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ERIC Number: EJ927291
Record Type: Journal
Publication Date: 2011
Pages: 7
Abstractor: As Provided
Reference Count: 48
ISBN: N/A
ISSN: ISSN-1063-2913
Nurturing Preservice Music Teacher Dispositions: Collaborating to Connect Practice, Theory, and Policy
Abrahams, Frank
Arts Education Policy Review, v112 n3 p108-114 2011
This article argues that education policy should support school-university partnerships that place preservice music teachers with their college professors in a laboratory school environment. With roots in Dewey's experimental school of 1896, the laboratory concept is a variation of the professional development schools now in vogue. The policies recommended here are not tied directly to this school-university partnership model, but they do support the collaborative concept. Policy recommendations include re-conceptualization of the student teaching experience; compensation of faculty members through financial incentives and professional development credits; and consideration for university faculty members engaged in such partnerships when determining workload and reviewing teaching, scholarship, and service for tenure or promotion decisions. The policy recommendations call for the creation of release time for school personnel to meet with university personnel to plan and assess the partnered collaboration, and for funding to support ongoing collaborative research by university and school personnel.
Routledge. Available from: Taylor & Francis, Ltd. 325 Chestnut Street Suite 800, Philadelphia, PA 19106. Tel: 800-354-1420; Fax: 215-625-2940; Web site: http://www.tandf.co.uk/journals
Publication Type: Journal Articles; Reports - Evaluative
Education Level: Elementary Secondary Education; Higher Education; Postsecondary Education
Audience: N/A
Language: English
Sponsor: N/A
Authoring Institution: N/A