A View from the Inside: Ensemble Directors' Perspectives on Standards-Based Instruction

Autor/inn/en	Harney, Kristin; Greene, Jennifer L. R.; Katz-Cote, Heather; Mulcahy, Krista; Stanley, Laura Moates
Titel	A View from the Inside: Ensemble Directors' Perspectives on Standards-Based Instruction
Quelle	In: Journal of Research in Music Education, 71 (2023) 2, S.155-173 (19 Seiten)Infoseite zur Zeitschrift PDF als Volltext Verfügbarkeit
Zusatzinformation	ORCID (Harney, Kristin) ORCID (Greene, Jennifer L. R.)
Sprache	englisch
Dokumenttyp	gedruckt; online; Zeitschriftenaufsatz
ISSN	0022-4294
DOI	10.1177/00224294221126681
Schlagwörter	Music Education; Administrator Attitudes; Music Teachers; Music Activities; Teaching Methods; Standards; Performance; Barriers; Faculty Development; Educational Planning; Expectation; Middle School Teachers; High School Teachers + Suchen Sie Ihr Suchwort? Musikerziehung; Music; Teacher; Teachers; Musiklehrer; Musikalische Aktion; Teaching method; Lehrmethode; Unterrichtsmethode; Standard; Achievement; Leistung; Bildungsplanung; Expectancy; Erwartung; Middle school; Middle schools; Mittelschule; Mittelstufenschule; Lehrer; Lehrerin; Lehrende; High school; High schools; Oberschule
Abstract	In this mixed-methods study, we explored perspectives of ensemble directors (N = 306) regarding standards-based instruction and circumstances impacting standards-based instruction in the areas of creating, performing, responding, and connecting. Our research was modeled on Byo's (1999) examination of teacher perceptions of the implementation of the 1994 music standards. We conducted an initial survey and completed follow-up interviews. Every participant indicated familiarity with the National Core Arts Standards, with many reporting that they regularly addressed standards in their teaching. The anchor standards related to performing were most commonly incorporated, whereas those related to creating and connecting were the least commonly addressed. Teachers shared strategies that promoted standards-based instruction and described barriers that prevented them from fully incorporating standards-based instruction. There is a need for ongoing professional development for in-service teachers, dedicated planning time, and realistic expectations related to the creating, responding, and connecting standards in performing ensembles. (As Provided).
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Erfasst von	ERIC (Education Resources Information Center), Washington, DC
Update	2024/1/01