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ERIC Number: ED526983
Record Type: Non-Journal
Publication Date: 2009
Pages: 145
Abstractor: As Provided
Reference Count: N/A
ISBN: ISBN-978-1-1240-6526-7
Professional Development for Music Educators: A Proposed Model and Sample Program Relative to Teacher Preferences
Ferrara, Dominick J., IV
ProQuest LLC, D.M.A. Dissertation, Rutgers The State University of New Jersey - New Brunswick
The purpose of this study was to develop a model for professional development based upon the views of in-service (practicing) music educators regarding their own professional development experiences and preferences. Toward this end, a survey was developed that gathered data from in-service music educators who were all members of the North Jersey School Music Association (NJSMA), the Region I (district) affiliate of the New Jersey Music Educators Association, with regard to the planning, implementation, management, and evaluation of their individual professional development experiences. This survey was mailed to a random sample of 412 in-service music educators affiliated with the NJSMA and 167 responses were received, yielding a response rate of 40.53%. The survey made use of both open-ended narrative responses and closed-ended categorical responses. These closed-ended items required subjects to select their responses from a list of given choices. Data were analyzed using descriptive statistics and coding techniques consistent with the qualitative nature of this descriptive study. The resultant data were synthesized into a proposed theoretical model for professional development. This theoretical model was then used to generate both an action model and an exploratory professional development workshop that was designed based upon the views expressed by the teachers surveyed. The exploratory professional development workshop was assessed by its participants through the use of a feedback survey using criteria that were a composite of the results of the original teacher survey as well as a synthesis of the literature on this particular topic. This data were also used qualitatively to inform and assess the validity of the action model. The results of this study suggest that music educators do in fact want more input, greater freedom and flexibility, and more autonomy into the types of professional development activities that they choose to pursue. Furthermore, a more individualized program of professional development, such as the one proposed by this study, would allow music educators to participate in a self-directed professional development program that should prove to be beneficial to both them and their students. [The dissertation citations contained here are published with the permission of ProQuest LLC. Further reproduction is prohibited without permission. Copies of dissertations may be obtained by Telephone (800) 1-800-521-0600. Web page:]
ProQuest LLC. 789 East Eisenhower Parkway, P.O. Box 1346, Ann Arbor, MI 48106. Tel: 800-521-0600; Web site:
Publication Type: Dissertations/Theses - Doctoral Dissertations
Education Level: N/A
Audience: N/A
Language: English
Sponsor: N/A
Authoring Institution: N/A
Identifiers - Location: New Jersey