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Colleen Conway - One of the best experts on this subject based on the ideXlab platform.
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tenure and promotion experiences of Music Teacher educators a mixed methods study
Journal of Music Teacher Education, 2018Co-Authors: Kristen Pellegrino, Colleen Conway, Si J MillicanAbstract: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 p...
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ten years later Teachers reflect on perceptions of beginning Teachers their mentors and administrator regarding preservice Music Teacher preparation
Journal of Research in Music Education, 2012Co-Authors: Colleen ConwayAbstract:The purpose of this inquiry was to examine the current reflections of experienced Teachers on their past perceptions of preservice Music Teacher preparation as documented in the author’s previous r...
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experienced Music Teacher perceptions of professional development throughout their careers
Bulletin of the Council for Research in Music Education, 2008Co-Authors: Colleen ConwayAbstract:The purpose of this study was to examine the perceptions of experienced Music Teachers (N=19)regarding professional development throughout their careers. Data included: mid-career Teacher interviews (n=13), veteran Teacher interviews (n=6), a focus group with some of the veteran Teachers (n=4), and the principal investigator�s log. Findings support past research in that Teachers perceived informal interactions with other Music Teachers as the most powerful form of professional development. Findings also suggest that professional development needs of Music Teachers may change throughout their careers. Implications of the findings are explored and suggestions for future research are provided.
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an examination of district sponsored beginning Music Teacher mentor practices
Journal of Research in Music Education, 2003Co-Authors: Colleen ConwayAbstract:The purpose of this inquiry was to examine the beginning Music Teacher mentor practices in 13 school districts in mid-Michigan. Data included beginning Teacher interviews, Teacher journals, focus-group meetings, mentor interviews, administrator interviews, and the principal investigators log. Profiles of the Teachers show a lack of consistency in the types of mentor programs in the schools and varying degrees of Teacher satisfaction with the programs. The lack of consistency is discussed in relation to the type of school, the teaching responsibility and classroom setting, the type of mentor assigned, and the degree to which that mentor was paid or trained. Teacher perceptions of the value of the program are discussed in relation to the degree and type of contact with the assigned mentor. The content of mentor interactions included administrative duties, classroom management, parent interaction, building and district policies, and personal issues. The need for Music mentors is discussed, and the article co...
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an examination of district sponsored beginning Music Teacher mentor practices
Journal of Research in Music Education, 2003Co-Authors: Colleen ConwayAbstract:The purpose of this inquiry was to examine the beginning Music Teacher mentor practices in 13 school districts in mid-Michigan. Data included beginning Teacher interviews, Teacher journals, focus-g...
Lisa Huisman Koops - One of the best experts on this subject based on the ideXlab platform.
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together through transitions a narrative inquiry of emergent identity as Music Teacher educators
Journal of Music Teacher Education, 2014Co-Authors: Vanessa L Bond, Lisa Huisman KoopsAbstract:In the field of Music Teacher preparation, the transition from Teacher to Teacher educator can be a time of uncertainty and anxiety. Knowing the potential for struggle during formation of a Teacher educator identity, we investigated our personal development as Music educators at two points: (a) preparing to enter academia and (b) mentoring a future Teacher educator. The purpose of this narrative inquiry study was to document the emergent identity of Vanessa, a graduate student transitioning to Music Teacher educator, working alongside Lisa, a professor transitioning to mentor and advisor. Through storying, we have identified several milestones in Vanessa’s emergent identity as a Teacher educator, concerns encountered by Vanessa in teaching her first major Music education methods course, and types of interactions that were catalysts to Vanessa’s development as a Music Teacher educator and Lisa’s development as a mentor.
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together through transitions a narrative inquiry of emergent identity as Music Teacher educators
Journal of Music Teacher Education, 2014Co-Authors: Vanessa L Bond, Lisa Huisman KoopsAbstract:In the field of Music Teacher preparation, the transition from Teacher to Teacher educator can be a time of uncertainty and anxiety. Knowing the potential for struggle during formation of a Teacher...
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peer mentoring key to new Music Teacher educator success
Journal of Music Teacher Education, 2011Co-Authors: Tami J Draves, Lisa Huisman KoopsAbstract:Research and practice in mentoring preservice Music Teachers and Music Teachers during their induction years has flourished in the past 10 years. Mentoring is also essential to the success of new m...
Bryan E Nichols - One of the best experts on this subject based on the ideXlab platform.
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the first 20 years a content analysis of the journal of Music Teacher education 1991 2011
Journal of Music Teacher Education, 2013Co-Authors: Bryan E NicholsAbstract:This study reports the frequencies of methodologies and topics appearing in the Journal of Music Teacher Education from 1991 to 2011. Exploratory review of the middle years of publication was used to categorize methodologies and topics prior to formal analysis. Results indicated that few articles documented the profession’s history, reinforcing the importance of editor and Society for Music Teacher Education chair comments for audience communication. Publication count increased from four articles per volume to seven, on average. The year 2003 marked the introduction of qualitative methods, and the early 2000s marked a shift toward a balance of research reports with other article types, whereas early issues had few reports of empirical evidence. Finally, article topics were not represented similarly among article types. Results are discussed in terms of implications for the Music Teacher preparation profession.
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the first 20 years a content analysis of the journal of Music Teacher education 1991 2011
Journal of Music Teacher Education, 2013Co-Authors: Bryan E NicholsAbstract:This study reports the frequencies of methodologies and topics appearing in the Journal of Music Teacher Education from 1991 to 2011. Exploratory review of the middle years of publication was used ...
Kristen Pellegrino - One of the best experts on this subject based on the ideXlab platform.
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becoming Music Teachers in a supportive string project community
Journal of Music Teacher Education, 2019Co-Authors: Kristen PellegrinoAbstract:The purpose of this descriptive case study was to examine two Music education students’ experiences as String Project Teachers (SPTs). Research questions were as follows: What connections were made between coursework and the authentic-context learning (ACL) experience? and What was the impact of ACL experiences on Music Teacher identity? Data were an open-ended questionnaire, journal entries, observations, videotaped teaching segments, and two semistructured interviews. These SPTs used terms and concepts explored in coursework in their goal-setting for themselves and their students, and also referenced concepts while reflecting on their teaching. The SPTs developed their Music Teacher identities as they learned in a supportive community, and they made connections between personal, Musician, and Teacher identities. Through ACL experience situated within a supportive String Project community, ideas initially explored during coursework became internalized as part of the SPTs’ thinking, practices, philosophie...
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tenure and promotion experiences of Music Teacher educators a mixed methods study
Journal of Music Teacher Education, 2018Co-Authors: Kristen Pellegrino, Colleen Conway, Si J MillicanAbstract: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 p...
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becoming Music Teacher educators learning from and with each other in a professional development community
International Journal of Music Education, 2014Co-Authors: Kristen Pellegrino, Bridget Mary Sweet, Julie Derges Kastner, Heather A Russell, Jill ReeseAbstract:During this heuristic phenomenological inquiry, we examined our lived experiences as five women (three doctoral students, two early career faculty) in the process of becoming Music Teacher educators participating in a year-long, online, group-facilitated professional development community (PDC). Data included recorded meetings via Skype, journal entries via a private Facebook blog, and written introductory and final reflection statements. The three core themes that emerged from the data were as follows: (a) self-doubt and fear of failure as researchers; (b) struggle to establish balance; and (c) the PDC as a safe place. The essence of our lived experience in the group was developing our identities as Music Teacher educators through interactions in our PDC, which was a safe place for us to discuss our thoughts, concerns, and insecurities. We offer suggestions for PDCs, including future research and participation, as well as international sharing, collaboration, and community.
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becoming Music Teacher educators learning from and with each other in a professional development community
International Journal of Music Education, 2014Co-Authors: Kristen Pellegrino, Bridget Mary Sweet, Julie Derges Kastner, Heather Russell, Jill ReeseAbstract:During this heuristic phenomenological inquiry, we examined our lived experiences as five women (three doctoral students, two early career faculty) in the process of becoming Music Teacher educator...
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connections between performer and Teacher identities in Music Teachers setting an agenda for research
Journal of Music Teacher Education, 2009Co-Authors: Kristen PellegrinoAbstract:The purpose of this article is to examine the literature concerning the connections between performer and Teacher selves in the formation of a Music Teacher’s identity. This article begins by framing an issue facing preservice and in-service Music Teachers, namely, the tension between a performer identity and a Teacher identity. An overview is provided of (a) the literature documenting preservice Music Teacher identities that privileges the performer identity and (b) the literature that focuses on balancing and negotiating the performer and Teacher identities. To understand aspects of the current debate about Music Teacher identities, the author develops five themes based on a critical analysis of the selected literature: Teacher versus performer identity conflict, personal and professional benefits of Music making, holistic view of Musical identities, roles and situated identities, and defining Music Teacher identity. The author concludes by synthesizing the commonalities of the recent research and sugge...
Vanessa L Bond - One of the best experts on this subject based on the ideXlab platform.
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together through transitions a narrative inquiry of emergent identity as Music Teacher educators
Journal of Music Teacher Education, 2014Co-Authors: Vanessa L Bond, Lisa Huisman KoopsAbstract:In the field of Music Teacher preparation, the transition from Teacher to Teacher educator can be a time of uncertainty and anxiety. Knowing the potential for struggle during formation of a Teacher educator identity, we investigated our personal development as Music educators at two points: (a) preparing to enter academia and (b) mentoring a future Teacher educator. The purpose of this narrative inquiry study was to document the emergent identity of Vanessa, a graduate student transitioning to Music Teacher educator, working alongside Lisa, a professor transitioning to mentor and advisor. Through storying, we have identified several milestones in Vanessa’s emergent identity as a Teacher educator, concerns encountered by Vanessa in teaching her first major Music education methods course, and types of interactions that were catalysts to Vanessa’s development as a Music Teacher educator and Lisa’s development as a mentor.
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together through transitions a narrative inquiry of emergent identity as Music Teacher educators
Journal of Music Teacher Education, 2014Co-Authors: Vanessa L Bond, Lisa Huisman KoopsAbstract:In the field of Music Teacher preparation, the transition from Teacher to Teacher educator can be a time of uncertainty and anxiety. Knowing the potential for struggle during formation of a Teacher...
