The Oxford Handbook of Preservice Music Teacher Education in the United States

Contents

• Contributors
• Acknowledgments
• Preface
• Colleen Conway
• Section I: Pushing Boundaries
• Colleen Conway, Section Editor
• 1. Pushing the Boundaries from the Inside
• Colleen Conway and Shannan Hibbard
• 2. School Change
• Randall Everett Allsup and George Nicholson
• 3. An Historical Overview of Music Teacher Education in the United States
• Phillip M. Hash
• 4. Change in Music Teacher Education: A Philosophical View
• David J. Elliott and Marissa Silverman
• Section II: Organization, Policy, and Certification
• Colleen Conway, Section Editor
• 5. The Society for Music Teacher Education (1982-2015)
• David J. Teachout
• 6. The Nature of Music Teacher Preparation Scholarship Through the Lens of the Journal of Music Teacher Education
• Janice N. Killian
• 7. Instrumental Music Teacher Educators (IMTE): From Colloquium to Community of Practice
• William I. Bauer
• 8. The Mountain Lake Colloquium and The Mountain Lake Reader: Professional
• Learning and Conversations on the Study and Practice of Music Teaching
• Janet R. Barrett, Diane Persellin, Janet Robbins, and Sandra L. Stauffer
• 9. Accrediting Agencies: Engaging with CAEP and NASM
• Carla E. Aguilar and Lauren Kapalka Richerme
• 10. Curricular Frameworks in Pre-Service Music Teacher Education
• Paul F. Doerksen
• 11. Student Teacher and Certification Assessments
• Kelly A. Parkes
• 12. Alternative Pathways to Certification
• Andrew Goodrich
• Section III: The Preservice Student
• Kristen Pellegrino, Section Editor
• 13. Music Teacher Identity Development
• Kristen Pellegrino
• 14. Musicianship for Teaching
• Cynthia Crump Taggart and Stuart Chapman Hill
• 15. Developing Effective Dispositions for Teaching Music
• Michael Raiber
• 16. Courses for Secondary Instruments: A Synthesis of the Literature and Recommendations for Promising Practices
• Molly A. Weaver
• 17. The Role of Technology in Music Teacher Education
• Richard J. Dammers
• 18. Pedagogical Content Knowledge and Core Practices for Music Teaching
• J. Si Millican and Sommer H. Forrester
• 19. Planning and Preparation for Instruction
• Ryan Shaw
• 20. Assessing Musical Development
• Joshua A. Russell
• 21. Administrative Duties of the Music Teacher
• James Mick
• 22. Conducting
• Jessica Napoles and Jared R. Rawlings
• 23. Field Experience
• Sean Robert Powell
• 24. Student Teaching
• Christopher M. Baumgartner
• Section IV: Individual Learners and Learning Contexts
• Ann Marie Stanley, Section Editor
• 25. Music Teacher Preparation for Teaching Children with Exceptionalities: A Framework for Success
• Ryan M. Hourigan and Alice M. Hammel
• 26. English Language Learners
• John Eros and Rebecca Eros
• 27. Gender and Sexual Diversity in Music Teacher Education
• Erin M. Hansen and Colleen A. Q. Sears
• 28. Race, Ethnicity, and Culturally Relevant Pedagogy
• Constance L. McKoy
• 29. Preparing Music Teachers to Nurture the Musical Growth of Young Children Suzanne L. Burton
• 30. Service-learning Opportunities for Preservice Music Teachers within Community Music
• Jared R. Rawlings
• Section V: Pushing Boundaries in the School Setting
• Chad West, Section Editor
• 31. Reconsidering Elementary General Music Methods: Deconstructing Our Decisions
• Ann Marie Stanley
• 32. General Music in the Middle School and High School
• Elizabeth Bucura
• 33. Choral Music Education: Whence Transformation?
• Susan Wharton Conkling
• 34. Preparing Music Educators for Coaching and Conducting Musical Theatre
• Herbert Marshall
• 35. Beginning Strings
• Michael Hopkins and Kristen Pellegrino
• 36. Intermediate and High School Orchestra
• Stephen Benham
• 37. Beginning Band
• Scott Edgar and Jessica Vaughan Marra
• 38. Intermediate and High School Band
• Daniel S. Isbell
• 39. Jazz Ensembles
• C. Michael Palmer
• 40. Marching Band
• Chad West and Christopher Marra
• 41. Modern Band, Songwriting, and Curricular Innovation
• Clint Randles
• 42. Diversifying Musical Experiences in Schools and Music Teacher Preparation Programs: Considering Vernacular and Popular Music
• Robert H. Woody and Mark C. Adams
• Conclusion
• 43. Setting an Agenda for Music Teacher Education Practice, Research, and Policy Colleen Conway, Kristen Pellegrino, Ann Marie Stanley, and Chad West