The Oxford Handbook of Preservice Music Teacher Education in the United States

ISBN : 9780190671402

Colleen Conway; Kristen Pellegrino; Ann Marie Stanley; Chad West
928 ページ
171 x 248 mm
Oxford Handbooks

The Oxford Handbook of Preservice Music Teacher Education in the United States identifies the critical need for increased cultural engagement in Pre-K-12 music education. Collectively, the handbook's 56 contributors argue that music education benefits all students only if educators actively work to broaden diversity in the profession and consistently include diverse learning strategies, experiences, and perspectives in the classroom. In this handbook, contributors encourage music education faculty, researchers, and graduate students to take up that challenge.

Throughout the handbook, contributors provide a look at ways music teacher educators prepare teachers to enter the music education profession and offer suggestions for ways in which preservice teachers can advocate for and adapt to changes in contemporary school settings. For example, educators can expand the types of music groups offered to students, from choir to jazz ensemble. Building upon students' available resources, contributors use research-based approaches to identify the ways in which educational methods and practices must transform in order to successfully challenge existing music education boundaries.


Colleen Conway
Section I: Pushing Boundaries
Colleen Conway, Section Editor
1. Pushing the Boundaries from the Inside
Colleen Conway and Shannan Hibbard
2. School Change
Randall Everett Allsup and George Nicholson
3. An Historical Overview of Music Teacher Education in the United States
Phillip M. Hash
4. Change in Music Teacher Education: A Philosophical View
David J. Elliott and Marissa Silverman
Section II: Organization, Policy, and Certification
Colleen Conway, Section Editor
5. The Society for Music Teacher Education (1982-2015)
David J. Teachout
6. The Nature of Music Teacher Preparation Scholarship Through the Lens of the Journal of Music Teacher Education
Janice N. Killian
7. Instrumental Music Teacher Educators (IMTE): From Colloquium to Community of Practice
William I. Bauer
8. The Mountain Lake Colloquium and The Mountain Lake Reader: Professional
Learning and Conversations on the Study and Practice of Music Teaching
Janet R. Barrett, Diane Persellin, Janet Robbins, and Sandra L. Stauffer
9. Accrediting Agencies: Engaging with CAEP and NASM
Carla E. Aguilar and Lauren Kapalka Richerme
10. Curricular Frameworks in Pre-Service Music Teacher Education
Paul F. Doerksen
11. Student Teacher and Certification Assessments
Kelly A. Parkes
12. Alternative Pathways to Certification
Andrew Goodrich
Section III: The Preservice Student
Kristen Pellegrino, Section Editor
13. Music Teacher Identity Development
Kristen Pellegrino
14. Musicianship for Teaching
Cynthia Crump Taggart and Stuart Chapman Hill
15. Developing Effective Dispositions for Teaching Music
Michael Raiber
16. Courses for Secondary Instruments: A Synthesis of the Literature and Recommendations for Promising Practices
Molly A. Weaver
17. The Role of Technology in Music Teacher Education
Richard J. Dammers
18. Pedagogical Content Knowledge and Core Practices for Music Teaching
J. Si Millican and Sommer H. Forrester
19. Planning and Preparation for Instruction
Ryan Shaw
20. Assessing Musical Development
Joshua A. Russell
21. Administrative Duties of the Music Teacher
James Mick
22. Conducting
Jessica Napoles and Jared R. Rawlings
23. Field Experience
Sean Robert Powell
24. Student Teaching
Christopher M. Baumgartner
Section IV: Individual Learners and Learning Contexts
Ann Marie Stanley, Section Editor
25. Music Teacher Preparation for Teaching Children with Exceptionalities: A Framework for Success
Ryan M. Hourigan and Alice M. Hammel
26. English Language Learners
John Eros and Rebecca Eros
27. Gender and Sexual Diversity in Music Teacher Education
Erin M. Hansen and Colleen A. Q. Sears
28. Race, Ethnicity, and Culturally Relevant Pedagogy
Constance L. McKoy
29. Preparing Music Teachers to Nurture the Musical Growth of Young Children Suzanne L. Burton
30. Service-learning Opportunities for Preservice Music Teachers within Community Music
Jared R. Rawlings
Section V: Pushing Boundaries in the School Setting
Chad West, Section Editor
31. Reconsidering Elementary General Music Methods: Deconstructing Our Decisions
Ann Marie Stanley
32. General Music in the Middle School and High School
Elizabeth Bucura
33. Choral Music Education: Whence Transformation?
Susan Wharton Conkling
34. Preparing Music Educators for Coaching and Conducting Musical Theatre
Herbert Marshall
35. Beginning Strings
Michael Hopkins and Kristen Pellegrino
36. Intermediate and High School Orchestra
Stephen Benham
37. Beginning Band
Scott Edgar and Jessica Vaughan Marra
38. Intermediate and High School Band
Daniel S. Isbell
39. Jazz Ensembles
C. Michael Palmer
40. Marching Band
Chad West and Christopher Marra
41. Modern Band, Songwriting, and Curricular Innovation
Clint Randles
42. Diversifying Musical Experiences in Schools and Music Teacher Preparation Programs: Considering Vernacular and Popular Music
Robert H. Woody and Mark C. Adams
43. Setting an Agenda for Music Teacher Education Practice, Research, and Policy Colleen Conway, Kristen Pellegrino, Ann Marie Stanley, and Chad West $ https://global.oup.com/academic/product/9780190671402 $ AV


Colleen Conway is Professor of Music Education at The University of Michigan. She has published over 90 research articles in music education. Book publications include: Great Beginning for Music Teachers: A Guide to Mentoring and Induction (2003)
Handbook for the Beginning Music Teacher(2006)
Teaching Music in Higher Education (2009)
Handbook for the Music Mentor(2010)
Handbook of Qualitative Research in American Music Education (2014) and Musicianship-Focused Curriculum and Assessment (2015).
Kristen Pellegrino is Associate Professor of Music Education at the University of Texas at San Antonio and President-Elect of American String Teachers Association. Her degrees are from the University of Michigan (Ph.D. in music education and M.M. in violin performance/chamber music performance) and the Eastman School of Music (B.M. in music education and applied violin). Many of her 27 scholarly publications focuses on music teacher identity (preserivce, inservice,and music teacher educators), although she has published about other topics, including curriculum and assessment, qualitative methods, and teaching improvisation and composition to college students.
Ann Marie Stanley is Associate Professor of Music Education at Louisiana State University. Before her LSU appointment in August 2016, Dr. Stanley was Associate Professor of Music Education at the Eastman School of Music where she served on the faculty from 2007-2016. Dr. Stanley received the Ph.D. in Music Education from University of Michigan in 2009. Before entering academia, she taught public school general music in California. Dr. Stanley has written on musical collaboration, qualitative research methodology, and music teacher professional development and curriculum in Arts Education Policy Review, Bulletin for the Council for Research in Music Education, and Research Studies in Music Education.
In the last three years she has authored four book chapters: one in The Oxford Handbook of Qualitative Research in American Music Education (2013), one in Musicianship-Focused Curriculum and Assessment (2014), one in Visions of Music Teacher Education (2015) and one in Polyvocal Professional Learning through Self-study (2016). Her chapter on professional development for elementary music teachers will appear in Engaging Musical Practices: A Sourcebook for Elementary General Music (2018).
Chad West is Associate Professor and Chair of Music Education at Ithaca College. His degrees are from University of Michigan (Ph.D.), University of Georgia (M.M.Ed.), and Arizona State University (B.M.). He has eight years of experience as a public school band director and served as the Associate Conductor of the Atlanta Wind Symphony.
Dr. West's research has been published in the Journal of Research in Music Education, Bulletin of the Council for Research in Music Education, Arts Education Policy Review, Journal of Music Teacher Education, Journal of Historical Research in Music Education, Applications of Research in Music Education, Music Educators Journal and Contributions to Music Education. He is a contributing author for The Oxford Handbook of Qualitative Research in American Music Education, as well as Curriculum and Assessment in Music. He is a frequent presenter at state, national, and international music education conferences on the topics of preservice music teacher education, popular music education, and beginning band pedagogy. He serves on the editorial review boards of Music Educators Journal and the Journal of Music Teacher Education, and serves as Reviews Editor for the Journal of Popular Music Education.