A Descriptive Study of Music Teacher Educators' Beliefs about Policy

Autor/inn/en	Aguilar, Carla E.; Richerme, Lauren Kapalka
Titel	A Descriptive Study of Music Teacher Educators' Beliefs about Policy
Quelle	In: Journal of Music Teacher Education, 25 (2016) 2, S.37-49 (13 Seiten)Infoseite zur Zeitschrift PDF als Volltext Verfügbarkeit
Sprache	englisch
Dokumenttyp	gedruckt; online; Zeitschriftenaufsatz
ISSN	1057-0837
DOI	10.1177/1057083714553986
Schlagwörter	Music Teachers; Music Education; Educational Policy; Undergraduate Students; National Standards; Familiarity; Advocacy; Positive Attitudes; Knowledge Level; Policy Analysis; Educational Research; Preservice Teachers; Student Attitudes; Teacher Educators; Teacher Attitudes; Course Content; Federal Legislation; Educational Legislation; Federal Aid; Federal Programs; Teacher Surveys; Likert Scales + Suchen Sie Ihr Suchwort? Music; Teacher; Teachers; Musiklehrer; Musikerziehung; Politics of education; Bildungspolitik; Sozialanwaltschaft; Wissensbasis; Politikfeldanalyse; Bildungsforschung; Pädagogische Forschung; Schülerverhalten; Teacher education; Education; Lehrerausbildung; Lehrerbildung; Lehrerverhalten; Kursprogramm; Bundesrecht; Bildungsrecht; Schulgesetz; Likert-Skala
Abstract	While policies at all levels affect music educators, and music education researchers have called for increased attention to policy issues, few have explored preservice music teacher educators' beliefs about policy. This study examined music teacher educators' (N = 81) familiarity with and attitudes toward contemporary education and music education policies as well as how frequently they addressed these policies in their undergraduate classes. The data indicate that participants had the most familiarity with and most positive attitudes toward the National Music Standards, music education advocacy, and state music standards. Conversely, participants asserted that they had the least positive attitudes toward and spent the least amount of time addressing Race to the Top and STEAM. Respondents indicated more personal knowledge about policy, more time in undergraduate courses, and greater personal interest in policy would have the greatest influence on the amount of time they spent on policy in undergraduate courses. (As Provided).
Anmerkungen	SAGE Publications. 2455 Teller Road, Thousand Oaks, CA 91320. Tel: 800-818-7243; Tel: 805-499-9774; Fax: 800-583-2665; e-mail: journals@sagepub.com; Web site: http://sagepub.com
Erfasst von	ERIC (Education Resources Information Center), Washington, DC
Update	2020/1/01