No abstract

Preservice music teachers (N = 152) at six institutions were surveyed on their intent to enter and remain in K-12 music teaching. Respondents provided favorable speculations for entering and remaining in K-12 music teaching. Prevalent responses for desiring a music teaching position were categorized as follows: love for music, sharing music, inspiring and making a difference in students' lives, and having an enjoyable job. Categories for not wanting to obtain a school music teaching position included preferring to work in another area of music, insecurity about teaching skills, and anticipated low pay and job instability. Results are discussed in terms of diversity, teacher attrition, teacher socialization, and teacher identity.

The purpose of this study was to investigate the existence and impact of budgetary cutbacks to music teaching positions and district funding in three Midwestern states, namely Kansas, Nebraska, and Missouri. The results revealed cuts to staffing and district funding of music programs without a reduction in student enrollments in 2011-2012 following a downward trend the previous 3 to 4 years. Increases in teaching responsibilities and student fees were also trends. Based on collected data, staffing and budgetary reductions will continue to increase teacher workloads. Recommendations are provided for music education advocates, music teacher education programs, and state music education organizations to adapt to changing fiscal realities and needs of schools.

Social Emotional Learning (SEL) is a unifying framework for essential life skills, including selfawareness, self-management, social awareness, relationships, and responsible decision-making. In this article, we examine the intersection of SEL competencies with national accreditation policy, state standards, and course descriptions using curricular mapping and content analysis. Our findings revealed conceptual connections with differing degrees of alignment but no explicit mention of SEL. Arts accreditation standards had SEL intersections with foundations, development, communication and relationship building, curriculum and improvement. We recommend a closer synthesis between arts teacher education and SEL through greater attention to teacher identity, mental health awareness, self-awareness, self-management, diversity, and social justice in arts teacher education policy and recognize the possibilities for enhancing K-12 arts learning.

Over the past 25 years, alternative certification has emerged as a realistic option for obtaining teacher certification in music. Although advocated by policy makers and embraced by career changers, music teacher educators have frequently viewed the role of content knowledge and pedagogical training in these programs with a high degree of skepticism. This article provides an overview of the organizational schemes used in graduate and nondegree alternative certification programs at universities, school districts, and other entities. A research agenda is provided that is designed to stimulate academic scholarship on alternative certification policies and programs and their impact on candidate quality, music education programs, and the music education profession overall.Keywords music teacher education alternative certification, graduate teacher education, nondegree teacher education programs, research agenda Teacher certification policies provide a set of minimum criteria that regulate the quality and quantity of the prospective teaching force (Imig & Imig, 2008). State policy makers have often simplified the processes by which qualified individuals who do not Downloaded from Hellman et al. 79have a degree in teacher education can obtain certification. These initiatives have been grounded in the assumption that increased competition and diversity in the employment pool can improve education quality. Career changers interested in becoming teachers have embraced alternative certification as a practical and meaningful way to enter teaching without many of the traditional curricula constraints. On the other hand, teacher educators have been skeptical of the assumption that this trend is a productive way to improve education. In this article, we will provide background information on alternative certification, describe the organizational schemes of alternative certification programs, and propose a research agenda for examining the effectiveness and impact of alternative certification programs.