondents completed programs that varied widely in duration, features, instructional modalities, and providing institutions. Furthermore, I sought to compare institutional capstone assessment practices with state licensure requirements. Although carefully collected, accuracy cannot be guaranteed. Research questions included the following: How do elementary general music teachers define preparedness for working with students with disabilities? Findings aided in the construction of a profile of the typical music education faculty member in the United States. ISO 4 è uno standard internazionale che definisce il sistema per le abbreviazioni presenti nelle pubblicazioni. 0.688 Music Education Research. The Journal of Teacher Education (JTE), the official journal of AACTE, has been a leading voice in the field of teacher preparation for more than 65 years and is one of the most widely read professional journals in the field. View or download all content the institution has subscribed to. JTE’s five peer-reviewed issues per volume year contain thematic and general interest articles as well as editorials and commentaries. Academic field: EDUCATION (GENERAL); MUSIC. 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. 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. 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. These methods included semistructured interviews, focus groups, written questionnaires, and a researcher journal. While participants conducted a live ensemble, their eye contact, torso movements, and gestures were measured. Only Open Access Journals Only SciELO Journals Only WoS Journals British Journal of Music Education (BJME) Canadian Music Educator/Musicien éducateur au Canada. Many attempts have been made to explain the gap and offer recommendations for bridging it. The abbreviation of the journal title "Journal of music teacher education" is "J. Find out about Lean Library here, If you have access to journal via a society or associations, read the instructions below. 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. NAfME members have access to this journal as part of their membership. In C. Reichardt and S. Rallis (Eds.). Journal of Music Teacher Education - Music and Special Education Music and Special Education © 1995, MENC: The National Association for Music Education. American Music Teacher: The Official Journal of Music Teachers National Association. The data were analyzed and coded, generating a number of categories for discussion and analysis. 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. In student teaching, notions of the transformative potential of music education may be reinforced or subverted. JMTE focuses on topics of interest to music education faculty, music supervisors, and in-service teachers involved in music teacher education. MTEs should consider integrating these activities as regular components in undergraduate music curricula. Numbers of book reviews declined steadily. From the Archive. Submit an article. 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. Student teaching represents the culmination of a preservice music educator’s preparation. All articles were examined by type of article, research methodologies used, and topics discussed. 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 educator gender and ethnicity were significantly associated with the route used to pursue alternative certification. The purpose of this particularistic case study was to explore Paul’s teacher identity in his first year as a music educator. This site uses cookies. Acquiring nonverbal skills necessary to appropriately communicate and educate members of performing ensembles is essential for wind band conductors. Through multivariate analyses, as well as content analysis of the qualitative data, we found that although preservice music teachers in Texas feel accepted and supported in their music teacher education programs, they are entering the field feeling underprepared to address LGBTQ+ issues and support students who identify as such. Technological pedagogical and content knowledge (TPACK) is a conceptual framework for the teacher knowledge necessary to effectively integrate technology into teaching and learning. Differences were discovered in rehearsal approaches as a function of teaching experience with those who taught for 10 or more years reporting a macro-micro approach. 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. 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. Music Educators Journal Guidelines for Contributors. Journal abbreviation: Journal of music teacher education. View the current issue … Other NAfME journals can be found at 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. Here is what happened. 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 purpose of this instrumental case study was to examine three elementary music teacher’s perceptions of preparation to work with students with disabilities. Journal of Music Teacher Education. 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. 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. 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. Recommendations for further research include investigation of the following: alignment between high school and college aural skills curricula, effects of music education majors’ aural skills progress on their teacher education coursework, and music education majors’ readiness to teach theory and aural skills. 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. 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. 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. Further results and implications are discussed within the article. Such information may also be of value to current and future graduate students preparing for careers in the music education professoriate. The relationship between the qualitative and quantitative research traditions. Teach. The purpose of this study was to examine inservice band directors’ perceptions of their undergraduate instrumental conducting curricula. No impact factor infomation for this journal. In this article, I explore critical antiracist theory in music teacher education in two fictionalized vignettes. Participants believed that their musicianship developed during the course, they learned new pedagogical methods, and they gained comfort working without notation in collaborative groups. education . The purpose of this study was to investigate participation in a Facebook social media community known as Band Director’s Group (BDG) through examination of members’ demographic profiles, self-reported usage behaviors, and perceptions about how group activity satisfies their professional development needs. READ: Creswell, Ch. Journal of Music Teacher Education Abbreviazione del Diario Standard (ISO4): « J. More than one half of participants reported that their institution required music teacher candidates to complete a teacher performance assessment (e.g., edTPA). 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. 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. Contributions to Music Education. Search in: Advanced search. The purpose of this study was to compare preservice music teachers’ (PMT) and music teacher educators’ (MTE) experiences with CMAs. READ: Reichardt, C., and Rallis, S. (1994). 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. Respondents felt more confident demonstrating technical conducting behaviors versus expressive ones, perceived their instruction in conducting skills superior to their rehearsal skill instruction, and desired additional conducting and rehearsal experiences that were more representative of what they encountered once they began teaching. 2019 Impact Factor. Instrumentalist. 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. Published in Association with National Association for Music Education. The authors sent invitations to complete the online survey to 665 music education professors at the institutions in the sample. ». A group of graduate students undertook a domain project in the summer of 1992 at the University of Victoria. 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. Access to society journal content varies across our titles. 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). Sign in here to access free tools such as favourites and alerts, or to access personal subscriptions, If you have access to journal content via a university, library or employer, sign in here, Research off-campus without worrying about access issues. 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. Impact Factor. One point was allotted per correct answer. JMTE is a publication of the National Association for Music Education on behalf of the Society for Music Teacher Education. All participants were in their final year of the music education degree at the time of the study. 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. What challenges do elementary general music teachers face in their work with students with disabilities? Published by Music Educators National Conference. General Music Today. 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. Citation search. 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. Scores on the technology-related domains of the TPACK model were lower than content, pedagogical, or pedagogical content domains. Analysis of specific topics revealed that curriculum, teaching techniques, and professional development were most frequently discussed but varied by type of article and methodology. 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. Participants indicated that they were comfortable working in small peer-led groups, yet they were challenged to learn without notation. The report explores numerous other variables as well. Block Menu Anonymous. 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