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Robinson, Charles R.; Belgrave, Melita J.; Keown, Daniel J. – Journal of Music Teacher Education, 2019
We examined decisions to include or exclude adolescent students in music performance ensembles as influenced by disability, task complexity, and biased information statements. Undergraduate music majors (N = 104) viewed video recordings presenting varied student profiles that included two disability types, two task complexity levels, and…
Descriptors: Disabilities, Undergraduate Students, Mentors, Music
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West, Chad; Clauhs, Matthew – Journal of Music Teacher Education, 2019
While observing exemplary in-service teachers is important, researchers suggest there may be benefits to observing peers as well. Much of the peer observation literature is focused on the process of peers observing peers in the same institution. The authors of this study brought together undergraduate music education peers from two separate…
Descriptors: Music, Music Education, Music Teachers, Preservice Teachers
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Springer, D. Gregory; Yinger, Olivia Swedberg – Journal of Music Teacher Education, 2019
The purpose of this study was to examine linguistic indicators of reflective practice in preservice music teachers' written reflections following peer-teaching experiences. In an instrumental rehearsal techniques course, eight preservice music educators completed four peer-teaching episodes and submitted a written reflection after each episode.…
Descriptors: Music Teachers, Music Education, Preservice Teachers, Student Attitudes
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Pellegrino, Kristen; Beavers, Jennifer P.; Dill, Susan – Journal of Music Teacher Education, 2019
The purpose of this self-study of teacher education practices was to examine and improve improvisation and composition teaching practices for three university professors at the same institution. Primary data sets were individual researcher journals and transcripts of seven researcher meetings. Secondary data sets were music major surveys,…
Descriptors: College Students, Creative Activities, Independent Study, Music
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West, Justin J.; Frey-Clark, Marta L. – Journal of Music Teacher Education, 2019
Teacher-credentialing policy debates often center on questions of whether traditional or alternative pathways to teacher certification better position future teachers for success. Given the growing number of teachers entering the profession via alternative pathways, we sought to compare the self-efficacy of alternatively and traditionally…
Descriptors: Alternative Teacher Certification, Music Teachers, Preservice Teachers, Preservice Teacher Education
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Hart, John T., Jr. – Journal of Music Teacher Education, 2019
The purpose of this study was to determine the status of conducting courses completed by undergraduate music education majors. Questionnaire items addressed course structure and content, pedagogical values, and the relative emphasis instructors placed on various areas of teacher knowledge as represented by Shulman's pedagogical content knowledge…
Descriptors: Music Education, Undergraduate Students, Majors (Students), Music Activities
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Snell, Alden H., II; Wilson, Jill; Cruse, Carolyn S. – Journal of Music Teacher Education, 2019
Researchers have demonstrated the importance of professional development experiences for in-service music educators that are content-specific and that cultivate meaningful partnerships with higher education faculty and preservice music teachers. The purpose of this mixed-methods study was to explore cooperating teachers' perceptions related to…
Descriptors: Cooperating Teachers, Music, Mentors, Student Teachers
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Berg, Margaret H.; Rickels, David A. – Journal of Music Teacher Education, 2018
The Music Mentor Plus program was designed to introduce mentoring strategies teachers can implement during supervision of student teachers and early field experience interns, while also fostering connections between field-based modeling and university methods course content. Throughout the 2015-2016 school year, seven music teachers and two…
Descriptors: Music, Music Education, Student Teachers, Music Teachers
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McGinnis, Emily J. – Journal of Music Teacher Education, 2018
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. The purpose of this study was to examine the degree to which undergraduate music education majors experienced a change in EI after implementing strategies from…
Descriptors: Majors (Students), Music Education, Undergraduate Students, Emotional Intelligence
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Dabback, William – Journal of Music Teacher Education, 2018
The purpose of this multiple case study was to follow the development of three music educators during their student teaching semesters and into the first years of their careers. Possible selves theory provided a framework for exploring the links between cognition, expectations, and motivation. Interviewees negotiated their social and physical…
Descriptors: Longitudinal Studies, Music Teachers, Music Education, Self Concept
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Pellegrino, Kristen; Conway, Colleen M.; Millican, J. Si – Journal of Music Teacher Education, 2018
To examine music education faculty members' promotion and tenure experiences, we interviewed (N = 9) and surveyed (N = 124) music teacher educators (MTEs) who were pretenure or tenured within the past 3 years. Findings highlighted MTE's perceptions of evaluative criteria and standards, mentoring programs and experiences, professional identity, and…
Descriptors: Tenure, Music Teachers, Faculty Promotion, Music Activities
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Goodrich, Andrew; Bucura, Elizabeth; Stauffer, Sandra – Journal of Music Teacher Education, 2018
The purpose of this study was to investigate undergraduates' perceptions of peer mentoring and the impact of peer mentoring in a music teacher preparation course. The following questions were included: What knowledge and abilities do students bring to the peer mentoring process? How do students perceive their roles as teachers and learners in the…
Descriptors: Music Education, Mentors, Coaching (Performance), Peer Groups
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Vasil, Martina; McCall, Joyce M. – Journal of Music Teacher Education, 2018
The purpose of this autoethnographic multiple case study was to compare experiences of two first-generation college students pursuing doctoral degrees in music education. Motivations for pursuing an advanced degree were to enact change in the field of music education and fulfill personal ambitions. Participants encountered two challenges,…
Descriptors: Music Education, Doctoral Degrees, First Generation College Students, Student Attitudes
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Dye, Christopher K. – Journal of Music Teacher Education, 2018
The purpose of the study was to examine the features of Texas's Alternative Route to Certification (ARC) programs in music education, the demographics and prior experiences of program completers, and the employment of ARC completers in K-12 public schools. Data were collected from the State Board of Educator Certification about demographics and…
Descriptors: Alternative Teacher Certification, Profiles, Music Education, Demography
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Weidner, Brian N. – Journal of Music Teacher Education, 2018
Teacher licensure policies and state standards for English/language arts have made content area literacy a necessary component for most music teacher education programs. Unlike teachers in other areas of the school curriculum, music educators have not broadly integrated literacy into their instructional practices. The Before-During-After (B-D-A)…
Descriptors: Literacy, Music Education, State Standards, Language Arts
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