BULLETIN OF THE COUNCIL FOR RESEARCH IN MUSIC EDUCATION最新文献_第3页

Music Education Research Citations: A Replication Study and Current Perspective 音乐教育研究引文:复制研究与现状展望

IF 0.9 2区艺术学

BULLETIN OF THE COUNCIL FOR RESEARCH IN MUSIC EDUCATION Pub Date : 2022-01-01 DOI: 10.5406/21627223.231.03

D. M. Farmer, Thomas E. Kloss

引用次数: 1

Educational Research for Students with Autism Spectrum Disorder: Recommendations for Music Education 自闭症谱系障碍学生的教育研究:音乐教育的建议

IF 0.9 2区艺术学

BULLETIN OF THE COUNCIL FOR RESEARCH IN MUSIC EDUCATION Pub Date : 2021-10-01 DOI: 10.5406/21627223.230.02

A. Draper

引用次数: 0

Soft Hands: A Mid-Career Percussion Teacher's Professional Development Journey 柔手：打击乐教师职业发展历程

IF 0.9 2区艺术学

BULLETIN OF THE COUNCIL FOR RESEARCH IN MUSIC EDUCATION Pub Date : 2021-10-01 DOI: 10.5406/21627223.230.04

A. Vogler, John Habron

{"title":"Soft Hands: A Mid-Career Percussion Teacher's Professional Development Journey","authors":"A. Vogler, John Habron","doi":"10.5406/21627223.230.04","DOIUrl":"https://doi.org/10.5406/21627223.230.04","url":null,"abstract":"\u0000 Professional development is an important part of any teaching career. Although it has been investigated within the field of music education, there is limited research on the experiences of mid-career music teachers from a first-person perspective, especially within a conservatory context. In this collaborative self-study, the authors analyze the professional development journey that one of them undertook as she followed a series of snare drum lessons to enhance her practice as a mid-career percussion teacher. Over a period of a year, the first author kept a research journal, working dialogically with a researcher to understand and extend these reflections. Using self-study as a systematic means of inquiry into practice, this article reveals the development of the first author's practical knowledge and subjective educational theory. Five themes encapsulate the findings: (i) although a learner by nature, going back to basics was a challenge; (ii) reflecting on learning prompted reflection on teaching; (iii) the importance of placing learning in a historical context and wider framework; (iv) taking care of students; and (v) with fresh eyes comes the need to keep focused. In presenting evocative accounts of lived experience, reflective and reflexive commentary, and critical reflection informed by literature, the results and discussion read as a through-composed narrative. This research offers insights to mid-career music teachers and their employers regarding the impact and design of professional development opportunities. It also demonstrates an approach to self-study that might be useful to others who want to undertake similar investigations of their practice.","PeriodicalId":46393,"journal":{"name":"BULLETIN OF THE COUNCIL FOR RESEARCH IN MUSIC EDUCATION","volume":null,"pages":null},"PeriodicalIF":0.9,"publicationDate":"2021-10-01","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"41383981","PeriodicalName":null,"FirstCategoryId":null,"ListUrlMain":null,"RegionNum":2,"RegionCategory":"艺术学","ArticlePicture":[],"TitleCN":null,"AbstractTextCN":null,"PMCID":"","EPubDate":null,"PubModel":null,"JCR":null,"JCRName":null,"Score":null,"Total":0}

引用次数: 0

The Experiences of First-Time Honor Band Clinicians: A Multiple Case Study 第一次荣誉带临床医生的经验:一个多案例研究

IF 0.9 2区艺术学

BULLETIN OF THE COUNCIL FOR RESEARCH IN MUSIC EDUCATION Pub Date : 2021-10-01 DOI: 10.5406/21627223.230.03

Victoria Warnet

{"title":"The Experiences of First-Time Honor Band Clinicians: A Multiple Case Study","authors":"Victoria Warnet","doi":"10.5406/21627223.230.03","DOIUrl":"https://doi.org/10.5406/21627223.230.03","url":null,"abstract":"\u0000 The purpose of this multiple case study was to explore the honor band experiences of first-time honor band clinicians. I used intensity sampling to select two participants who had both served as an honor band clinician for the first time in 2019. Using Glaser's (1996) three-stage theory of expertise as a theoretical framework, I conducted individual semistructured interviews to investigate participants’ honor band experiences. In the first stage of external support, both participants used various means of obtaining information and advice, such as calling mentors and doing research online. The second stage of transitional mentorship was mentioned least by the participants, perhaps because this is not very common for honor band clinicians. Both participants seemed to spend the majority of their first honor band experience in Glaser's third self-regulatory stage, with less-than-adequate preparation from the previous stages. They both mentioned making quick adjustments to solve problems throughout their time as an honor band clinician. I suggest creating more training experiences and resources for first-time honor band clinicians in order to make honor band events more beneficial for students and clinicians.","PeriodicalId":46393,"journal":{"name":"BULLETIN OF THE COUNCIL FOR RESEARCH IN MUSIC EDUCATION","volume":null,"pages":null},"PeriodicalIF":0.9,"publicationDate":"2021-10-01","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"49226142","PeriodicalName":null,"FirstCategoryId":null,"ListUrlMain":null,"RegionNum":2,"RegionCategory":"艺术学","ArticlePicture":[],"TitleCN":null,"AbstractTextCN":null,"PMCID":"","EPubDate":null,"PubModel":null,"JCR":null,"JCRName":null,"Score":null,"Total":0}

引用次数: 0

“I Feel Good When I Sing It Right”: Singing Agency in Children “唱对了我感觉很好”：儿童歌唱机构

IF 0.9 2区艺术学

BULLETIN OF THE COUNCIL FOR RESEARCH IN MUSIC EDUCATION Pub Date : 2021-10-01 DOI: 10.5406/21627223.230.01

Lauri A Hogle

引用次数: 0

A Content Analysis of Music Teacher Student Learning Objectives in Michigan 密歇根州音乐师生学习目标的内容分析

IF 0.9 2区艺术学

BULLETIN OF THE COUNCIL FOR RESEARCH IN MUSIC EDUCATION Pub Date : 2021-07-01 DOI: 10.5406/bulcouresmusedu.229.0029

Ryan D. Shaw, D. Potter

{"title":"A Content Analysis of Music Teacher Student Learning Objectives in Michigan","authors":"Ryan D. Shaw, D. Potter","doi":"10.5406/bulcouresmusedu.229.0029","DOIUrl":"https://doi.org/10.5406/bulcouresmusedu.229.0029","url":null,"abstract":"\u0000 States have revamped teacher evaluations over the last 10 years to include teacher performance ratings based on student achievement/growth, presenting a challenge in nontested subjects such as music. The most common approach has been to measure music teacher effectiveness based on teacher-designed student learning objectives (SLOs), but almost no evidence exists on SLO processes. The purpose of this study was to examine the assessments and parameters used in SLOs. Specific research questions were: (a) What assessments are used to measure student growth? (b) What is the overall design for demonstrating student growth? (c) What are the parameters for teacher goal setting in the SLO process? We analyzed 35 SLOs across six districts in Michigan and coded them for assessment content, growth design, and particulars of teacher-level goal setting. Results indicate that most SLOs were based on students’ musical performance assessed with a rating scale, or based on knowledge of musical notation with pencil-and-paper tests. Musical creativity and response were almost completely absent. Almost all SLOs used a pretest/posttest design, but particulars of growth and judging teacher success differed considerably. We offer implications for teachers, administrators, and policy makers concerned with music teacher evaluations.","PeriodicalId":46393,"journal":{"name":"BULLETIN OF THE COUNCIL FOR RESEARCH IN MUSIC EDUCATION","volume":null,"pages":null},"PeriodicalIF":0.9,"publicationDate":"2021-07-01","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"49400348","PeriodicalName":null,"FirstCategoryId":null,"ListUrlMain":null,"RegionNum":2,"RegionCategory":"艺术学","ArticlePicture":[],"TitleCN":null,"AbstractTextCN":null,"PMCID":"","EPubDate":null,"PubModel":null,"JCR":null,"JCRName":null,"Score":null,"Total":0}

引用次数: 1

Looking Into the Virtual Space: Teacher Perceptions of Online Graduate Music Education 走进虚拟空间：教师对在线研究生音乐教育的认知

IF 0.9 2区艺术学

BULLETIN OF THE COUNCIL FOR RESEARCH IN MUSIC EDUCATION Pub Date : 2021-07-01 DOI: 10.5406/bulcouresmusedu.229.0071

Jay Dorfman, Wendy K. Matthews, C. Resta, C. Venesile

{"title":"Looking Into the Virtual Space: Teacher Perceptions of Online Graduate Music Education","authors":"Jay Dorfman, Wendy K. Matthews, C. Resta, C. Venesile","doi":"10.5406/bulcouresmusedu.229.0071","DOIUrl":"https://doi.org/10.5406/bulcouresmusedu.229.0071","url":null,"abstract":"\u0000 Online study in music teacher education at the master’s degree level has existed for more than a decade, with hundreds of music teachers pursuing professional development or completing their graduate degrees in this format. The purpose of this study was to examine music teachers who have and who have not participated in online graduate music education regarding their perceptions of these programs. The conceptual theory known as connectivism (Siemens, 2005), highlighting properties of Autonomy, Diversity, Interactivity, and Openness, guided data collection and analysis. We used a quantitative survey method through a researcher-developed instrument. Distributed nationally, 807 (2.1%) respondents offered their perspectives, with analysis via rank order, correlation, and confirmatory factor analysis linked to the theoretical framework. Results suggest that teachers find value in elements of online education that include content, pedagogy, convenience and flexibility, professional development, and career advancement. With regard to the facets of connectivism, Autonomy contributed the largest amount of variance followed by Diversity, Interaction, and Openness. The results of this study warrant consideration as distance music education in graduate settings will likely continue to grow in the coming years.","PeriodicalId":46393,"journal":{"name":"BULLETIN OF THE COUNCIL FOR RESEARCH IN MUSIC EDUCATION","volume":null,"pages":null},"PeriodicalIF":0.9,"publicationDate":"2021-07-01","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"44210910","PeriodicalName":null,"FirstCategoryId":null,"ListUrlMain":null,"RegionNum":2,"RegionCategory":"艺术学","ArticlePicture":[],"TitleCN":null,"AbstractTextCN":null,"PMCID":"","EPubDate":null,"PubModel":null,"JCR":null,"JCRName":null,"Score":null,"Total":0}

引用次数: 1

Attrition, (De)motivation, and “Effective” Music Teacher Professional Development: An Instrumental Case Study 损耗、（去）动机与“有效”的音乐教师专业发展——一个器乐个案研究

IF 0.9 2区艺术学

BULLETIN OF THE COUNCIL FOR RESEARCH IN MUSIC EDUCATION Pub Date : 2021-07-01 DOI: 10.5406/bulcouresmusedu.229.0007

Justin J. West, A. Stanley, J. P. Bowers, Daniel S. Isbell

引用次数: 6

Examining Elementary General Music Teaching Practices Through a Reggio Emilia Lens 从雷焦艾米利亚的视角审视初等音乐教学实践

IF 0.9 2区艺术学

BULLETIN OF THE COUNCIL FOR RESEARCH IN MUSIC EDUCATION Pub Date : 2021-07-01 DOI: 10.5406/bulcouresmusedu.229.0047

H. E. Wolfe

{"title":"Examining Elementary General Music Teaching Practices Through a Reggio Emilia Lens","authors":"H. E. Wolfe","doi":"10.5406/bulcouresmusedu.229.0047","DOIUrl":"https://doi.org/10.5406/bulcouresmusedu.229.0047","url":null,"abstract":"\u0000 Elementary general music teachers (N = 280) from Colorado, Idaho, Montana, Utah, and Wyoming completed the Characteristics of Elementary General Music Teaching questionnaire. Responses were analyzed for congruence between current teaching practices and three components of the Reggio Emilia Approach (REA) to education: child as protagonist, documentation of learning, and the hundred languages. Overall, respondents described teaching practices that reflect some, but limited, congruence with the REA. Teachers collect some types of student artifacts, display evidence of student learning in certain forms, adapt instruction based on observation of students, provide students opportunities to translate between symbolic systems, and demonstrate a student-centered approach to music education by modifying their teaching practices at the student, class, grade, or developmental level. Variance in the congruence between teaching practice and the concepts of documentation and symbolic translations could not be explained by education level or general music pedagogical influence. Suggestions are shared for elementary general music teachers to engage in critical self-reflection of their teaching practice through a Reggio Emilia-inspired lens. The review of literature and this study demonstrate a need for further research on Reggio Emilia-inspired music education; suggestions are included.","PeriodicalId":46393,"journal":{"name":"BULLETIN OF THE COUNCIL FOR RESEARCH IN MUSIC EDUCATION","volume":null,"pages":null},"PeriodicalIF":0.9,"publicationDate":"2021-07-01","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"47264154","PeriodicalName":null,"FirstCategoryId":null,"ListUrlMain":null,"RegionNum":2,"RegionCategory":"艺术学","ArticlePicture":[],"TitleCN":null,"AbstractTextCN":null,"PMCID":"","EPubDate":null,"PubModel":null,"JCR":null,"JCRName":null,"Score":null,"Total":0}

引用次数: 0

Erratum: Development and validation of a string performance rating scale (Bulletin of the Council for Research in Music Education (2021) (228) (77) DOI: 10.2307/3345801) 勘误:开发和验证的字符串性能评级量表(理事会公告研究音乐教育(2021)(228)(77)DOI: 10.2307/3345801)

IF 0.9 2区艺术学

BULLETIN OF THE COUNCIL FOR RESEARCH IN MUSIC EDUCATION Pub Date : 2021-03-01 DOI: 10.5406/BULCOURESMUSEDU.228.0077

S. F. Zdzinski, G. Barnes

引用次数: 0