Welcome to my web page! Use the links to the left to find resources on graduate study and advising at Michigan State University and information on our doctoral students and graduates in music education.
There is also a link to a page devoted to the distribution of clinic and workshop materials, handouts, research presentations, and other music education resources. All materials are offered free of charge and may be duplicated as needed, with proper citations and acknowledgements.
Click here to read this article in Arts Education Policy Review: http://www.tandfonline.com/eprint/u9BjYZBTZXkTJcTaJ3Fk/full
The following post appeared on the Badass Teachers Association blog (http://badassteachers.blogspot.com/search?updated-max=2014-12-04T09:29:00-08:00&max-results=7) on December 4, 2014
When we want to
improve something--a product, a process, a project--in the business world, we devote more time, money and resources into research and development; we recruit talented people and pay them a
competitive wage; we make sure we surround those persons with excellent facilities, equipment, materials, working conditions, benefits, and retirement packages; we treat those employees with
dignity, respect and compassion.
When we want to improve
something--teacher quality, student
learning--in public education, we establish invalid and unreliable accountability measures that have been proven not to work; we eliminate teacher tenure, teacher unions, and minimum salary
requirements; we make it easier for unqualified people to enter the profession, taking away jobs from more experienced (read = more expensive) teachers; we deregulate charter schools as we impose
unreasonable demands and expectations on our public schools, teachers and students.
And then we blame teachers and students for the problems created by this mismanagement, and label them as "whiners" and "complainers" when they have the nerve to voice their concerns about the damage being done to public education.
Qualitative research has become increasingly popular in music education over the last decade, yet there is no source that explains the terms, approaches and issues associated with this approach. In The Oxford Handbook of Qualitative Research in American Music Education, editor Colleen Conway and the contributing music educators provide that clarification, as well as models of qualitative studies within various music education disciplines. The handbook outlines the history of qualitative research in American music education and explores the contemporary use of qualitative approaches in examining issues related to music teaching and learning. It includes 32 chapters that address a range of topics, from ways of approaching qualitative research and ways of collecting and analyzing data, to the various music teaching and learning contexts that have been studied using qualitative approaches.
My two chapters are:
6 ‐ Changing the Conversation: Considering Quality in Music Education Qualitative Research.
31 ‐ The Politics of Publication: Voices, Venues and Ethics.
To browse an online version of the Handbook, please go to: http://www.oxfordhandbooks.com/view/10.1093/oxfordhb/9780199844272.001.0001/oxfordhb-9780199844272
See below for links to recent radio interviews and media coverage on education policy and other related issues.
School districts across the nation are faced with challenging economic times. When tough decisions need to be made, arts funding is one of the first things some districts put under the microscope. Music Education at MSU looks at this through a different lens and plays a strong advocacy role for the arts in its community, across the state and nation.
In March of 2013, the Lansing School District announced it would cut more than 80 elementary art, music, and physical education teacher positions beginning in the fall of 2013. Faced with some tough budgetary issues and new State of Michigan Right-to-Work legislation, the school board and teachers union made the decision to eliminate teacher positions and supplement their programing by placing additional demands on existing teachers and seeking non-binding external subject matter resources and personnel.
Dr. Mitch Robinson, associate professor and chair of music education, and Rhonda Buckley, associate dean for outreach and engagement and executive director of the MSU Community Music School, took prompt action. They reached out to local and national arts organizations, teachers, parents, the MSU College of Education, and various associations to advocate for the centrality and importance of arts education in the general curriculum. New dialogues have evolved and relationships have developed as the College of Music continues to provide leadership on this issue.
Click here to read more on the College of Music’s perspective on this issue and listen to a radio interview with Mitch Robinson.
The 2013 Michigan Music Conference will feature an impressive roster of presenters with MSU affiliations--just click to see a full size version of the poster!
We should all be proud of our friends and colleagues who will be sharing their knowledge and expertise with their colleagues in our schools at this event. See below for a listing of these sessions.
I'd also like to point out three events for your special attention:
• Dr. Cindy Taggart will be presenting an all day (8:00am-4:00pm) pre-conference workshop, titled "Illuminating the Mystery: Music Learning Theory in Action. Cindy will be joined by two Spartan alums, Jennifer Bailey and Heather Shouldice, who will be co-presenters. This promises to be a terrific workshop!
• Dr. Kevin Sedatole, MSU's Director of Bands, will be conducting the Michigan All-State High School Band on Saturday. It will be great to have Dr. Sedatole share his musicianship and artistry with our state's young musicians. Congratulations Kevin!
• Dr. John Kratus will be receiving the MMEA "Award of Merit" for his contributions to the state's music education community, especially for his founding of the annual MMEA Honors Composition Concert, which will be held on Saturday, January 19. Congratulations to John for this well deserved honor!
Also, if you are planning to attend the MMC, please remember to join us for the MSU Reception on Friday. The reception will be held from 5:00-6:30pm in the Governors Room, and is a great way to catch up with old friends and touch base with the faculty and current students. We hope to see you there!
Congratulations to all of our presenters and clinicians, and thank you for sharing your expertise and ideas with your colleagues!
Click on the picture to the left to go to the Teachers College Press web page on our new book, What Every Principal Needs to Know to Create Equitable and Excellent Schools, edited by George Theoharis (Syracuse University) and Jeff Brooks (Iowa State University). My chapter is titled, "Music Teaching and Learning in a Time of Reform."
About the book. . .
School leaders who succeed at creating a high-achieving learning community must also be committed to creating an equitable environment for all students. In this new book, key scholars across the content areas show how to put into practice a commitment to equity and excellence across the Pre-K–12 spectrum. Readers learn directly from experts in each of the content domains (literacy, mathematics, science, social studies, music, early childhood, special education, English language learners, world languages, and physical education) how a commitment to social justice and equity can be grounded in core subject areas, why each has a place in the school, and what they need to know and do in each subject area. This book is a critical instructional leadership resource for new and veteran principals who want to see all students succeed.
“This book is a noble work of art; it is thoughtful, well written, and passionate. The authors and editors provide the pathway for all of us to contribute to social justice. It is a must-read!”
—Sarah Jerome, superintendent, Arlington Heights, Illinois, and past president of the American Association of School Administrators (AASA)
“By forging the linkage between equity and leader`s subject knowledge, Theoharis and Brooks provide a much needed and important extension in our understanding of instructional leadership.”
—Joseph F. Murphy, Vanderbilt University
“At last a book on what principals need to know that doesn’t sacrifice the idea of an education to develop the entire human being instead of workers who can compete with China.”
—Fenwick W. English, The University of North Carolina at Chapel Hill
“Bridges the gap between the intellectual considerations of academia and the everyday aspects of leadership practice. It is a must-read for principals, superintendents, curriculum specialists, and those who prepare them.”
—Autumn Cyprès, The University of Tennessee
“Finally, a thoughtful, well-crafted book that guides school leaders on promoting both high-quality teaching and learning and equity principles to improve student learning across content areas and needs.”
—Terry Orr, Bank Street College of Education
“WOW! Social justice leadership with explicit core content areas addressed all in one book. All principals hoping to improve student achievement and equity should consider this book when thinking about their leadership.”
—Deborah Hoffman, principal, Lincoln Elementary School, Madison, WI
“As a school principal in high-need schools for the past ten years, I truly recommend this book to anyone interested in improving the state of learning and increasing achievement scores.”
—Rob DiFlorio, principal, Henninger High School, Syracuse, NY
Contributors: Antonio J. Castro • Julie Causton-Theoharis • Virginia Collier • Katherine Delaney • Catherine Ennis • Virginia Goatley • Beth Graue • Rochelle Gutiérrez • Kathleen A. Hinchman • Anne Karabon • Christi Kasa • Dave McAlpine • Mitchell Robinson • Victor Sampson • Sherry A. Southerland • Wayne Thomas
240 pages Paperback, $29.95 | 978-0-8077-5353-8 Hardcover, $76 | 978-0-8077-5354-5
Table of Contents
1. Literacy—Leading Literacy Programs That Foster Excellence in All Students
2. Mathematics—Beyond the Achievement Gap: What It Takes to Become an Effective Leader in Mathematics for Marginalized Youth
3. Science—Creating Effective School Leaders for 21st-Century Science
4. Social Studies—Teaching Social Studies for Democratic Equity and Excellence
5. Music—Music Teaching and Learning in a Time of Reform
6. Early Childhood—Learning to Love Your Noisy Neighbor: A Principal’s Guide to the Education of Young Children
7. Special Education—Leadership for Inclusive Education: What Every Principal Needs to Know
8. English Language Learners—What Really Works for English Language Learners: Research-Based Practices for Principals
9. World Languages—Understanding Foreign Language Instruction in Your School
10. Physical Education—Innovative Practices and Programs in Physical Education
George Theoharis is an Associate Dean in the School of Education at Syracuse University and an Associate Professor in Educational Leadership and Inclusive Elementary Education. He is the author of The School Leaders Our Children Deserve.
Jeffrey S. Brooks is Associate Professor and Program Coordinator of Educational Administration at Iowa State University. He is the author of Black School, White School: Racism and Educational (Mis)leadership.
To order, call 800-575-6566 or visit www.tcpress.com
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For special bulk sales, please contact TC Press at: (212) 678-3919
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