Career Choice among String Music Education Students in American Colleges and Universities

1999 ◽  
Vol 47 (3) ◽  
pp. 266-278 ◽  
Author(s):  
Robert Gillespie ◽  
Donald L. Hamann
Keyword(s):  
Music Education ◽  
Role Models ◽  
Role Model ◽  
Full Time ◽  
Education Students ◽  
String Education ◽  
Teaching Role ◽  
String Music Education ◽  
Teaching Music ◽  
String Music

The objective of this study was to identify teacher strategies for attracting school orchestra students to string teaching. Full-time string music education professors at 17 universities surveyed their music education students who were principally string players. Students were asked to describe their background, reasons for choosing teaching, and recommendations of approaches for teachers to use to interest students in string teaching. Results of the 153 completed surveys revealed that the majority of string music education students are female undergraduates who previously participated in school orchestras. Students chose string education because they liked teaching, music, children, playing their instrument, and being a role model for children. To attract others to teaching, respondents suggested that teachers be teaching role models for their students by showing their love for music and teaching, relating positively to students, giving special teaching opportunities and support to students interested in teaching, discussing the rewards of string teaching, and challenging students musically.

scholarly journals String Teacher Preparation Programs in the United States

2020 ◽  
Vol 10 (1) ◽  
pp. 33-43
Author(s):  
Annalisa C. Chang ◽  
Angela Ammerman
Keyword(s):  
United States ◽  
Music Education ◽  
The United States ◽  
Full Time ◽  
Preparation Programs ◽  
The Status ◽  
String Music Education ◽  
String Programs ◽  
String Music ◽  
String Teacher

The rise in demand for string teachers is a sign of support for string programs across the United States. Despite an increase in string teacher positions, there is growing concern regarding the lack of qualified string music education graduates to fill the vacancies, sometimes leading administrators to close programs. This study investigated the status of string teacher education programs in the United States. Participants for this study were degree-granting institutions ( N = 636) accredited by the National Association of Schools of Music (NASM). The NASM directory listings and institution websites were examined to determine what type of degrees were offered, and presence of a full-time string music education faculty member. Results indicated that while most NASM-accredited institutions offer some type of undergraduate degree in music education, very few institutions (16%) were shown to have a full-time string music education specialist. Results also indicated a significant relationship between the size of school and likelihood of having a full-time string music education specialist, χ2 (7, N = 526) = 80.03, p < .001.

Faculty Development for Community Practitioners

PEDIATRICS ◽  
1996 ◽  
Vol 98 (6) ◽  
pp. 1273-1276
Author(s):  
Thomas G. DeWitt
Keyword(s):  
Faculty Development ◽  
Role Models ◽  
Role Model ◽  
Adult Learning Theory ◽  
Development Program ◽  
Full Time ◽  
Community Settings ◽  
Faculty Development Program ◽  
Education Theory ◽  
Effective Role

Developing the academic skills of the individuals who will serve as educators and role models in the community is critical to pediatric resident education in community settings. The main focus of any faculty development program must be on teaching, although for a subset of individuals, the development of research skills should also be a consideration. The three key elements that must be considered for an effective faculty development program include: (1) creating a culture of mutual respect between full-time and community faculty; (2) basing the program on sound principles of education theory, especially adult learning theory, using appropriately trained faculty; and (3) establishing ongoing institutional financial and philosophical support. Effectively addressing these elements should create a faculty development program that will help the community practitioner become an effective role model and practitioner-preceptor-educator.

Fantasies and Other Romanticized Concepts of Music Teaching: A Cross-Cultural Study of Chinese and North American Music Education Students’ Images of Music Teaching

2002 ◽  
Vol os-39 (1) ◽  
pp. 17-30 ◽  
Author(s):  
Manny Brand ◽  
Lori Dolloff
Keyword(s):  
Music Education ◽  
North American ◽  
American Music ◽  
Education Majors ◽  
Music Teaching ◽  
Education Students ◽  
International Context ◽  
Cross Cultural Study ◽  
Teaching Music ◽  
Music Education Majors

Within an international context, this article reports on the use of drawings by Chinese and North American music education majors as a means of examining these students’ images, expectations, and emerging concepts of music teaching. By studying and discussing these drawings within the methods class, it is hoped that these music education majors could project their present orientation toward music teaching. Several common themes were seen in both the Chinese and North American drawings. Individual drawings are analyzed and included as evidence of archetypal images and signifiers. It is proposed that these students’ drawings might serve as a means of uncovering, analyzing, and challenging music education students as they begin the career-long task of reconciling romanticized notions with more realistic experiences in teaching music.

The Effect of Instruction on Music Educators' Attitudes toward Students with Disabilities

1996 ◽  
Vol 44 (1) ◽  
pp. 26-33 ◽  
Author(s):  
Brian Wilson ◽  
Jan McCrary
Keyword(s):  
Special Education ◽  
Music Education ◽  
Students With Disabilities ◽  
Music Educators ◽  
Master's Level ◽  
Education Students ◽  
Before And After ◽  
Teaching Music ◽  
Attitudes Toward Students ◽  
University Course

Before and after completing a university course for teaching music to special education learners, master's-level music education students ( N = 18) were given a measure examining their attitudes toward students with disabilities. The survey instrument consisted of 20 statements describing five different groups of students; these were learners with emotional, physical, multiple, mental, or no impairments. The participants were directed to indicate strength of agreement or disagreement with the following statements: “I would feel comfortable in interacting with this individual,” “I would be willing to work with this individual,” and “I would feel capable in working professionally with this individual.” Results showed an increase in the participants' responses to the statement “I would feel more capable in working professionally” but a statistically significant decrease ( p < . 05) to the statement “I would be willing to work” with special-needs learners after the completion of training.

Entrepreneurial skills and socio-cultural factors: an empirical analysis in secondary education students

2016 ◽  
Vol 58 (7/8) ◽  
Author(s):  
Mario Rosique-Blasco ◽  
Antonia Madrid-Guijarro ◽  
Domingo García-Pérez-de-Lema
Keyword(s):  
Secondary Education ◽  
Role Models ◽  
Design Methodology ◽  
Role Model ◽  
Entrepreneurial Intention ◽  
Cultural Factors ◽  
Risk Tolerance ◽  
Education Students ◽  
Entrepreneurial Skills ◽  
Logit Estimation

Purpose The aim of this paper is to explore how entrepreneurial skills (such as creativity, proactivity, and risk tolerance) and socio-cultural factors (such as role model and businessman image) affect secondary education students’ propensity towards entrepreneurial options in their future careers. Design/methodology/approach A sample of secondary education students in the Region of Murcia (Spain) has been used. Data were collected through questionnaires and analysed using logit estimation. Confirmatory Factorial Analysis (CFA) was used to validate the measures. Findings The results of this research study show that both the skills and socio-cultural factors positively affect entrepreneurial intention of secondary education students. Creativity, proactivity and risk taking promote entrepreneurial career. In addition, those students whose role model is an entrepreneur and have a better understanding of him or her, show a greater propensity towards entrepreneurial career. Originality/value The contribution to the literature on entrepreneurship is twofold. Firstly, although there are studies focused on identifying the entrepreneurial profile of university students, there is a paucity of empirical evidence relating to entrepreneurial skills at earlier stages of learning. This paper sets out to bridge this research gap. Secondly, evidence of the importance of socio-cultural factors, role models and entrepreneurial image upon the career orientation of secondary education students is identified and empirically verified. These findings involve are useful in practice, in aiding the design of better and more relevant education programs at early learning stages.

Impostor Phenomenon Responses of Early Career Music Education Faculty

2018 ◽  
Vol 67 (1) ◽  
pp. 45-61 ◽  
Author(s):  
Wendy L. Sims ◽  
Jane W. Cassidy
Keyword(s):  
Music Education ◽  
Role Models ◽  
College Teaching ◽  
Doctoral Degree ◽  
Early Career ◽  
Undergraduate Teaching ◽  
Impostor Phenomenon ◽  
Full Time ◽  
Education Faculty ◽  
Impostor Feelings

This study was designed to examine to the extent to which impostor feelings, symptomatic of the psychological condition impostor phenomenon (IP), would be evident in early career university-level music educators. Those experiencing IP are typically successful individuals yet with impostor feelings that may include debilitating psychological effects related to an irrational fear of failure and exposure as a “fraud.” Participants were post–doctoral degree music education faculty in their first 4 years of full-time college teaching ( N = 54). They responded to the Clance Impostor Phenomenon Scale and to scales adapted for faculty roles of undergraduate teaching, graduate teaching, and research. Results indicated that all participants experienced a moderate or higher level of impostor feelings on at least one of the scales, with five responses indicating intense impostor feelings on at least three scales. Participants’ responses to the Undergraduate Teaching Scale were the most positive. Scores for the Research Scale generated the strongest IP feelings, falling into the frequent or intense category for over 70% of the participants. Strategies that may help faculty members assuage or overcome their impostor feelings include realizing that they are not alone, working with peers, mentors and role models, and acquiring relevant experiences during doctoral preparation.

Familiarity with Basic Song Repertoire: Music Education/Therapy Majors versus Elementary Education Majors

1998 ◽  
Vol 46 (4) ◽  
pp. 461-468 ◽  
Author(s):  
Carol A. Prickett ◽  
Madeline S. Bridges
Keyword(s):  
Elementary Education ◽  
Music Education ◽  
Music Therapy ◽  
Music Educators ◽  
Education Majors ◽  
Education Students ◽  
Song Repertoire ◽  
Elementary Education Majors ◽  
Elementary Education Students ◽  
Teaching Music

An audiotape of the tunes of 25 standard songs assumed to be known by everyone who has finished Grade 6 was played for 273 undergraduate music therapy and music education students and 306 elementary education students who were beginning a music skills class. Music majors identified significantly more tunes than did elementary education majors, but the means for both groups indicated that neither had developed a strong repertoire of standard songs outside the college classroom. Several songs that music educators have stated are very important for children to learn could not be identified by even half the students in either group. It is recommended that those preparing elementary education students emphasize building a song repertoire and that those teaching music therapy and education students consider adding this goal to appropriate courses.

Significance and Role of Athletes in Ethical Education of Youth

2019 ◽  
Vol 6 (2) ◽  
pp. 62-74
Author(s):  
Ivana Markov Čikić ◽  
Aleksandar Ivanovski
Keyword(s):  
Young People ◽  
Role Models ◽  
Role Model ◽  
Modern Society ◽  
Ethical Education ◽  
Open Issue ◽  
Clear Identification ◽  
Relationship Of

Summary One cannot write about the relationship of young people and current sports stars in modern society without having previously studied the processes of mediation and globalisation of sport, and the transformation of traditional social values. The goal of the science and practice engaged in sports and education of young people is a constant quest for preserving universal ethical values and reconciling them with the modern-day social processes. This paper will present the result of a survey conducted with adolescents in five different Serbian cities in order to find the answer to the question if sportspersons were their favourite television role-models. According to the results of our survey, 45% of adolescents do not have a favourite TV personality and do not know for sure who that could be. Novak Đoković, who would be the choice of adults for a role model of the young, with 63.2% according to the survey conducted by the Ministry of Youth and Sports, scored 3.81% in our survey with adolescents who would chose Novak Đoković as their favourite TV personality. The necessity of raising media literacy of young people with the aim of clear identification of sports role models who are going to improve their quality of life still remains an open issue for further research on this course.

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