The Impact of Education Reform on Music Education: Paradigm Shifts in Music Education Curriculum, Advocacy, and Philosophy fromSputnikto Race to the Top

2012 ◽  
Vol 113 (3) ◽  
pp. 112-118 ◽  
Author(s):  
Eric E. Branscome
Keyword(s):  
Music Education ◽  
Education Reform ◽  
Race To The Top ◽  
Paradigm Shifts ◽  
Education Curriculum ◽  
The Impact

Instructional Context

2017 ◽  
Author(s):  
Birch P. Browning
Keyword(s):  
Teacher Evaluation ◽  
Charter Schools ◽  
Music Education ◽  
Education Reform ◽  
Standardized Testing ◽  
Race To The Top ◽  
Instructional Decisions ◽  
Federal Programs ◽  
Instructional Environment ◽  
Instructional Context

The chapter describes ways for new teachers gain a sophisticated understanding of the instructional environment. In fact, some research indicates that it takes five years in the classroom to become a fully competent teacher. Steps are laid out for pre-service teachers to lay the groundwork for understanding the instructional context by observing and interacting with in-service teachers, with the deliberate intent to understand not only what they do but also how they make their instructional decisions. Federal programs including Race to the Top are discussed. Various facets of school organizations and contemporary educational issues, such as standardized testing, teacher evaluation, diversity, and charter schools, are addressed, along with issues of music education reform.

scholarly journals Political Agendas for Education: From Race to the Top to Saving the Planet

2014 ◽  
Vol 1 (1) ◽  
pp. 49
Author(s):  
Daniel Diego
Keyword(s):  
No Child Left Behind ◽  
Education Reform ◽  
Environmental Sustainability ◽  
Merit Pay ◽  
The United States ◽  
Race To The Top ◽  
Main Stream ◽  
For Profit ◽  
Left Behind ◽  
The Impact

<em>Amidst the transition from No Child Left Behind (NCLB) to the Common Core State Standards (CCSS), the book, Political Agendas for Education: From Race to the top to saving the planet by Joel Spring has discussed issues such as the impact of Race to the Top, the influence of Teach for America (TFA), teacher evaluation and merit pay, Republican reaction and rejection of Race to the Top and the education agenda of the Obama administration, and the benefits reaped by the growing for-profit industry on the United States (U.S.) education system. Simultaneously, the 5th edition has comparatively analyzed Libertarian and Green Party agendas along with the main stream political agendas which have dominated education in the U.S. Furthermore, this book has highlighted aspects of education reform which emphasize environmental sustainability, social and educational equity and freedom with the goal of human and societal health and wellbeing.</em>

The Impact of an E-Portfolio Program in a Music Education Curriculum

2011 ◽  
Vol 21 (1) ◽  
pp. 65-77 ◽  
Author(s):  
Linda Thornton ◽  
Norene Ferris ◽  
Glenn Johnson ◽  
Khusro Kidwai ◽  
Yu-Hui Ching
Keyword(s):  
Music Education ◽  
Education Curriculum ◽  
The Impact

Courses for Secondary Instruments

2019 ◽  
pp. 344-363
Author(s):  
Molly A. Weaver
Keyword(s):  
Music Education ◽  
Music Teachers ◽  
Music Teacher ◽  
Promising Practices ◽  
Education Curriculum ◽  
Music Teacher Education ◽  
Teaching Activities ◽  
School Based ◽  
Secondary Instrument ◽  
Institutional Model

The main purpose of this chapter is to synthesize the literature regarding courses for secondary instruments in the interest of making recommendations for promising practices. The chapter also is intended to “push boundaries from within the system” of music teacher education. That is, it is intended to be a resource for those who prepare preservice music teachers (PMTs) for the realities of P-12 school-based music education and who aspire to instill in these new colleagues a disposition toward change. The chapter is divided into six sections: importance of secondary instrument courses, characteristics and configurations of secondary instrument courses, focus and content of secondary instrument courses, peer teaching activities and field experiences within secondary instrument courses, recommendations for promising practices (including professional development beyond the preservice music education curriculum and an institutional model for secondary instrument courses), and future considerations.

Developing Effective Dispositions for Teaching Music

2019 ◽  
pp. 321-344
Author(s):  
Michael Raiber
Keyword(s):  
Music Education ◽  
Teacher Educators ◽  
Systematic Approach ◽  
Music Teachers ◽  
Developmental Stages ◽  
Music Teacher ◽  
Teacher Dispositions ◽  
Teacher Concerns ◽  
Teaching Music ◽  
The Impact

The impact of teacher dispositions on the professional development of preservice music teachers (PMTs) has been substantiated. This chapter describes an approach to dispositional development within the structure of an introduction to music education course. A teacher concerns model is used to organize this systematic approach through three developmental stages that include self-concerns, teaching task concerns, and student learning concerns. A series of 11 critical questions are presented for use in guiding PMTs’ dispositional development through these developmental stages. Activities to engage PMTs in the exploration of each of these questions are detailed for use by music teacher educators desiring to engage PMTs in dispositional development.

The impact of a music education program on meta-musical awareness, logical-mathematical, and notational skills in preschoolers

2021 ◽  
pp. 025576142110272
Author(s):  
Oriana Incognito ◽  
Laura Scaccioni ◽  
Giuliana Pinto
Keyword(s):  
Music Education ◽  
Education Program ◽  
Cognitive Abilities ◽  
Musical Training ◽  
Control Group ◽  
Transfer Of Knowledge ◽  
General Domain ◽  
Music Program ◽  
Before And After ◽  
The Impact

A number of studies suggest a link between musical training and both specific and general cognitive abilities, but despite some positive results, there is disagreement about which abilities are improved. This study aims to investigate the effects of a music education program both on a domain-specific competence (meta-musical awareness), and on general domain competences, that is, cognitive abilities (logical-mathematical) and symbolic-linguistic abilities (notational). Twenty 4- to 6-year-old children participated in the research, divided into two groups (experimental and control) and the measures were administered at two different times, before and after a 6-month music program (for the experimental group) and after a sports training program (for the control group). Children performed meta-musical awareness tasks, logical-mathematical tasks, and emergent-alphabetization tasks. Non-parametric statistics show that a music program significantly improves the development of notational skills and meta-musical awareness while not the development of logical-mathematical skills. These results show that a musical program increases children’s meta-musical awareness, and their ability to acquire the notational ability involved in the invented writing of words and numbers. On the contrary, it does not affect the development of logical skills. The results are discussed in terms of transfer of knowledge processes and of specific versus general domain effects of a musical program.

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