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education. The review concludes with implications for teacher education drawn from the body of research, and it offers direction for future study.
Ryan Shaw, University of Michigan – Ann Arbor A Review of the Literature on Music Teacher Evaluation
The purpose of this paper is to review the literature on music teacher evaluation. Though a large amount of literature on music teacher effectiveness exists (Duke, 1999), as does a large amount of literature on teacher evaluation outside of music (Peterson, 2004,) relatively little research has addressed how music teachers are evaluated and what their beliefs are regarding evaluation. Review of research on teacher evaluation within and outside music education focuses on (a) evaluation systems/models, (b) fairness/adequacy of evaluations, and (c) beliefs of principals/administrators and music teachers regarding evaluation. The deficit of literature on beliefs of music teachers leads to suggestions for future research. Suggestions for policy and practice considerations are also provided.
Joana Simão, Central Michigan University Finding a Personal Method of Music Practice: A Literature Review
The purpose of this literature review is to help musicians determine a personal method of practicing music. Findings suggest that practice is crucial for growth in musical expertise, effective practice is sustained and increasing, and that the goal is to establish good habits. A problem in the literature is the aim to find practice methods to fit all musicians in all musical situations. Original conclusions include that practicing is a creative process, choice of practice techniques and methods should match the individual musician and the selection of music being practiced, finding a personal way to practice requires the experience of different strategies, and that it may take months or years to discover an effective personal system of practice. Seven principles of effective practice are derived and inferred from the literature: (1) focus on the productivity and quality of practice and not the quantity, (2) learn and use a variety of unique practice methods, (3) formulate goals that practice is to achieve, (4) be constantly aware of the effects of chosen practice methods, (5) select methods of practice that match the musical work being practiced, (6) draw on teacher help in orienting and improving practice, and yet (7) take personal responsibility for the productivity and quality of practice. From a music educator’s standpoint, the main point in this literature review is not to suggest the best practice method for an individual student or for all students, but to suggest different strategies that will help each student musician find an effective personal way to practice.
Margaret Thiele, Eastern Michigan University Religion, Public Education, and Gender: A Feminist Critical Analysis of Policies Implemented for Objections to Music in Mixed-Gender Elementary Education Courses
In 2008, the Michigan State Board of Education approved new certification standards for teacher preparation institutions in training elementary classroom teachers. These new standards require that elementary pre-service candidates demonstrate a level of competency in eight content areas,
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