research
5. My school-district administrators believe that I should utilize lesson plans – 7.34.
6. My school-district administrators believe that my music lesson plans should include specific music stan- dards – 6.81.
7. I am motivated to learn more about the 2014 National Core Music Standards – 6.63.
Current Knowledge About Music Standards
8. I can clearly describe my state music standards (Minnesota or Wisconsin) – 6.86.
9. I can clearly describe the 1994 National Music Standards – 6.14.
10. I can clearly describe the 2014 National Core Music Standards – 4.47.
11. I can clearly describe similarities and differences between the 1994 and 2014 National Music Stan- dards – 3.76.
Implementation of Music Standards
12. This school year, I have consis- tently written lesson plans for my music classes – 6.52.
13. When writing music lesson plans this school year, I have consistently included specific music standards – 5.32.
14. When writing music lesson plans this school year, I have consistently included a broad array of specific music standards – 5.86.
15. When including music standards in the music lesson plans I have writ- ten this school year, I have consis- tently utilized national (rather than state) music standards – 4.72.
16. When including national music standards in the music lesson plans I have written this school year, I have consistently utilized the 2014 (rather than 1994) National Core Music Standards – 3.90.
In addition to calculating mean scores, we conducted one-way, between-groups analyses of variance (ANOVA) to ex- plore differences between groups for each prompt, based on the demographic information identified above. Our analyses revealed statistically significant differ- ences (p < .01) within the categories of (a) age, (b) school setting, (c) teaching experience, and (d) highest degree earned (see description below). No significant differences were found among educators based on (a) sex, (b) classes taught, (c) school type, (d) state in which employed, or (e) state from which music education degree was awarded.
Within the categories of age, school setting, teaching experience, and high- est degree earned, several findings were noteworthy. First, participants ages 20- 29 and 40-49 generally rated prompts regarding their (a) knowledge about and (b) implementation of music standards higher than those ages 30-39, 50-59, and 60+, often at a level of significance. Sec- ond, a similar pattern was found within Years of Teaching Experience, in which participants with 1-10 and 21-30 years of teaching experience generally rated
prompts regarding their (a) knowledge about and (b) implementation of standards higher than those with 11-20 and 31+ years of experience, again often at a level of significance. Finally, participants who earned a graduate degree indicated that they were (a) more knowledgeable about and (b) more likely to incorporate national standards within their lessons plans than those with a bachelors degree, again often at a level of significance.
Conclusions
Our research team was particularly struck by differences between mean scores for the survey prompts, especially the discrep- ancy between knowledge about the state standards (M = 6.86) versus the 2014 Na- tional Core Music Standards (M = 4.47). We suspect this difference is even more pronounced than the results of this survey indicated, since participants who have not embraced the new standards may have chosen not to participate in the study.
Our findings suggest that there is need for training on the 2014 National Core Music Standards in Minnesota and Wisconsin. We look forward to continued exploration of this important topic, via future research as well as staff-development and other educational experiences.
More Information:
For more information about this study, please see the supplemental materials in the online, digital version of WSM.
Paul J. Budde, Ph.D. is assistant professor of music at UW-River Falls. Email:
paul.budde@uwrf.edu
Wisconsin School Musician
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