378
Views
1
CrossRef citations to date
0
Altmetric
Articles

Teaching music in the flat world: Reflections on the work of Darling-Hammond and Rothman

&

References

  • Aguilar, C. E., & Richerme, L. K. (2014). What is everyone saying about teacher evaluation? Framing the intended and inadvertent causes and consequences of Race to the Top. Arts Education Policy Review, 115(4), 110–120. doi:10.1080/10632913.2014.947908
  • Asmus, E. (1999). The increasing demand for music teachers. Journal of Music Teacher Education, 8(2), 5–6.
  • Austin, J. R., & Berg, M. (2015, March). The reliability, validity and utility of edTPA scores: A within-program analysis. Paper presented at the bi-annual meeting of the National Association for Music Educators, Atlanta, GA. Abstract retrieved from http://research2016.nafme.org/sessions/friday-sessions-march-18-2016/
  • Bergee, M. T., & Demorest, S. M. (2003). Developing tomorrow's music teachers today. Music Educators Journal, 89(4), 17–20. doi:10.2307/3399899
  • Bruni, F. (2015, August 12). Can we interest you in teaching? The New York Times. Retrieved from http://www.mobile.nytimes.com
  • Conway, C. M. (2012). Ten years later, experienced teacher reflections on “beginning music teacher perceptions of district-sponsored induction programs” (2001). Bulletin of the Council for Research in Music Education, 193, 63–76.
  • Conway, C. M. (2015). The experiences of first year music teachers: A literature review. Update: Applications of Research in Music Education, 33(2), 65–72. doi:10.1177/8755123314547911
  • Conway, C. M., Krueger, P., Robinson, M., Haack, P., & Smith, M. V. (2002). Beginning music teacher mentor and induction policy: A cross-state perspective. Arts Education Policy Review, 104(2), 9–17. doi:10.1080/10632910209605998
  • Conway, C. M., & Rawlings, J. (2015). Three beginning music teachers’ understandings and self-perceptions of micropolitical literacy. Bulletin of the Council for Research in Music Education, 204, 27–45.
  • Conway, C., & Zerman, T. (2004). Perceptions of an instrumental music teacher regarding mentoring, induction, and the first year of teaching. Research Studies in Music Education, 22(1), 72–82. doi:10.1177/1321103X040220011001
  • Correia, M. (2015, May 6). Embracing and mentoring the new music educator. Retrieved from http://www.nafme.org/embracing-and-mentoring-the-new-music-educator/
  • Council for the Accreditation of Educator Preparation. (2016). The CAEP Standards. Retrieved from http://www.caepnet.org/standards/introduction
  • Darling-Hammond, L., & Rothman, R. (Eds.). (2015). Teaching in the flat world: Learning from high-performing systems. New York, NY: Teachers College Press.
  • DeLorenzo, L. (1992). Perceived problems of beginning music teachers. Bulletin of the Council for Research in Music Education, 113, 9–25.
  • Dye, C. K. (2014). Demographic profile and survey of alternatively certified Texas music educators: Experiences, perceptions, and policy implications. (Unpublished doctoral dissertation). University of Illinois at Urbana-Champaign, Urbana, IL.
  • Edgar, S. (2012). Communication of expectations between principals and entry-year instrumental music teachers: Implications for music teacher assessment. Arts Education Policy Review, 113(4), 136–146. doi:10.1080/10632913.2012.719426
  • Elpus, K. (2015). Music teacher licensure candidates in the United States: A demographic profile and analysis of licensure examination scores. Journal of Research in Music Education, 63(3), 314–335. doi:10.1177/0022429415602470
  • Eros, J. (2011). The career cycle and the second stage of teaching: Implications for policy and professional development. Art Education Policy Review, 112(2), 65–70. doi:10.1080/10632913.2011.546683
  • Fitzpatrick, K. R., Henninger, J. C., & Taylor, D. M. (2014). Access and retention of marginalized populations within undergraduate music education degree programs. Journal of Research in Music Education, 62(2), 105–127. doi:10.1177/0022429414530760
  • Hancock, C. B. (2009). National estimates of retention, migration, and attrition: A multiyear comparison of music and non-music teachers. Journal of Research in Music Education, 57(2), 92–107. doi:10.1177/0022429409337299
  • Hellman, D. S., Resch, B. J., Aguilar, C. E., McDowell, C., & Artesani, L. (2011). A research agenda for alternative licensure programs in music education. Journal of Music Teacher Education, 20(2), 78–88. doi:10.1177/1057083710377718
  • Henry, M. (2005). An analysis of certification practices for music educators in the fifty states. Journal of Music Teacher Education, 14(2), 47–61.
  • Hill, W. L. (2003). Connections: The teacher shortages and policy. Music Educators Journal, 89(4), 6–7. doi:10.1177/10570837050140020108
  • Hourigan, R. (2011). Race to the Top: Implications for professional development in arts education. Arts Education Policy Review, 112(2), 60–64. doi:10.1080/10632913.2011.546679
  • Ingersoll, R. M. (2001). Teacher turnover and teacher shortages: An organizational analysis. American Educational Research Journal, 38(3), 449–534. doi:10.3102/00028312038003499
  • Kaschub, M., & Smith, J. (2014). Music teacher education in transition. In M. Kaschub & J. Smith (Eds.), Promising practices in 21st century music teacher education (pp. 3–23). New York, NY: Oxford University Press.
  • Killian, J. N., & Baker, V. D. (2006). The effect of personal and situational factors in the attrition and retention of Texas music educators. Journal of Music Teacher Education, 16(1), 41–54. doi:10.1177/10570837060160010106
  • Krueger, P. J. (1999). New music teachers speak out on mentoring. Journal of Music Teacher Education, 8(2), 7–13.
  • Lortie, D. C. (1975). Schoolteacher: A sociological study. Chicago, IL: University of Chicago Press.
  • Luebke, L (2013). The music specialist among generalists: Learning to lead in a community of practice. Update: Applications of Research in Music Education, 32(1), 59–66. doi:10.1177/8755123313502347
  • Madsen, C. K., & Hancock. C. B. (2002). Support for music education: A case study of issues concerning teacher retention and attrition. Arts Education Policy Review, 104(1), 19–24. doi:10.1080/10632910209600035
  • National Association for Music Education (NAfME). (2016). Teacher evaluation (position statement). Retrieved from http://www.nafme.org/about/position-statements/teacher-evaluation-position-statement/
  • National Council on Teacher Quality. (2014). Smart money. Retrieved from www.nctq.org/dmsStage/Smart_Money
  • New Teacher Center. (2015a). About NTC. Retrieved from http://newteachercenter.org/about-ntc/
  • New Teacher Center. (2015b). Induction programs. Retrieved from http://www.newteachercenter.org/induction-programs
  • Ontario Ministry of Education. (2009). The Ontario curriculum, grades 11 and 12: The arts, revised. Retrieved from http://www.edu.gov.on.ca/eng/curriculum/secondary/arts1112curr2010.pdf
  • Parkes, K. A., & Powell, S. R. (2015). Is the edTPA the right choice for evaluating teacher readiness? Arts Education Policy Review, 116(2), 103–113. doi:10.1080/10632913.2014.944964
  • Pervin, B., & Campbell, C. (2015). System for teacher and leader effectiveness and quality: Ontario, Canada. In L. Darling-Hammond & R. Rothman (Eds.), Teaching in the flat world: Learning from high-performing systems (pp. 45–61). New York, NY: Teachers College Press.
  • Robinson, M. (2015). The inchworm and the nightingale: On the (mis)use of data in music teacher evaluation. Arts Education Policy Review, 116(1), 9–21. doi:10.1080/10632913.2014.944966
  • Rothman, R., & Darling-Hammond, L. (2015). Teaching quality initiatives in the United States. In L. Darling-Hammond & R. Rothman (Eds.), Teaching in the flat world: Learning from high-performing systems (pp. 6–27). New York, NY: Teachers College Press.
  • Royse, D., Aksoua, O. A., Klinger, R, Dunbar-Hall, P., & Sheehan Campbell, P. (1999). Comparing music teacher training practice around the world. Journal of Music Teacher Education, 8(2), 14–20.
  • Sahlberg, P. (2015). Developing effective teachers and school leaders: The case of Finland. In L. Darling-Hammond & R. Rothman (Eds.), Teaching in the flat world: Learning from high-performing systems (pp. 30–43). New York, NY: Teachers College Press.
  • Shaw, R. D. (2016). Arts teacher evaluation: How did we get here? Arts Education Policy Review, 117(1), 1–12. doi:10.1080/10632913.2014.992083
  • Shellahamer, B. R. (1984). Selection and retention criteria in undergraduate music teacher education programs: Survey, analysis, and implications. (Unpublished doctoral dissertation). Ohio State University, Columbus, OH.
  • Shore, L., & Stokes, L. (2006). The exploritorium leadership program in science education: Inquiry into discipline-specific teacher induction. In B. Achinstein & S. Z. Athanases (Eds.), Mentors in the making: Developing new leaders for new teachers (pp. 96–108). New York, NY: Teachers College Press.
  • Shulman, L. S. (1986). Those who understand: Knowledge growth in teaching. Educational Researcher, 15(2), 4–14. doi:10.3102/0013189x015002004
  • Shulman, L. S. (1987). Knowledge and teaching: Foundations of the new reform. Harvard Educational Review, 57(1), 1–22. doi:10.17763/haer.57.1.j463w79r56455411
  • Society for Music Teacher Education. (2016). Position statement on high stakes evaluation in pre-service music teacher education. Retrieved from http://smte.us/2016/04/15/smte-position-statement-on-high-stakes-evaluation-in-pre-service-music-teacher-education/
  • Stanley A. M. (2011). Professional development within collaborative teacher study groups: Pitfalls and promises. Art Education Policy Review, 112(2), 71–78. doi:10.1080/10632913.2011.546692
  • Tan, L. C., & Darling-Hammond, L. (2015). Creating effective teachers and leaders in Singapore. In L. Darling-Hammond & R. Rothman (Eds.), Teaching in the flat world: Learning from high-performing systems (pp. 63–74). New York, NY: Teachers College Press.
  • Teach for America. (2016). Our History. Retrieved from http://www.teachforamerica.org/about-us/our-story/our-history
  • U.S. Department of Education. (2015). Enrollment in teacher preparation programs. Retrieved from https://title2.ed.gov/Public/44077_Title_II_Issue_Brief_Enrollment.pdf
  • West, C. (2011). Action research as a professional development activity. Arts Education Policy Review, 112(2), 89–94. doi:10.1080/10632913.2011.54

Reprints and Corporate Permissions

Please note: Selecting permissions does not provide access to the full text of the article, please see our help page How do I view content?

To request a reprint or corporate permissions for this article, please click on the relevant link below:

Academic Permissions

Please note: Selecting permissions does not provide access to the full text of the article, please see our help page How do I view content?

Obtain permissions instantly via Rightslink by clicking on the button below:

If you are unable to obtain permissions via Rightslink, please complete and submit this Permissions form. For more information, please visit our Permissions help page.