were (a) what were the trends in audience focus for educational sessions over the final 20 years of the MENC Biennial Conference, and (b) what were the trends in content focus for educational sessions over the final 20 years of the MENC Biennial Conference? The research- ers performed a content analysis using program booklets from conferences between 1988 and 2008, creating a coding scheme with separate codes for audience focus and session content. After establishing sufficient interrater agreement, the researchers coded all educational sessions at the 1988- 2008 conferences.
Results indicated that the number of sessions targeted at spe- cific audiences (e.g., choral directors only) remained small relative to those targeting broader audiences. Content cod- ing revealed large increases in the number of sessions fo- cused on technology and a slight decrease in the number of sessions focused on traditional ensembles. Session content sometimes followed professional trends (e.g., the inception of the National Standards in 1994), but did not reflect in- creased attention in the profession on topics such as creativ- ity and special education. These findings have important im- plications for those in the profession seeking to plan relevant topics at state and national music education conferences.
Ashley Allen (Central Michigan University), The Effects of Classroom Management on Distress and Eustress among Public School Music Educators
The purpose of this study was to examine if classroom management affects teachers’ experiences of distress and eustress, thus influencing their job satisfaction. Distress is the negative stress that results in physical and mental health issues, burnout, and eventual attrition. Eustress is positive stress that results in increased job satisfaction, motivation, and self-efficacy. The researcher obtained a list of 460 email addresses from the State Department of a Midwest- ern state, with all teachers contacted. A survey was emailed three times and mailed once to the educators, and from that, 212 participants completed and returned the questionnaire. The questionnaire contained 19 questions that gauged par- ticipants’ perceptions of their classroom management styles, effectiveness, and job satisfaction on a 5-point Likert-type scale. The majority of participants agreed or strongly agreed that they were satisfied in their current teaching positions, felt effective in how they managed their classrooms, and gained job satisfaction and motivation to teach as a result of their ability to manage their classrooms.
They either
agreed or strongly agreed that the classroom management strategies that they currently used were effective (n = 183) and their classrooms ran smoothly with few discipline issues (n = 185). Interestingly, 89 disagreed or strongly disagreed that classroom management was a source of stress, while 77
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agreed or strongly agreed. In addition, they indicated that they utilized proactive management styles, where the re- sponsibility for misbehavior was placed on the students and not the teacher. Although many felt comfortable with their abilities to manage their classrooms effectively, the majority responded that they would welcome additional professional development about classroom management (n = 121).
It
was surprising that so many participants answered that they were not experiencing distress as a result of classroom man- agement. However, results might have been influenced by the amount of experience of the sample; demographic in- formation revealed that the teachers in this study were vet- eran educators, many of whom had a master’s degree and/ or additional training in a particular methodology. Though not the majority, many participants indicated that classroom management was still an issue of distress for them, one that impacted their job satisfaction and self-efficacy. More trou- bling was that some noted they did not know how to solve their classroom management issues and needed more train- ing in this area. Implications for teaching and teacher train- ing presented with respect to these results.
John Tyler Wiernusz (Michigan State University), Informal Music Learning in the Classroom
Kratus (2007) frames a conflict in music education. He writes, “The nature of music education in the world and the nature of music education in school are, then, quite differ- ent things”. This literature review seeks to present a case bridging the gap between music as lived and music in the schools by arguing for the inclusion of informal, vernacular music learning in traditional music education environments. In addition, this literature review will demonstrate a need for additional research into challenges faced by music educators as they attempt to engage their students in informal music learning.
Despite evident benefits, educators often are hesitant to adopt informal music learning. Woodford (2005) acknowl- edges reluctance on the part of teachers, due to “autocratic educational models and methods continu(ing) to prevail in music teacher education program and in public school music programs”. Allsup (2008) warns that not all music learning should be informal. Indeed, others scholars have noted the necessity of skill development to precede informal music learning. The relationship between imparted and constructed knowledge is still emerging. A review of literature shows that informal music learning allows students to construct a deep understanding of their musical world. However, more research is needed to understanding the complex environ- ments in which informal music learning thrives.
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