366 research outputs found

    A Survey of Elementary and Secondary Music Educators’ Professional Background, Teaching Responsibilities and Job Satisfaction in the United States

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    The focus of this exploratory study was to examine the current trends of K – 12 music educators in the United States regarding their (a) professional background, (b) classroom teaching responsibilities, and (c) job satisfaction. Participants included seven thousand four hundred and sixty-three (N = 7,463) currently employed music teachers who were members of the National Association for Music Education (NAfME) during the 2015 – 2016 academic year. To assess the variables, participants responded to a researcher created 49-item Music Educator Survey for K – 12 Teachers. Results indicate that overall, K – 12 music educators were predominately Caucasian (90.9%) and have been teaching less than 20 years (74.4%). The majority of music teachers hold bachelor’s degrees (98.1%) with 56.2 % holding masters’ degrees. 96.8 % held music teaching certification for their state and work in the public-school systems (89.4%). Overall, music educators were satisfied in their teaching positions indicating reasons related to student engagement and relationships. Results of this study can serve to aid in music education advocacy, designing music teacher professional development, and enhancing the effectiveness of music teacher education programs

    Instructional Decision-Making among Expert Choral and Instrumental Directors: How Musical Setting Influences Pedagogy

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    In large music ensembles, directors make countless instructional decisions on a daily basis that indicate their learning priorities and guide student learning. In particular, expert music directors (i.e., those having earned a master’s degree and/or National Board Certification) have advanced problem-solving strategies and effective means of fostering student learning in their ensembles. To explore the influence of musical setting on directors’ instructional decision-making, the authors examined expert choral and instrumental directors’ perspectives on instructional decision-making. Forty experienced music teachers employed as either a choral or instrumental ensemble music teachers wrote open-ended responses to three scenarios, each representing different instructional challenges. Three main themes emerged related to instructional challenges: (1) Pedagogy, (2) Student Motivation, and (3) Classroom Management. Within each theme, the authors articulated multiple topics that revealed similarities and differences between the choral and instrumental settings. Understanding these comparisons and contrasts by musical setting is essential to enhancing teacher education programs. Implications include improving teachers’ self-awareness and advancing professional development opportunities for both choral and instrumental music directors
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