2011
DOI: 10.1080/10632913.2011.546702
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Looking Backwards to Reach Forward: A Strategic Architecture for Professional Development in Music Education

Abstract: The article analyzes professional development in music education considering the ways in which policy change depends on conditions where renewed practice can become self supporting. The authors situate professional development amid the current politico-educational climate while offering an interpretive framework based on key issues and actions identified by other authors in this issue of Arts Education Policy Review. Further, they suggest a pragmatic policy agenda focused on the notion of a strategic architect… Show more

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Cited by 26 publications
(16 citation statements)
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“…1998) that focus on teacher collaboration and problem-based learning for teachers appear to be a central theme in current music education policy recommendations (Schmidt & Robbins, 2011). Conway's (2007) research agenda for music education called "for professional development options that allow music teachers time and settings to interact informally to share ideas and stories of teaching" (p. 58) and the development of communities of practice specifically for music teachers.…”
mentioning
confidence: 99%
“…1998) that focus on teacher collaboration and problem-based learning for teachers appear to be a central theme in current music education policy recommendations (Schmidt & Robbins, 2011). Conway's (2007) research agenda for music education called "for professional development options that allow music teachers time and settings to interact informally to share ideas and stories of teaching" (p. 58) and the development of communities of practice specifically for music teachers.…”
mentioning
confidence: 99%
“…Such a lack of professional collaboration is common not only for Nepali musician-teachers, but music teachers globally who often work in relative isolation (see e.g. Bates 2011;Burnard 2013;Sindberg 2011;Schmidt and Robbins 2011).…”
Section: Imagining Continued Collaborationmentioning
confidence: 99%
“…Additionally, the concept of rationality is prevalent in contemporary education policy. In a discussion of professional development in music education, Schmidt and Robbins (2011) problematized rationality, noting that it focuses on efficiency and outcomes, rather than recognizing schools as "a delicate ecosystem in which educative acts are complex, interrelated, erratic, and emotional" (p. 96). Likewise, in describing the impact of policy implementation on music programs, Kos (2007) described schools as "complex adaptive systems."…”
Section: Framework: Critical Approaches In Education Policy Analysismentioning
confidence: 99%