Download or read book A Survey of Teacher Training Programs in Music from the Early Musical Convention to the Introduction of Four year Degree Curricula written by Richard Lee James and published by . This book was released on 1968 with total page 586 pages. Available in PDF, EPUB and Kindle. Book excerpt:
Download or read book Undergraduate Music Teacher Preparation for Mainstreaming written by Lisa Heller and published by . This book was released on 1994 with total page 254 pages. Available in PDF, EPUB and Kindle. Book excerpt:
Download or read book A Survey of the Qualifications of Music Teachers in Small Schools of Northeastern Ohio with Implications for Teacher Training written by Anna L. Dunn and published by . This book was released on 1951 with total page 170 pages. Available in PDF, EPUB and Kindle. Book excerpt:
Download or read book Promising Practices in 21st Century Music Teacher Education written by Michele Kaschub and published by Oxford University Press, USA. This book was released on 2014 with total page 273 pages. Available in PDF, EPUB and Kindle. Book excerpt: This book surveys current music education landscapes and presents promising practices that may serve as models. Contributors explore curriculum and pedagogy, the power structures that influence education, the role of contemporary musical practices in teacher education, and the communication challenges that surround institutional change.
Download or read book Teacher Education in Music written by Music Educators National Conference (U.S.). Commission on Teacher Education and published by . This book was released on 1972 with total page 72 pages. Available in PDF, EPUB and Kindle. Book excerpt:
Download or read book A Survey of Teacher Training Programs in Music written by Richard Lee James and published by . This book was released on 1979 with total page 628 pages. Available in PDF, EPUB and Kindle. Book excerpt:
Download or read book County School Music Programs of California written by Marion Agnes Curry and published by . This book was released on 1949 with total page 216 pages. Available in PDF, EPUB and Kindle. Book excerpt:
Download or read book A Survey and Analysis of Music Courses Offered the Prospective Elementary School Classroom Teacher in Teacher training Institutions of Southwestern United States written by Jeanne Beatrice Franklin and published by . This book was released on 1953 with total page 169 pages. Available in PDF, EPUB and Kindle. Book excerpt:
Download or read book A Survey and Evaluation of the Education of School Music Teachers in the United States written by Edna McEachern and published by . This book was released on 1937 with total page 200 pages. Available in PDF, EPUB and Kindle. Book excerpt:
Download or read book The Music Preparation of Elementary Teachers in State Teachers Colleges written by Ezra Herman Franklin Weis and published by . This book was released on 1934 with total page 120 pages. Available in PDF, EPUB and Kindle. Book excerpt:
Download or read book A Survey of the Music Training of Music Teachers in the High Schools of South Dakota written by Harold W. Hamaker and published by . This book was released on 1946 with total page 132 pages. Available in PDF, EPUB and Kindle. Book excerpt:
Download or read book Effectiveness of Undergraduate Music Teacher Education Programs written by Louis S Kugelman and published by . This book was released on 2021 with total page 142 pages. Available in PDF, EPUB and Kindle. Book excerpt: Most states in the country have adopted a broad P-12 licensure for music teacher certification (Henry, 2005). This broad licensure puts a strain on music teacher education programs. Faculty create degree programs which must include coursework from internal and external influencers, all while trying to create a curriculum for preservice teachers that incorporates a wide breadth of topics, balanced with enough depth for teachers to be prepared for success in the profession. Harsh criticisms have risen about music teacher education programs shortfalls in trying to strike a balance between breadth and depth (Forsythe, et. al., 2007; Legette, 2013; Leonhard,1985). Much of the content within a music teacher education program reflect guidance from and is approved by a single external influence-the National Association of Schools of Music (NASM). The NASM is the national accrediting agency for schools of music who voluntarily choose to subscribe to this oversight. Their accreditation standards are the most recognized and supported in the country, and because of that accrediting function, NASM has great power and influence over music programs in higher education (Ester & Brinkman, 2005). However, research informing the requirements from the NASM and their effectiveness are scarce (Forsythe et. al., 2007). The purpose of this research is to explore early-career music educators' perceptions of the value, effectiveness, and relevance of their NASM accredited undergraduate music studies in preparation for teaching. A marketing research approach and subsequent analysis provides empirical evidence of novice music educator's perception of the efficacy of teacher preparation curricula as they correspond to each NASM guideline. Study participants (n=36) were early-career teachers (1-3 years professional experience) from the National Association for Music Educators Northeast Region who responded to a survey request. In the survey, participants used a 1-5 Likert-type scale to rate the importance of NASM competencies to their first years of teaching and the instructional performance of their music teacher education program. Lastly, participants rated the overall importance and performance of their music teacher education programs. Survey results indicate the overall average perceived importance of all music competencies from the NASM in music teacher education programs (MTEP) are rated higher than the overall perceived performance of instruction (3.61, 2.81). Analysis of the results also revealed a discouraging gap between the high importance of general, vocal, and instrumental music curriculum knowledge and the less than sufficient performance by music teacher education programs. A similar gap in laboratory and field teaching experiences in individual, small group, and whole group settings was identified. The results of this study indicate a need for more reflective research into music teacher education programs and the competencies required by the National Association of Schools of Music.
Download or read book Teaching Music in a Multicultural World written by Lori Hughes Shepard and published by . This book was released on 1994 with total page 106 pages. Available in PDF, EPUB and Kindle. Book excerpt:
Download or read book A Survey of Music Educators Attitudes Toward Music Education of Mainstreamed Students with Special Needs teacher Training Curriculum Methods and Placement in Selected Elementary Schools in Virginia Maryland and the District of Columbia written by Loyce Warukira Muuya and published by . This book was released on 2004 with total page 210 pages. Available in PDF, EPUB and Kindle. Book excerpt:
Download or read book A Survey and Evaluation of Music Teacher Education Program in Selected Accredited Black Private Colleges and Universities in the United States written by Lucile Christine Lacy and published by . This book was released on 1985 with total page 650 pages. Available in PDF, EPUB and Kindle. Book excerpt:
Download or read book A Survey of Florida High School Instrumental Music Programs written by Jonathan Rhame Hinkle and published by . This book was released on 2011 with total page 0 pages. Available in PDF, EPUB and Kindle. Book excerpt: During the past 60 years, jazz music has slowly become recognized as a genre worthy of study in high school music programs throughout the United States. Only a few researchers have analyzed large samples of jazz-related instruction in instrumental music programs, and of these studies no data were collected to investigate the inclusion of jazz in Florida high school instrumental programs or the background in jazz of directors in these programs. Therefore, the purpose of this study was to gather data on high school-level instrumental music programs in Florida and the band directors associated with these programs in an attempt to answer the following research questions: (1) What is the current status of instrumental jazz course offerings in Florida high schools? (2) Is there a relationship between the status of jazz course offerings in Florida high schools and demographic data of the programs or the directors who teach in these programs? (3) Is there a relationship between the status of jazz course offerings in Florida high schools and the band directors' experience with and training in jazz? Florida high school band directors (N = 239), representing a response rate of 46.5%, replied to an online survey instrument containing 21 comprehensive questions. Demographic data of participants and the programs they were directing, as well as questions associated with their training, experience, opinions, and attitudes toward jazz-related instruction were cross-analyzed quantitatively. The findings of this study revealed that many Florida high school music programs (38.5%) do not offer students opportunities in jazz music and that these programs parallel deficiencies found in schools in other states. The data gathered from Florida high school directors and programs suggest that a teacher's actual or perceived level of training in jazz genres, most notably through performance experience, is the greatest factor in the presence of jazz-related courses in high school music programs. Additionally, teachers' degree of jazz performance experience or training may have a considerable influence on their level of anxiety and comfort with jazz genres. Directors' lack of background in jazz inhibits the potential for jazz-related courses to be included in high school programs; thus, limiting the musical experiences of the students they teach. Data also suggest that teachers may be more willing to initiate courses in jazz if they were required to or were offered the opportunity to participate in jazz ensembles during their teacher preparation. To facilitate such participation, a college-level jazz ensemble that is specifically designed for the experience and pedagogical needs of future music teachers, in a non-intimidating and positive atmosphere where appropriate literature is performed at a high level, may be helpful to music education majors. Additionally, jazz may be more widely understood and appreciated if current and future school instrumental music teachers strive to provide opportunities in jazz instruction and performance to as many students as possible. Such an endeavor can be accomplished by incorporating an appropriate balance of ensembles and courses in their program.
Download or read book A Survey and Evaluation of the Class Wind Instrument Programs in Some Representative Music Teacher Training Institutions written by Thomas Clark Collins and published by . This book was released on 1950 with total page 470 pages. Available in PDF, EPUB and Kindle. Book excerpt:
