Joshua A. Russell

Turning Into Teachers: Influences of Authentic Context Learning Experiences on Occupational Identity Development of Preservice Music Teachers

The purpose of this study was to examine the occupational identity development of undergraduate music education majors as they participated in a yearlong authentic context learning (ACL) experience situated within a professional development school (PDS). Five undergraduate music education majors enrolled in either a string pedagogy class or an instrumental methods class were required to teach in the band or string projects at the PDS. The authors utilized a multiple case study method and collected data from interviews, observations, and participant written reflections. The transformation of data included transcribing interviews and indexing student reflections. The authors identified four emergent themes: the development of general pedagogical knowledge, knowledge of self, performer/teacher symbiotic outcomes, and professional perspectives. The impact of the perceived positive or negative ACL experiences as well as interactions with peers was mediated by either adaptive or maladaptive participant responses to ACL experiences. Participants’ descriptions fit the framework of an extended apprenticeship of what the authors labeled a critical apprenticeship of observation. Based on these findings, they developed a conceptual diagram in order to describe the impact of the ACL experiences on teacher occupational identity development.

A multi-institution exploration of secondary socialization and occupational identity among undergraduate music majors

Researchers are increasingly interested in the psychological and sociological processes by which college students develop competence and confidence as musicians. We surveyed 454 undergraduate music majors enrolled in one of three NASM-accredited music schools in the US. Participants completed a questionnaire that addressed beliefs about influential people and experiences, occupational roles within music, and music career commitment. Studio teachers were viewed as the strongest musician and teacher role models, studio teachers and parents had the most positive influence on pursuit of a music degree, and most performance-related activities were considered extremely important. People and experiences merged to exert influence through multiple contexts (both within and outside the music school environment), and occupational identity was multi-dimensional in nature (corresponding to different musical roles/occupations). Social influences, as well as teacher and musician identity, contributed to music career commitment prediction. We found evidence of some institutional differences and strong degree program effects, implying that decisions about which music school to attend and degree program(s) to pursue may have important consequences for socialization and occupational identity construction. We concluded that the presence of diverse but mutually supportive socialization structures may facilitate the integration of music, teacher and scholar identities among undergraduate music majors.

The Occupational Identity of In-Service Secondary Music Educators: Formative Interpersonal Interactions and Activities.

In order to explore the factors that inform the occupational identity development of in-service music educators and to compare the identities of in-service teachers with those of preservice music educators as examined in previous research, the purposes of this study were to examine the reported occupational identity of in-service secondary music educators and identify the interpersonal interactions and activities that help form occupational identity. A stratified random sample of secondary music teachers (N = 300) completed a questionnaire based on previous research. Participants reported a majority of integrated (view of self and perceived view of others) professional roles, although participants believed themselves to be musicians more than they felt others believed them to be. Participants reported positive interactions with music students and other music educators and that directing ensembles and attending music conferences were the most positive experiences. Participants who reported positive relationships with other music educators and music students were likely to develop an educator identity. External musician identity was predicted by relationships with other teachers as well as with students outside of music. Participants with positive administration relationships were less likely to exhibit an internal musician identity. As teachers move from preservice to in-service, their musician identities may transform from being relatively integrated to becoming more differentiated.

Assessment Practices of Secondary Music Teachers

The purpose of this study was to survey assessment and grading practices employed by secondary music teachers throughout the southwestern region of the United States. Three main research questions guided the study: (1) What types of school district frameworks and classroom contexts are secondary music teachers operating within? (2) Which specific assessment and grading practices are employed most commonly by secondary music teachers? (3) Do any contextual or individual difference variables influence secondary music teachers’ assessment and grading practices? Two mailings yielded 352 total usable questionnaires (36%) with a sampling error of +/—5%. Participants reported that their school districts emphasized letter grades and that music course grades were equally weighted with other course grades in calculating student grade point averages and generating credit toward graduation. Yet, music teachers seldom received administrative guidance or altered assessment approaches due to standards-based curriculum adoption. Participants based grades on a combination of achievement and non-achievement criteria, with non-achievement criteria receiving greater weight in determining grades. Although instructional time, number of students taught, and number of concert performances prepared/ given had no substantive relationship with assessment decisions, grading practices were influenced by teaching level and teaching specialization.

Factors Influencing Undergraduate Music Education Majors' Investment in Instrumental Techniques Courses Taught by Graduate Student Instructors.

The purpose of this study was to examine and describe the environmental factors that influence an undergraduate music education majors investment in instrumental techniques courses taught by a graduate teaching assistant. Each participant (three undergraduate music education majors and three teaching assistants) submitted to being interviewed three times. Method and source triangulation as well as peer debriefing and member checks were used in the data analysis. Findings suggest that students with a high opinion of the course and instructor, perceived fair grading, and shared class expectations will lead to increased student investment. Instructor characteristics such as extensive teaching experience, high facility on multiple instruments, high professional status and perceived high confidence are seen as basic requirements by the undergraduates.

String Music Educators' Perceptions of the Impact of New String Programs on Student Outcomes, School Music Programs, and Communities.

The purpose of this study was to examine the impact of newly initiated string programs on teachers, schools, districts, communities, and existing music program administration and students. Research questions pertained to (a) locations, student access, and instructional offerings; (b) educators; and (c) perceived impact on student outcomes. Data from 64 participants were analyzed. Results indicated that new string programs were largely developed at the middle and high school levels, located in suburban (59%), urban (23%), and rural (18%) areas, with instruction held during the regular school day. The majority (86%) of teachers were credentialed string specialists. While participants cited some frustrations, such as scheduling difficulties and lack of performance facilities, they identified several benefits from the new programs, including increased student participation in all music programs, more student collaborative opportunities, increased community and local music business support, and the more comprehensive nature of the music curriculum.

Multiple Constituent Mentoring: A Policy for Capitalizing on Authentic Learning Contexts in University Curricula

In this article we propose a policy intended to alleviate the typical problems of student internships and improve the usefulness and relevancy of any partnership. We extend previous ideas about professional development schools or partnerships to eliminate the disconnect between K–12 schools and universities and add a component of multiple constituent mentoring necessary for effective music teacher and music teacher educator training. A partnership with multiple mentors—K–12 students, K–12 teachers, undergraduate students, graduate students, and university music education faculty—can provide the most benefits to the greatest number of people. The policy presented in this article will likely require the implementation of philosophical and curricular changes, but these efforts would be well worth the investment of time and resources.

Assessment in Performance-Based Secondary Music Classes.

After sharing research findings about grading and assessment practices in secondary music ensemble classes, we offer examples of commonly used assessment tools (ratings scale, checklist, rubric) for the performance ensemble. Then, we explore the various purposes of assessment in performance-based music courses: (1) to meet state, national, and school mandates; (2) to provide documentation for grades; (3) to improve individual musicianship and understanding; and (4) to improve instruction. Finally, we conclude with assessment dilemmas and questions for consideration.

Perceived Musculoskeletal Discomfort Among Elementary, Middle, and High School String Players

The purposes of this study were to identify the body regions where young string players report experiencing musculoskeletal discomfort and explore factors that may impact their perceived discomfort. A purposive yet nonprobability sample of elementary (n = 101), middle school (n = 97), and high school (n = 159) students participated in the study by completing a questionnaire developed from previous research. Participants responded to items designed to collect data regarding the extent and location of discomfort, warm-up activities, physical activities, and psychological issues thought to impact perceived discomfort. Participants reported experiencing little musculoskeletal discomfort, and no relationship was found between discomfort and warm-up or physical activities. Participants’ school level, instrument, and gender were not related to musculoskeletal discomfort. On the basis of participants’ responses, we were able to identify five regions of the body where young string players experience varying levels of discomfort. We found significant relationships between string class frequency, stress about playing the instrument, and enjoyment of the instrument and reported musculoskeletal discomfort.

The Perceived Impact of String Programs on K-12 Music Programs

We examined music teacher perceptions regarding the impact of string programs on overall music programs in K-12 schools. Research questions included: (1) What are the perceived positive and negative program and student outcomes? (2) What are the underlying issues of music teachers’ perceptions about the positive and negative impacts of string programs? (3) How do these underlying issues compare with one another (negative and positive)? and (4) What relationships, if any, exist between fixed factors and the perceptions of the impact of string programs? Questionnaires were sent to all MENC members in two Southwestern MENC states. Data from participants (n = 308) were analyzed using principal components analyses and correlation analyses. A majority of music teachers felt that string programs were beneficial and offered opportunities for student development as well as expanded opportunities within a music program. Concerns included program focus and support, logistical issues, budget concerns, and finding qualified instructors.