In 1997, the Individuals With Disabilities Education Act of 1990 was amended to require that assistive technology be considered when preparing an individual education program (IEP). This study explored involvement of Midwestern music educators in the IEP development process as well as their knowledge and attitudes regarding use of assistive…

Preservice music teachers (N = 152) at six institutions were surveyed on their intent to enter and remain in K-12 music teaching. Respondents provided favorable speculations for entering and remaining in K-12 music teaching. Prevalent responses for desiring a music teaching position were categorized as follows: love for music, sharing music,…

Provides background information on using action research in music education. Offers guidelines for teachers to help them do action research. Includes an example of how a music teacher conducted action research in which the teacher asked, "Why did [the students] continue vocal music from middle school to high school?" (CMK)

States that collaborative learning has been absent from the field of music education. Presents a literature review on collaborative learning, focusing on issues such as the issue of student achievement and the difference between cooperative and collaborative learning. Explores research on collaborative learning in music education. Includes…

States that hearing loss that occurs in the musical environment is commonly overlooked. Examines various aspects of the risks musicians take, such as hazardous environments, ignorance, and excessive sound levels. Offers two solutions to reduce the risks: (1) ear protection; and (2) modifications to the environment. Includes references. (CMK)

Investigates the status of music technology in Illinois public schools (K-12) using a questionnaire. Focuses on (1) the perceived training needs of teachers, (2) ways teachers and students use technology, (3) access to music technology, (4) types of software and hardware, and (5) sources of funding. Addresses the implications. (CMK)

Investigates job satisfaction and attrition factors for music teachers through interviews of 30 music teachers within their first 10 years of teaching. Finds that teachers view three factors as essential to their well-being: (1) positive administrative support; (2) resources to do one's job; and (3) a support network, including experienced music…

Explores research relating to the use of conducting gestures as instructional tools to teach musical concepts, focusing on the effects of conducting on musical understanding and conducting as an organizational and management tool. Discusses why teachers fail to focus on conducting activities. (CMK)

Reviews the results of descriptive and experimental studies concerning comprehensive musicianship in public school rehearsal class settings. Focuses on 25 studies within three categories: (1) research on student achievement and attitudes; (2) research on teaching practices; and (3) research on teaching materials, teacher beliefs, and teacher…