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Constructing a Personal Orientation to Music Teaching: Growth,
Inquiry, and Agency, (Second Edition), is a textbook for studies in
music education. Expanding upon the first edition, the authors
promote inquiry and reflection to facilitate teacher growth,
lifelong learning, and a disposition toward educational change. The
revised text responds to current calls for social change and
teacher education reform by reaffirming and intensifying the need
for music teachers to adopt a personal orientation toward their
work. A personal orientation encourages teachers to initiate their
own growth, engage in inquiry, and exercise agency in school
contexts. Strongly grounded in current theories and research in
teacher education, Constructing a Personal Orientation to Music
Teaching: Growth, Inquiry, and Agency strives to do the following:
Engage readers in analyzing their own experiences in order to
conceptualize the complexity of teaching Involve them in clarifying
their reasons for seeking a career in teaching Support their
insights, questions, and reflections about their work Promote a
reflective, critical attitude about schools in general as music
teachers are urged to think of themselves as change agents in
school settings Construct a moral purpose as a compass to guide
their current and future endeavors in the profession. Every chapter
includes a wealth of pedagogical features, including new
methodologies and examples of practice to engage the readers in
processes of inquiry and reflection. The second edition is
organized in two parts. Part I focuses on positioning music
teachers as learners in the profession, significantly expanding
concepts explored in the first edition that are central to a
personal orientation to professional growth. In the new edition, a
reconceptualized Chapter 5 challenges teachers to cultivate their
identities as change agents. The second half of the book-focusing
on becoming a student of music teaching- features five new
chapters. A provocative chapter on curriculum sets the stage for a
set of additional chapters that invite deeper considerations of the
commonplaces of teacher, learners, subject matter, and context. An
epilogue speaks directly to the power of agency, imagination, and
hope in teachers' lives.
Constructing a Personal Orientation to Music Teaching: Growth,
Inquiry, and Agency, (Second Edition), is a textbook for studies in
music education. Expanding upon the first edition, the authors
promote inquiry and reflection to facilitate teacher growth,
lifelong learning, and a disposition toward educational change. The
revised text responds to current calls for social change and
teacher education reform by reaffirming and intensifying the need
for music teachers to adopt a personal orientation toward their
work. A personal orientation encourages teachers to initiate their
own growth, engage in inquiry, and exercise agency in school
contexts. Strongly grounded in current theories and research in
teacher education, Constructing a Personal Orientation to Music
Teaching: Growth, Inquiry, and Agency strives to do the following:
Engage readers in analyzing their own experiences in order to
conceptualize the complexity of teaching Involve them in clarifying
their reasons for seeking a career in teaching Support their
insights, questions, and reflections about their work Promote a
reflective, critical attitude about schools in general as music
teachers are urged to think of themselves as change agents in
school settings Construct a moral purpose as a compass to guide
their current and future endeavors in the profession. Every chapter
includes a wealth of pedagogical features, including new
methodologies and examples of practice to engage the readers in
processes of inquiry and reflection. The second edition is
organized in two parts. Part I focuses on positioning music
teachers as learners in the profession, significantly expanding
concepts explored in the first edition that are central to a
personal orientation to professional growth. In the new edition, a
reconceptualized Chapter 5 challenges teachers to cultivate their
identities as change agents. The second half of the book-focusing
on becoming a student of music teaching- features five new
chapters. A provocative chapter on curriculum sets the stage for a
set of additional chapters that invite deeper considerations of the
commonplaces of teacher, learners, subject matter, and context. An
epilogue speaks directly to the power of agency, imagination, and
hope in teachers' lives.
Analyzing Influences: Research on Decision Making and the Music
Education Curriculum examines influences on research in music
teacher preparation, practices, and policies. These influences
include administrators' perspectives, preservice music educators'
beliefs, and in-service teachers' practices. Invited essays offer
insights into past and present trends in music teacher preparation.
This collection of studies represents best thinking in the field
and serves as an impetus for further research and action. Each
author's analysis on the influences affecting their specific areas
provides insights into key issues affecting decision making
processes. This volume is a significant addition to the libraries
of Colleges of Education and Schools of Music, as well as an
important reference for music scholars and educators, researchers,
and graduate students who are concerned with advancing both the
scope and quality of research in the study of music teaching and
learning.
Analyzing Influences: Research on Decision Making and the Music
Education Curriculum examines influences on research in music
teacher preparation, practices, and policies. These influences
include administrators' perspectives, preservice music educators'
beliefs, and in-service teachers' practices. Invited essays offer
insights into past and present trends in music teacher preparation.
This collection of studies represents best thinking in the field
and serves as an impetus for further research and action. Each
author's analysis on the influences affecting their specific areas
provides insights into key issues affecting decision making
processes. This volume is a significant addition to the libraries
of Colleges of Education and Schools of Music, as well as an
important reference for music scholars and educators, researchers,
and graduate students who are concerned with advancing both the
scope and quality of research in the study of music teaching and
learning.
This volume of Advances in Music Education Research with the idea
of research as "situated inquiry." We intend this metaphor to stand
for a general description of the contextualized processes music
education researchers use to frame, generate, augment and refine
knowledge. The works in this volume illustrate the many ways in
which knowledge has been constructed out of multiple approaches to
studying an idea or exploring questions. All seek to expand our
knowledge of music education in some form. How we go about engaging
in knowledge construction, and what we learn from the different
processes involved, is a function of the activities, contexts, and
cultures in which our work is "situated." Both knowledge and action
is "located," that is, research is placed, positioned or embedded
(Lave & Wenger, 1990). Each study illustrates these ideas: All
are informed by different theoretical frameworks, use different
pathways to explore problems of interest and concern, and have
something important to say to different constituencies or
stakeholders. All, however, are the result of perceived phenomena
or human interpretations of a context. Situated inquiry is neither
a quantitative nor qualitative approach to research, nor is it a
"mixed-methods" approach. Rather, situated inquiry is a function of
the beliefs and behaviors of the individuals involved in it. It is
also a function (and outcome) of the individuals who seek to join a
community of practitioners who practice and engage in research.
Although the authors in this volume identify with or have
self-selected to employ specific kinds of approaches, they
exemplify their communities of practices by the very discourses and
structures of their reports. Active perception, however, remains
central to their inquiry and to the way they frame, generate,
augment and refine knowledge.
This volume of Advances in Music Education Research with the idea
of research as "situated inquiry." We intend this metaphor to stand
for a general description of the contextualized processes music
education researchers use to frame, generate, augment and refine
knowledge. The works in this volume illustrate the many ways in
which knowledge has been constructed out of multiple approaches to
studying an idea or exploring questions. All seek to expand our
knowledge of music education in some form. How we go about engaging
in knowledge construction, and what we learn from the different
processes involved, is a function of the activities, contexts, and
cultures in which our work is "situated." Both knowledge and action
is "located," that is, research is placed, positioned or embedded
(Lave & Wenger, 1990). Each study illustrates these ideas: All
are informed by different theoretical frameworks, use different
pathways to explore problems of interest and concern, and have
something important to say to different constituencies or
stakeholders. All, however, are the result of perceived phenomena
or human interpretations of a context. Situated inquiry is neither
a quantitative nor qualitative approach to research, nor is it a
"mixed-methods" approach. Rather, situated inquiry is a function of
the beliefs and behaviors of the individuals involved in it. It is
also a function (and outcome) of the individuals who seek to join a
community of practitioners who practice and engage in research.
Although the authors in this volume identify with or have
self-selected to employ specific kinds of approaches, they
exemplify their communities of practices by the very discourses and
structures of their reports. Active perception, however, remains
central to their inquiry and to the way they frame, generate,
augment and refine knowledge.
A volume in Advances in Music Education Research Series Editors
Linda K. Thompson, Lee University and Mark Robin Campbell, SUNY at
Potsdam Research Perspectives: Thought and Practice in Music
Education calls attention to various theoretical and methodological
aspects within the expanding field of research in music education.
Perspectives presented in this volume offer readers a host of ideas
and practices that range from international and historical to
empirical and philosophical. Of special interest is a set of
invited essays. Collectively, these essays illuminate our
understanding of the peer review process, the importance of
artistic vision in research and education, and the notion of
complementarity - a recognition of the validity of diversity of
thought and practice in music education research. The studies in
Part 1 of Research Perspectives include early childhood musical
development, an international comparison of early childhood
preservice teacher knowledge and skills, and a psychohistoric
examination of developmentally appropriate practice. Part II is
comprised of studies focused on psychometrics of motivation, and
professional development of practicing music educators. This volume
is a significant addition to the libraries of Colleges of Education
and Schools of Music, as well as an important reference for music
scholars and educators, researchers, and graduate students who are
concerned with advancing both the scope and quality of research in
the study of music teaching and learning.
A volume in Advances in Music Education Research Series Editors
Linda K. Thompson, Lee University and Mark Robin Campbell, SUNY at
Potsdam Research Perspectives: Thought and Practice in Music
Education calls attention to various theoretical and methodological
aspects within the expanding field of research in music education.
Perspectives presented in this volume offer readers a host of ideas
and practices that range from international and historical to
empirical and philosophical. Of special interest is a set of
invited essays. Collectively, these essays illuminate our
understanding of the peer review process, the importance of
artistic vision in research and education, and the notion of
complementarity - a recognition of the validity of diversity of
thought and practice in music education research. The studies in
Part 1 of Research Perspectives include early childhood musical
development, an international comparison of early childhood
preservice teacher knowledge and skills, and a psychohistoric
examination of developmentally appropriate practice. Part II is
comprised of studies focused on psychometrics of motivation, and
professional development of practicing music educators. This volume
is a significant addition to the libraries of Colleges of Education
and Schools of Music, as well as an important reference for music
scholars and educators, researchers, and graduate students who are
concerned with advancing both the scope and quality of research in
the study of music teaching and learning.
A volume in Advances in Music Education Research Series Editors
Linda K. Thompson, Lee University and Mark Robin Campbell, SUNY at
Potsdam Diverse Methodologies in the Study of Music Teaching and
Learning brings to the music research community an expansive
collection of distinct and varied studies, reflecting a broad range
of topics based on the authors' interests and experiences.
Methodologies exemplified in the collection offer readers insight
into the design and conduct of a whole range of distinctive
research approaches: from personal narrative to speech-act theory,
from social analysis of institutional practices and traditions to
children-as-researchers, from case studies of learning to critical
analysis of multiculturalism, and from human development to survey
analysis studies. As a set of studies, Diverse Methodologies
represents and reflects the music education research community at a
truly unique moment. The collection demonstrates the profession's
increased motivation, willingness, and desire to expand and enhance
the research base and traditions in the study and practice of music
education.This volume is an important addition to the libraries of
Colleges of Education and Schools of Music, as well as music
scholars and educators, researchers, and graduate students who are
concerned with advancing both the scope and quality of research in
the study of music teaching and learning.
A volume in Advances in Music Education Research Series Editors
Linda K. Thompson, Lee University and Mark Robin Campbell, SUNY at
Potsdam Diverse Methodologies in the Study of Music Teaching and
Learning brings to the music research community an expansive
collection of distinct and varied studies, reflecting a broad range
of topics based on the authors' interests and experiences.
Methodologies exemplified in the collection offer readers insight
into the design and conduct of a whole range of distinctive
research approaches: from personal narrative to speech-act theory,
from social analysis of institutional practices and traditions to
children-as-researchers, from case studies of learning to critical
analysis of multiculturalism, and from human development to survey
analysis studies. As a set of studies, Diverse Methodologies
represents and reflects the music education research community at a
truly unique moment. The collection demonstrates the profession's
increased motivation, willingness, and desire to expand and enhance
the research base and traditions in the study and practice of music
education. This volume is an important addition to the libraries of
Colleges of Education and Schools of Music, as well as music
scholars and educators, researchers, and graduate students who are
concerned with advancing both the scope and quality of research in
the study of music teaching and learning.
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