A New Framework for Music Education Knowledge and Skill

This study investigates perceptions of secondary school band and orchestra teachers regarding the relative importance of knowledge and skill categories to professional success, using a framework modeled after Schulman (1986, 1987). Band and orchestra teachers in secondary schools (N = 214) complete an anonymous, online survey ranking the relative importance of various knowledge and skill categories. Participants rank pedagogical content knowledge, content knowledge, and general pedagogical knowledge highest. There are no significant differences in the rankings of the categories among various subgroups at the p < .05 level. Results confirm the applicability of Schulman's model to music education. This framework has implications for undergraduate, graduate, and continuing professional education. Analysis of categories' interaction provides insight into effective classroom instruction.Yeshttps://us.sagepub.com/en-us/nam/manuscript-submission-guideline

Beginning teachers moving toward effective elementary science teaching

We use a 10-year program of research centered on iterations of one elementary science methods course as a vehicle for exploring three important and interrelated goals for the learning of beginning elementary teachers. These include learning about inquiry-oriented science teaching, using science curriculum materials effectively, and anticipating and working with students' ideas in instruction. For each goal we discuss how the literature informs our thinking, describe relevant aspects of our design of the course, and present findings of our research with regard to preservice teachers' experiences in and learning from aspects of the course. For each goal, we also highlight examples from our longitudinal work following the preservice teachers into their early years as elementary teachers, to provide a glimpse of teachers' trajectories related to each of the themes. We close with a discussion of implications for research and practice in elementary science teacher education. © 2009 Wiley Periodicals, Inc. Sci Ed 93: 745–770, 2009Peer Reviewedhttp://deepblue.lib.umich.edu/bitstream/2027.42/63063/1/20311_ftp.pd

Supporting Preservice Science Teachers' Ability to Attend and Respond to Student Thinking by Design

A teacher's ability to attend and respond to student thinking is a key instructional capacity for promoting complex and deeper learning in science classrooms. This qualitative multiple case study examines 14 preservice science teachers' (PSTs) responses to learning opportunities created to develop this capacity, as provided by a teacher preparation program. The PSTs engaged in multiple cycles of designing assessments and analyzing student work in coordination with clinical experiences in the field. Drawing upon the notions of responsiveness and noticing, we analyze teaching episodes for whether and how the PSTs in this study attended and responded to student thinking in instructional contexts. Several teaching episodes provide evidence of PSTs' productive responsiveness-suggesting modification in specific elements of instructional design to create better conditions for advancing students' scientific thinking. In general, however, the episodes suggest uneven success in PSTs' responses to student thinking. The findings point to two considerations in designing learning opportunities to enhance PSTs' responsiveness: (a) the use of high-quality assessment tasks that make student thinking visible and (b) helping PSTs to reframe the problems by deprivatizing PSTs' interpretations of student responses