An Investigation of the Concurrent Validity of the Discipline-based Professional Teaching Standards for Teachers of Music in Connecticut
The purpose of this study was to investigate the perceptions and practices of Connecticut music teachers toward the Discipline-Based Professional Teaching Standards for Teachers of Music. The Music Teacher Standards serve as the basis for beginning teacher licensure in Connecticut. School music teachers, administrators, and music teacher educators in Connecticut (N = 398) received questionnaires developed from the standards. Respondents were asked to rate the standards on a 4-point Likert scale on frequency of use, importance to beginning teachers, importance to experienced teachers, and importance to student achievement. Responses (N=192) were analyzed by frequency of response and teaching assignment. All standards were perceived as being important to beginning and experienced teachers and to student achievement with one exception, the standard that describes the instructional skills for teaching students to create music (compose, arrange, and improvise). Results revealed that general music teachers found the instructional skills for creating music more important than do instrumental and choral teachers. Three of the 12 Music Teacher Standards were reported as not being frequently implemented: the standards pertaining to arts advocacy, music analysis, and the process of helping students create original music.
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Document Type: Research Article
Publication date: May 1, 2005
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- Research Perspectives in Music Education is the peer-reviewed biannual research journal of the Florida Music Educators Association. The journal publishes music education research using qualitative, quantitative, philosophical, historical, or theoretical methodologies and also reviews of literature with critical synthesis.
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