The Push to 120: Reconciling Credit Hours in Undergraduate Music Education

Autor/inn/en	Maas, Andrea; Wacker, Aaron T.; Allen, Ashley D.
Titel	The Push to 120: Reconciling Credit Hours in Undergraduate Music Education
Quelle	In: Journal of Music Teacher Education, 33 (2023) 1, S.86-102 (17 Seiten)Infoseite zur Zeitschrift PDF als Volltext Verfügbarkeit
Zusatzinformation	ORCID (Maas, Andrea)
Sprache	englisch
Dokumenttyp	gedruckt; online; Zeitschriftenaufsatz
ISSN	1057-0837
DOI	10.1177/10570837231189822
Schlagwörter	Music Education; Undergraduate Students; Bachelors Degrees; College Credits; Marketing; Equal Education; Access to Education; Educational Policy; Accreditation (Institutions); Music Teachers; Teacher Education Programs; Wellness; Teacher Education Curriculum; Required Courses; Educational Change; Alignment (Education); Strategic Planning; Administrator Attitudes + Suchen Sie Ihr Suchwort? Musikerziehung; 'Bachelor''s degrees'; Bachelor-Studiengang; College; Colleges; Achievement; Performance; Anrechnung; Hochschule; Fachhochschule; Leistung; Education; Access; Bildung; Zugang; Bildungszugang; Politics of education; Bildungspolitik; Accreditation; Institution; Institutions; Akkreditierung; Staatliche Anerkennung; Institut; Music; Teacher; Teachers; Musiklehrer; Well being; Well-being; Wohlbefinden; Pflichtkurs; Bildungsreform; Strategy; Planning; Strategie; Planung
Abstract	Bachelor of Music Education degrees, like many professional programs, require a high number of credit hours for graduation. The marketization of higher education and efforts toward equitable access to a college education drive efforts to eliminate "excess" credits. Despite state and institutional mandates to reduce credit requirements to 120 hrs, many programs still exceed this target with some reaching nearly 150 credit hours. This descriptive survey study with follow-up document review examined how schools of music are responding to credit hour reduction policies limiting credits at or near 120 hrs. The findings of this study confirmed tensions between accreditation requirements, credit hour reduction policies, and curricular aims of music teacher preparation programs. The authors present reports regarding influencing factors and strategies for reconciling credit hours. They further discuss emerging questions regarding credit allotment and course hours, implications for student wellness and curricular reform, and suggestions for future research. (As Provided).
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Erfasst von	ERIC (Education Resources Information Center), Washington, DC
Update	2024/1/01