The Place of Music Education in a Crowded School Curriculum

Vol. 7. No. 2 Nov 2017 Professor Martin Fautley is director of research in the School of Education and Social Work at Birmingham City University in the UK. He was a classroom music teacher for many years. His main area of research is assessment in music education, but he also investigates understandings of musical learning and progression. He is the author of eight books, including "Assessment in Music Education", published by Oxford University Press, and has written and published over fifty journal articles, book chapters, and academic research papers. He is co-editor of the British Journal of Music Education

The Policy and Practice of Music Education in England, 2010-2020

Since the introduction of the National Plan for Music Education there have been significant changes in music education within England. Whilst some celebrate figures that report increased access and engagement, many teachers and others continue to have legitimate concerns regarding the quality of the music education on offer in schools and Music Education Hubs. There are concerns that the provision of music education is incoherent and patchy across the country. Many would argue that the opportunity to access high‐quality music education has become a ‘postcode lottery’. There is a sense that the fragmentation of music education as a result of curriculum reforms and the diversity of approaches taken by Music Education Hubs and other bodies has significantly enhanced this incoherence. This article seeks to review the policy and practice of music education in England over the last 10 years. It draws on recent research from various sources and maintains a particular focus on government policy and the consequences of this for the field as a whole. It reflects on how things could be improved in the future. It argues for a clearer focus on a practitioner‐led approach to research and advocacy, in particular one led by the notion of ‘policy as practice’ rather than continuing with the current approach and its intrinsic failings

Lesson planning for diversity

This is the author accepted manuscript. The final version is available from Wiley via the DOI in this record.This study investigates how three secondary subject teachers think about and take account of learner diversity in their lesson planning, enactment and reviewing, with a specific focus on pupils designated as having special educational needs. The study is significant in the context of international moves in contemporary school teaching towards greater personalisation and inclusion. Focusing on three different subject teachers whose lesson planning was nominated as high quality, the study uses a sequence of interviews and lesson observations alongside the analysis of lesson planning artefacts, to present three in-depth cases and, through cross-case analysis, to develop a provisional situated model of lesson planning for diversity. Different forms of planning are identified - formal, personal, expanded and in-flight – which differ with regard to dimensions of purpose, formality, whether recorded, and timing. The teachers’ understandings of diversity are broader than differences related to SEN and this relates to different kinds of differentiation, connecting the concerns of special needs education with wider issues of lesson planning for diversity.This research was funded by the Society for Educational Studies

Research in Teacher Education: Volume 11, No.1, May 2021

The Research in Teacher Education publication is published twice a year by the School of Education and Communities, University of East London, Water Lane, London E15 4LZ. The periodical offers a forum for informed debate and discussion on all aspects of teacher education. The publication showcases work from the teacher education teams at the School of Education and Communities and the wider teacher education community in the UK. The definition of ‘research’, in its broadest sense includes any gathering of data, information and ‘facts’ designed to advance knowledge. While nurturing and publicising the creative talent within teacher education the periodical seeks to stimulate, provoke and extend discussion and debate with other professionals associated with this field. In addition to contributions from the team of teacher educators at the School, each edition of Research in Teacher Education will publish research findings, book reviews and/or opinion pieces from guest writers associated with the School of Education and Communities

Re-thinking accountability measures for secondary school arts in England: lessons we could learn from New Zealand

This paper, a critical examination of educational concepts, policies and practices, presents findings from research into the impact of accountability agendas on teacher professionalism and pedagogic practices. The study, theoretically framed through Halstead’s (1994) notions of contractual and responsive accountability, and Gramsci’s (1971) hegemonic practices, examined secondary arts teachers’ pedagogical autonomy and professionalism in England and New Zealand. We provide an overview of current education policy contexts in both countries, and their impact upon secondary school arts education (years 11-16). Drawing from interview data from 15 England and New Zealand teachers we offer a critique and innovative counter-narrative for the accountability measures currently dominating English schooling. Drawing together perspectives from both jurisdictions, we suggest more inclusive, democratic and responsive assessment and performative measures for the English context