No abstract

Recent research describing the practices of specialist elementary general music teachers and students is limited, and few research studies specifically examine how practicing music educators think about their music teaching practices. In this mixed-methods case study, we bridged these areas of research by examining music educators’ expressed beliefs about music teaching and learning in light of descriptive analysis and hierarchical linear models (HLM) of time sampling data of their teaching practices in elementary music classrooms. Participants ( N = 7) shared beliefs that everyone is musical and that music educators must therefore create an environment in which children develop their musicianship by singing, moving, and playing. Time sampling data indicated that teachers spent most of their time talking, while students spent most of their time sitting still and silent. Children in younger grades spent significantly more time in movement activities than those in older grades. HLM analyses provided predictive implications for teachers’ use of singing and movement. In this article, we present findings from qualitative analysis of planning artifacts, reflections, and interviews and from HLM of time sampling data, and discuss potential meanings for music teaching and music teacher education.

No abstract

literary critic May Lamberton Becker. Following her parents' divorce, she was raised and home-schooled by her mother and widowed grandmother, and was influenced by her mother's love of literature and Unitarianism. She later attended Horace Mann School, Manhattan (1912-16) and, from 1916, Barnard College, Columbia University, graduating in 1921. Endorsed by a family friend, the typographer Bruce Rogers, her first job was as assistant librarian at the American Type Founders Library, the foremost printing library in America. This marked the beginning of a career supported by influential colleagues, including Stanley Morison, the British typographer and printing historian, who became her