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Direct linkFroehlich, Hildegard – Action, Criticism, and Theory for Music Education, 2012
Mentoring is an instructional model that allows for one-on-one engagements between teacher and student. It is unarguably one of the better ways of individualizing instruction at all levels. Music educators in higher education are accustomed to this model by: (1) their own professional music studies; and (2) what they experienced while writing a…
Descriptors: Higher Education, Doctoral Dissertations, College Faculty, Music Education
Froehlich, Hildegard – Action, Criticism, and Theory for Music Education, 2009
This essay offers (1) a brief overview of how various sociological theories articulate the relationship of the individual to society; and (2) an analysis of community and self from a symbolic interactionist perspective in which the focus lies on the "webs of interaction" that shape music schooling as a field in which networks of groups of…
Descriptors: Music Education, Outreach Programs, Music, Communities of Practice
Froehlich, Hildegard – Action, Criticism, and Theory for Music Education, 2007
Knowledge about discrepancies between institutional demands and pedagogical choices creates conflicts that are familiar to most experienced teacher educators. The reasons behind such discrepancies and their philosophical underpinnings have been addressed systematically in several disciplines. With a few notable exceptions, scholarship in music…
Descriptors: Music Education, Music, Labor Force, Organizational Change
