tion research, is a way for teachers to pose questions and gather information regarding what goes on in their own classrooms as a means for “gaining insight, developing reflective practice, effecting positive changes in the school environment (and on educational practices in general), and improving student outcomes” (Painter, n.d., para. 3). If there is a topic you are curious about or a problem you want to solve in your classroom, why not conduct your own teacher research project? If do not feel knowledgeable (or adventurous!) enough to conduct research on your own, you might contact a music education faculty member at one of the Michigan colleges/universities in your area to let them know you would be willing to allow them to conduct a research project in your classroom. All three of the stud- ies summarized in this article took place in Michigan and involved local teachers and/or students!
Regardless of how you might choose to get involved, I hope you acknowledge the value of music education research. It is not just for those in the “ivory tower.” Research has the power to illuminate teaching practice, inform your day-to-day actions in the classroom, and help you provide the best possible music learning experience for your students.
References
Guilbault, D. M. (2009). The effects of harmonic accompa- niment on the tonal improvisations of students in first through sixth grade. Journal of Research in Music Education, 57(2), 81-91.
Hedden, D. (2012). An overview of existing research about children’s singing and the implications for teaching
children to sing. Update: Applications of Research in Music Education, 30(2), 52-62.
Kastner, J. D. (2014). Exploring informal music learning in a professional development community of music teachers. Bulletin of the Council for Research in Mu- sic Education, 202, 71-89.
Koops, L. H., & Keppen, H. (2015). Planning for enjoy- ment in the general music classroom. General Music Today, 28(3), 12-17.
Painter, D. D. (n.d.). Teacher research could change your practice. Retrieved from
http://www.nea.org/ tools/
17289.htm
Shouldice, H. N. (2014). Elementary students’ definitions and self-perceptions of being a ‘good musician. Music Education Research, 16(3), 330-345.
Heather N. Shouldice is Assistant Professor of Music Education at Eastern Michigan University, where she teaches undergraduate and graduate courses and super- vises student teachers. Dr. Shoul- dice currently serves on the board of the Michigan Music Education Association and is president-elect of the Gordon Institute for Music
Learning, for which she is also a professional develop- ment faculty member.
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