Strengthening music teacher professional development: the P–12 music administrator’s role

References

• Abril, C. R., & Bannerman, J. K. (2015). Perceived factors impacting school music programs: The teacher’s perspective. Journal of Research in Music Education, 62(4), 344–361. https://doi.org/10.1177/0022429414554430
   Web of Science ®Google Scholar
• Bauer, W. I. (2007). Research on professional development for experienced music teachers. Journal of Music Teacher Education, 17(1), 12–21. https://doi.org/10.1177/10570837070170070105
   Google Scholar
• Bautista, A., Yau, X., & Wong, J. (2017). High-quality music teacher professional development: A review of the literature. Music Education Research, 19(4), 455–469. https://doi.org/10.1080/14613808.2016.1249357
   Web of Science ®Google Scholar
• Bredeson, P. V., & Johansson, O. (2000). The school principal’s role in teacher professional development. Journal of in-Service Education, 26(2), 385–401. https://doi.org/10.1080/13674580000200114
   Google Scholar
• Burden, F. A. (1985). The nature of the public school music administrator’s work: Case studies of three selected Texas public school music administrators (Publication No. 8607010) [Doctoral dissertation]. ProQuest Dissertations and Theses Global, University of Houston.
   Google Scholar
• Conway, C. M., Edgar, S., Hansen, E., & Palmer, C. M. (2014). Teacher research as professional development for P–12 music teachers. Music Education Research, 16(4), 404–417. https://doi.org/10.1080/14613808.2013.848850
   Web of Science ®Google Scholar
• Creswell, J. W., & Plano Clark, V. (2018). Designing and conducting mixed methods research (3rd ed.). Sage.
   Google Scholar
• Creswell, J. W., & Poth, C. N. (2018). Qualitative inquiry and research design: Choosing among five approaches (4th ed.). Sage.
   Google Scholar
• Darling-Hammond, L., Hyler, M. E., & Gardner, M. (2017). Effective teacher professional development. Learning Policy Institute.
   Google Scholar
• Desimone, L. M. (2009). Improving impact studies of teachers’ professional development: Toward better conceptualizations and measures. Educational Researcher, 38(3), 181–199. https://doi.org/10.3102/0013189X08331140
   Web of Science ®Google Scholar
• Desimone, L. M., & Pak, K. (2017). Instructional coaching as high-quality professional development. Theory into Practice, 56(1), 3–12. https://doi.org/10.1080/00405841.2016.1241947
   Web of Science ®Google Scholar
• Desimone, L. M., Smith, T. M., & Phillips, K. J. R. (2007). Does policy influence mathematics and science teachers’ participation in professional development? Teachers. Teachers College Record: The Voice of Scholarship in Education, 109(5), 1086–1122. https://doi.org/10.1177/016146810710900504
   Web of Science ®Google Scholar
• Every Student Succeeds Act [ESSA]. (2015). 20 U.S.C. § 6301.
   Google Scholar
• Fermanich, M. L. (2002). School spending for professional development: A cross-case analysis of seven schools in one urban district. The Elementary School Journal, 103(1), 27–50. https://doi.org/10.1086/499714
   Web of Science ®Google Scholar
• Ferrell, C. M. (2021). The role of the music administrator in public school systems of the southeastern United States: A mixed methods study [Doctoral dissertation]. Auburn University. https://etd.auburn.edu/handle/10415/7657
   Google Scholar
• Fullan, M. (2014). The principal: Three keys to maximizing impact. Jossey-Bass.
   Google Scholar
• Hargreaves, A., & Fullan, M. (2012). Professional capital: Transforming teaching in every school. Teachers College.
   Google Scholar
• Heller, R. W., & Quatraro, J. A. (1977). Perceptions of role expectations and performance of the music coordinator. Journal of Research in Music Education, 25(1), 41–58. https://doi.org/10.2307/3344844
   Web of Science ®Google Scholar
• Hill, H. C. (2009). Fixing teacher professional development. Phi Delta Kappan, 90(7), 470–476. https://doi.org/10.1177/003172170909000705
   Web of Science ®Google Scholar
• Jacob, A., & McGovern, K. (2015). The mirage: Confronting the hard truth about our quest for teacher development. TNTP. https://eric.ed.gov/?id=ED558206
   Google Scholar
• Jaquith, A., Mindlich, D., Wei, R. C., & Darling-Hammond, L. (2011). Teacher professional learning in the U.S.: Case studies of state policies and strategies. The Education Digest, 77(2), 33–39.
   Google Scholar
• Kennedy, M. (2016b). Parsing the practice of teaching. Journal of Teacher Education, 67(1), 6–17. https://doi.org/10.1177/0022487115614617
   Web of Science ®Google Scholar
• Kennedy, M. M. (2016a). How does professional development improve teaching? Review of Educational Research, 86(4), 945–980. https://doi.org/10.3102/0034654326800
   Web of Science ®Google Scholar
• Kennedy, M. M. (2019). How we learn about teacher learning. Review of Research in Education, 43(1), 138–162. https://doi.org/10.3102/0091732X19838970
   Web of Science ®Google Scholar
• Koner, K., & Eros, J. (2019). Professional development for the experienced music educator: A review of recent literature. Update: Applications of Research in Music Education, 37(3), 12–19. https://doi.org/10.1177/8755123318812426
   Google Scholar
• Kos, R., P. (2018). Music education and the well-rounded education provision of the Every Student Succeeds Act: A critical policy analysis. Arts Education Policy Review, 119(4), 204–216. https://doi.org/10.1080/10632913.2017.1327383
   Google Scholar
• Kraft, M. A., Blazar, D., & Hogan, D. (2018). The effect of teacher coaching on instruction and achievement: A meta-analysis of the causal evidence. Review of Educational Research, 88(4), 547–588. https://doi.org/10.3102/0034654318759268
   Web of Science ®Google Scholar
• Lieberman, A., & Miller, L. (2014). Teachers and professionals: Evolving definitions of staff development. In L. E. Martin, S. Kragler, D. J. Quatroche, & K. L. Bauserman (Eds.), Handbook of professional development in education: Successful models and practices, preK-12, 3–21. Guilford.
   Google Scholar
• Loeb, S., Miller, L. C., & Strunk, K. O. (2009). The state role in teacher professional development and education throughout teachers’ careers. Education Finance and Policy, 4(2), 212–228. https://doi.org/10.1162/edfp.2009.4.2.212
   Web of Science ®Google Scholar
• Miksza, P. (2013). Arts education advocacy: The relative effects of school-level influences on resources for arts education. Arts Education Policy Review, 114(1), 25–32. https://doi.org/10.1080/10632913.2013.744245
   Google Scholar
• Miles, K., Odden, A., Fermanich, M., & Archibald, S. (2004). Inside the black box of school district spending on professional development: Lessons from five urban districts. Journal of Education Finance, 30(1), 1–26.
   Google Scholar
• National Association for Music Education [NAFME]. (2015). Professional development ekit. https://nafme.org/my-classroom/professional-development/professional-development- ekit/
   Google Scholar
• National Association for Music Education [NAFME]. (2023). A blueprint for strengthening the music teacher profession. https://nafme.org/wp-content/uploads/2023/09/NAfME-MTPI- Blueprint_Full-Report_9-27-23.pdf
   Google Scholar
• National Center for Education Statistics. (2019). Study of the Title I, Part A grant program mathematical formulas (NCES 2019-016). https://nces.ed.gov/fastfacts/display.asp?id=158
   Google Scholar
• Nierman, G. E. (2019). High-stakes assessment in music. In T. S. Brophy (Ed.), The Oxford handbook of assessment policy and practice in music education (Vol. 2, pp. 38–55). Oxford.
   Google Scholar
• No Child Left Behind Act [NCLB]. (2002). 20 U.S.C. § 6319.
   Google Scholar
• Odden, A., Archibald, S., Fermanich, M., & Gallagher, H. A. (2002). A cost framework for professional development. Journal of Education Finance, 28(1), 51–74.
   Google Scholar
• Osman, D. J., & Warner, J. R. (2020). Measuring teacher motivation: The missing link between professional development and practice. Teaching and Teacher Education, 92, 103064. https://doi.org/10.1016/j.tate.2020.103064
   Web of Science ®Google Scholar
• Rubenstein, R. (2017). The context of education policy in the United States and the intersection with music education policy. In P. Schmidt, & R. Colwell (Eds.), Policy and the political life of music education (pp. 53–63). Oxford University Press.
   Google Scholar
• Sindberg, L. K. (2014). Perceptions and perspectives of music teachers in urban settings: Isolation, conversation and collaboration. Music Education Research, 16(4), 387–403. https://doi.org/10.1080/14613808.2013.848849
   Web of Science ®Google Scholar
• Sindberg, L. K. (2016). Elements of a successful professional learning community for music teachers using comprehensive musicianship through performance. Journal of Research in Music Education, 64(2), 202–219. https://doi.org/10.1177/0022429416648945
   Web of Science ®Google Scholar
• Stanley, A. M. (2011). Professional development within collaborative teacher study groups: Pitfalls and promises. Arts Education Policy Review, 112(2), 71–78. https://doi.org/10.1080/10632913.2011.546692
   Google Scholar
• Stanley, A. M. (2021). AEPR special focus issue: An international view of policy and music teacher professional development. Arts Education Policy Review, 122(1), 1–3. https://doi.org/10.1080/10632913.2020.1756019
   Google Scholar
• Stanley, A. M., Snell, A., & Edgar, S. (2014). Collaboration as effective music professional development: Success stories from the field. Journal of Music Teacher Education, 24(1), 76–88. https://doi.org/10.1177/1057083713502731
   Google Scholar
• Verdi, B. (2022). Creating professional learning communities for music educators. Music Educators Journal, 109(2), 14–21. https://doi.org/10.1177/00274321221134790
   Google Scholar
• Wei, R. C., Darling-Hammond, L., Andree, A., Richardson, N., & Orphanos, S. (2010). Professional learning in the learning profession: A status report on teacher professional development in the U.S. and abroad. National Staff Development Council.
   Google Scholar
• West, J. J. (2019). Social capital and music teacher professional development: Principle, policy, and practice. Arts Education Policy Review, 120(1), 33–44. https://doi.org/10.1080/10632913.2017.1380735
   Google Scholar
• West, J. J. (2021). Is music teacher professional development becoming more effective? Evaluating practice and policy in the U.S., 1993–2012. Journal of Research in Music Education, 69(3), 321–342. https://doi.org/10.1177/0022429420982525
   Web of Science ®Google Scholar
• West, J. J. (2023). Professional development among music and non-music teachers in the United States: Comparative evidence from the 2017–2018 National Teacher and Principal Survey. [Advance online publication]. Journal of Research in Music Education, https://doi.org/10.1177/00224294231180084
   Web of Science ®Google Scholar
• West, J. J., & Bautista, A. (2021). Greater than the sum of its parts: Promoting systemness in music and arts teacher professional development. Arts Education Policy Review, 122(1), 54–64. https://doi.org/10.1080/10632913.2020.1746716
   Google Scholar
• West, J. J., & Bautista, A. (2022). Global perspectives on teacher professional development: Navigating the pandemic. The International Journal for Research in Education, 46(2), 1–27. https://doi.org/10.36771/ijre.46.2.22-pp1-27
   Google Scholar
• West, J. J., Stanley, A. M., Bowers, J. P., & Isbell, D. S. (2021). Attrition, (de)motivation, and “effective” music teacher professional development: An instrumental case study. Bulletin of the Council for Research in Music Education, 229(229), 7–28. https://doi.org/10.5406/bulcouresmusedu.229.0007
   Google Scholar
• Wesolowski, B. C., Alsop, M. A., Athanas, M. I., & Dean, L. H. (2022). On the quality of professional development in the United States: Examining music educators’ experiences, sentiments, and emotions. International Journal of Music Education, 40(1), 26–52. https://doi.org/10.1177/02557614211019149
   Web of Science ®Google Scholar
• Yin, R. K. (2018). Case study research and applications: Design and methods (6th ed.). Sage.
   Google Scholar