The Oxford Handbook of Preservice Music Teacher Education in the United States

Name: The Oxford Handbook of Preservice Music Teacher Education in the United States
Brand: OUP eBook
Price: 137.5 EUR
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Colleen Conway Kristen Pellegrino Ann Marie Stanley Chad West(Herausgeber*in)

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Erschienen am 15. Oktober 2019

656 Seiten

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978-0-19-067141-9 (ISBN)

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Colleen Conway is Professor of Music Education at The University of Michigan. She has published over 90 research articles in music education. Book publications include: Great Beginning for Music Teachers: A Guide to Mentoring and Induction (2003); Handbook for the Beginning Music Teacher (2006); Teaching Music in Higher Education (2009); Handbook for the Music Mentor (2010); Handbook of Qualitative Research in American Music Education (2014) and Musicianship-Focused Curriculum and Assessment (2015). Kristen Pellegrino is Associate Professor of Music Education at the University of Texas at San Antonio and President-Elect of American String Teachers Association. Her degrees are from the University of Michigan (Ph.D. in music education and M.M. in violin performance/chamber music performance) and the Eastman School of Music (B.M. in music education and applied violin). Many of her 27 scholarly publications focuses on music teacher identity (preserivce, inservice, and music teacher educators), although she has published about other topics, including curriculum and assessment, qualitative methods, and teaching improvisation and composition to college students. Ann Marie Stanley is Associate Professor of Music Education at Louisiana State University. Before her LSU appointment in August 2016, Dr. Stanley was Associate Professor of Music Education at the Eastman School of Music where she served on the faculty from 2007-2016. Dr. Stanley received the Ph.D. in Music Education from University of Michigan in 2009. Before entering academia, she taught public school general music in California. Dr. Stanley has written on musical collaboration, qualitative research methodology, and music teacher professional development and curriculum in Arts Education Policy Review, Bulletin for the Council for Research in Music Education, and Research Studies in Music Education. In the last three years she has authored four book chapters: one in The Oxford Handbook of Qualitative Research in American Music Education (2013), one in Musicianship-Focused Curriculum and Assessment (2014), one in Visions of Music Teacher Education (2015) and one in Polyvocal Professional Learning through Self-study (2016). Her chapter on professional development for elementary music teachers will appear in Engaging Musical Practices: A Sourcebook for Elementary General Music (2018). Chad West is Associate Professor at Ithaca College. His degrees are from University of Michigan (Ph.D.), University of Georgia (M.M.Ed.), and Arizona State University (B.M.). He has eight years of experience as a public school band director and served as the Associate Conductor of the Atlanta Wind Symphony. Dr. West's research has been published in the Journal of Research in Music Education, Bulletin of the Council for Research in Music Education, Arts Education Policy Review, Journal of Music Teacher Education, Journal of Historical Research in Music Education, Applications of Research in Music Education, Music Educators Journal, and Contributions to Music Education. He is a contributing author for The Oxford Handbook of Qualitative Research in American Music Education, as well as Curriculum and Assessment in Music. He is a frequent presenter at state, national, and international music education conferences on the topics of preservice music teacher education, popular music education, and beginning band pedagogy. He serves on the editorial review boards of Music Educators Journal and the Journal of Music Teacher Education, and serves as Reviews Editor for the Journal of Popular Music Education.

Inhalt

Contributors Acknowledgments Preface Colleen Conway Section I: Pushing Boundaries Colleen Conway, Section Editor 1. Pushing the Boundaries from the Inside Colleen Conway and Shannan Hibbard 2. School Change Randall Everett Allsup and George Nicholson 3. An Historical Overview of Music Teacher Education in the United States Phillip M. Hash 4. Change in Music Teacher Education: A Philosophical View David J. Elliott and Marissa Silverman Section II: Organization, Policy, and Certification Colleen Conway, Section Editor 5. The Society for Music Teacher Education (1982-2015) David J. Teachout 6. The Nature of Music Teacher Preparation Scholarship Through the Lens of the Journal of Music Teacher Education Janice N. Killian 7. Instrumental Music Teacher Educators (IMTE): From Colloquium to Community of Practice William I. Bauer 8. The Mountain Lake Colloquium and The Mountain Lake Reader: Professional Learning and Conversations on the Study and Practice of Music Teaching Janet R. Barrett, Diane Persellin, Janet Robbins, and Sandra L. Stauffer 9. Accrediting Agencies: Engaging with CAEP and NASM Carla E. Aguilar and Lauren Kapalka Richerme 10. Curricular Frameworks in Pre-Service Music Teacher Education Paul F. Doerksen 11. Student Teacher and Certification Assessments Kelly A. Parkes 12. Alternative Pathways to Certification Andrew Goodrich Section III: The Preservice Student Kristen Pellegrino, Section Editor 13. Music Teacher Identity Development Kristen Pellegrino 14. Musicianship for Teaching Cynthia Crump Taggart and Stuart Chapman Hill 15. Developing Effective Dispositions for Teaching Music Michael Raiber 16. Courses for Secondary Instruments: A Synthesis of the Literature and Recommendations for Promising Practices Molly A. Weaver 17. The Role of Technology in Music Teacher Education Richard J. Dammers 18. Pedagogical Content Knowledge and Core Practices for Music Teaching J. Si Millican and Sommer H. Forrester 19. Planning and Preparation for Instruction Ryan Shaw 20. Assessing Musical Development Joshua A. Russell 21. Administrative Duties of the Music Teacher James Mick 22. Conducting Jessica Nápoles and Jared R. Rawlings 23. Field Experience Sean Robert Powell 24. Student Teaching Christopher M. Baumgartner Section IV: Individual Learners and Learning Contexts Ann Marie Stanley, Section Editor 25. Music Teacher Preparation for Teaching Children with Exceptionalities: A Framework for Success Ryan M. Hourigan and Alice M. Hammel 26. English Language Learners John Eros and Rebecca Eros 27. Gender and Sexual Diversity in Music Teacher Education Erin M. Hansen and Colleen A. Q. Sears 28. Race, Ethnicity, and Culturally Relevant Pedagogy Constance L. McKoy 29. Preparing Music Teachers to Nurture the Musical Growth of Young Children Suzanne L. Burton 30. Service-learning Opportunities for Preservice Music Teachers within Community Music Jared R. Rawlings Section V: Pushing Boundaries in the School Setting Chad West, Section Editor 31. Reconsidering Elementary General Music Methods: Deconstructing Our Decisions Ann Marie Stanley 32. General Music in the Middle School and High School Elizabeth Bucura 33. Choral Music Education: Whence Transformation? Susan Wharton Conkling 34. Preparing Music Educators for Coaching and Conducting Musical Theatre Herbert Marshall 35. Beginning Strings Michael Hopkins and Kristen Pellegrino 36. Intermediate and High School Orchestra Stephen Benham 37. Beginning Band Scott Edgar and Jessica Vaughan Marra 38. Intermediate and High School Band Daniel S. Isbell 39. Jazz Ensembles C. Michael Palmer 40. Marching Band Chad West and Christopher Marra 41. Modern Band, Songwriting, and Curricular Innovation Clint Randles 42. Diversifying Musical Experiences in Schools and Music Teacher Preparation Programs: Considering Vernacular and Popular Music Robert H. Woody and Mark C. Adams Conclusion 43. Setting an Agenda for Music Teacher Education Practice, Research, and Policy Colleen Conway, Kristen Pellegrino, Ann Marie Stanley, and Chad West

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