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Connections with the Schooling Enterprise: Implications for Music Education Policy
7 references·6 citing·42 second hop
Connections with the Schooling Enterprise: Implications for Music Education Policy (2007)Connections with the Schooling Enterprise…What To Do About Music Teacher Education: Our Profession at a Crossroads (2005)What To Do About Music Teache…Professional Development for Arts Teachers (2005)Professional Development for …An Analysis of Certification Practices for Music Educators in the Fifty States (2005)An Analysis of Certification …Professional Development (2004)Professional DevelopmentPolicy Frameworks, Research, and K-12 Schooling (2004)Policy Frameworks, Research, …No Child Left Behind in Art? (2004)No Child Left Behind in Art?Arts Education in Public Elementary and Secondary Schools: 1999-2000 (2002)Arts Education in Public Elem…Enacting music curricular contextualization in the Philippine K to 12 curriculum: Negotiations, constraints, and mediating forces (2023)Enacting music curricular con…Greater than the sum of its parts: promoting systemness in music and arts teacher professional development (2020)Greater than the sum of its p…Did the frequency of early elementary classroom arts instruction decrease during the no child left behind era? If so, for whom? (2018)Did the frequency of early el…Teaching primary school music: coping with changing work conditions (2016)Teaching primary school music…U.S. Arts Education Requirements (2014)U.S. Arts Education Requireme…Staying in Tune With Music Education (2014)Staying in Tune With Music Ed…Does Experience in the Arts Boost Academic Achievement? (1998)Champions of Change: The Impact of the Arts on Learning. (1999)Mute Those Claims: No Evidence (Yet) for a Causal Link between Arts Study and Academic Achievement (2000)Performing arts attendance: an economic approach (2004)Cultivating Demand for the Arts: Arts Learning, Arts Engagement, and State Arts Policy (2008)Should I Stay or Should I Go? Factors that Influence the Retention, Turnover, and Attrition of K–12 Music Teachers in the United States (2010)The Process of Education (1960)Educational Leadership (2001)A Content Analysis of Introductory Courses in Music Education at NASM-Accredited Colleges and Universities (2011)Teaching general music to young adolescents: Findings from a survey of music teacher perspectives (2018)Traditional Versus Alternative Pathways to Certification: Assessing Differences in Music Teacher Self-Efficacy (2018)Out of the Crisis (1982)Value in ethics and economics (1994)61. Capitalism and Freedom (2002)Teacher Perspectives on No Child Left Behind and Arts Education: A Case Study (2008)Arts enrichment and school readiness for children at risk (2009)No Child Left Behind and Fine Arts Classes (2009)Great beginnings for music teachers : mentoring and supporting new teachers (2003)Music Teacher Education in This Century: Part I (2006)Music Teachers at Risk for Attrition and Migration (2008)Comment: Educational Research:The Hardest Science of All (2002)Defining “Highly Qualified Teachers”: What Does “Scientifically-Based Research” Actually Tell Us? (2002)Professional Development and Teacher Learning: Mapping the Terrain (2004)High Quality Professional Development: An Investigation of the Supports for and Barriers to Professional Development in Arts Education. (2007)‘Drama is like reversing everything’: intervention research as teacher professional development (2009)Race to the Top: Implications for Professional Development in Arts Education (2011)The Art of Case Study Research (1996)Self-efficacy: the exercise of control (1997)Self-Efficacy: The Exercise of Control (1999)Teacher Self-efficacy in Music Teaching: Systematic Literature Review 2011-2021 (2022)Teachers’ conceptions of music teaching: A systematic literature review 2010-2020 (2022)Handbook of Theory and Research for the Sociology of Education. (1987)Social Capital in the Creation of Human Capital (1988)Social Capital in the Creation of Human Capital (2000)Did consequential accountability policies decrease the share of visual and performing arts education in U.S. public secondary schools during the No Child Left Behind era? (2020)Addressing inequity in arts education: the potential of a systems perspective (2024)General Systems Theory—The Skeleton of Science (1956)Improving Impact Studies of Teachers’ Professional Development: Toward Better Conceptualizations and Measures (2009)Effective Teacher Professional Development (2017)Distance Learning in Graduate Music Teacher Education (2008)Successful principals: telling or selling? On the importance of context for school leadership (2008)Strengths-Based Supervision: A Child Welfare Supervision Training Project (2009)
this work references cited by second hop

References

  • 2004No Child Left Behind in Art?99 cited
  • 2002Arts Education in Public Elementary and Secondary Schools: 1999-200086 cited
  • 2005Professional Development for Arts Teachers52 cited
  • 2005What To Do About Music Teacher Education: Our Profession at a Crossroads32 cited
  • 2005An Analysis of Certification Practices for Music Educators in the Fifty States29 cited
  • 2004Professional Development29 cited
  • 2004Policy Frameworks, Research, and K-12 Schooling13 cited

Cited by

  • 2018Did the frequency of early elementary classroom arts instruction decrease during the no child left behind era? If so, for whom?16 cited
  • 2020Greater than the sum of its parts: promoting systemness in music and arts teacher professional development12 cited
  • 2016Teaching primary school music: coping with changing work conditions8 cited
  • 2014Staying in Tune With Music Education7 cited
  • 2014U.S. Arts Education Requirements7 cited
  • 2023Enacting music curricular contextualization in the Philippine K to 12 curriculum: Negotiations, constraints, and mediating forces5 cited

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