What Is Everyone Saying About Teacher Evaluation? Framing the Intended and Inadvertent Causes and Consequences of Race to the Top

Aguilar, Carla E.; Richerme, Lauren Kapalka

doi:10.1080/10632913.2014.947908

Cited by 8 publications

(4 citation statements)

References 27 publications

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“…This struggle between music and other subjects has been noted, and music educators and researchers around the world have explored the impact of education reform and its consequent policies (Abril & Abril, 2017). Specifically, those in the field of music education have studied the impact of reform on administrators, teachers, and students (Abril & Bannerman, 2014; Abril & Gault, 2005, 2006, 2008; Aguilar & Richerme, 2014; Elpus, 2014; Gerrity, 2007; Kratochvil, 2009). Discussions surrounding education reform have shown that policy change affects school administrators’ decisions and, consequently, the implementation of a given curriculum.…”

Section: Introductionmentioning

confidence: 99%

The state of music education in the basic general public schools of Ecuador: The administrators’ perspective

Abril

2019

International Journal of Music Education

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This study examines the state of music education in the public schools of Ecuador from the perspective of school administrators. A survey that was distributed to 1800 school administrators (27.4% response rate) was used to answer the following research questions: What are administrators’ perceptions of the current national policies for arts education? What are administrators’ perceptions of the current state of the music curriculum? Is there a difference between administrators’ perceptions of current and ideal states? What are administrators’ perceptions of the degree to which numerous variables impact on the music curriculum in their schools? What are the obstacles and challenges that administrators’ face in supporting the music curriculum? Are there differences by political zone in the ways administrators implement policies and oversee arts education instruction in their schools? Findings show that despite the creation of a national curriculum for arts, there is limited access to music. Moreover, there is a generalized lack of familiarity with policy and curricular implementation, especially among administrators who do have music. Despite this, significant differences between current and ideal conditions showed that administrators believe improvement is possible. The administrators also indicated budget and lack of music teachers were factors that had a negative impact on their music programs.

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Section: Introductionmentioning

confidence: 99%

The state of music education in the basic general public schools of Ecuador: The administrators’ perspective

Abril

2019

International Journal of Music Education

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“…Even when music classes are a compulsory part of the public school curriculum, funding and time allocation remains a controversial issue. Aguilar and Richerme (2014) claimed that music education policies affect the status of music lessons in schools and school managers' opinions about music education.…”

Section: Discussionmentioning

confidence: 99%

The Impact of Popular Music Teaching in Music Classrooms: Perspectives of Malaysian Primary School Music Teachers

Kai Ti,

Wong

2024

MJSSH

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The music curriculum standards for Malaysian government primary schools are based on the concept of developing musical skills and providing students with the right values through music education. Malaysian Chinese National Type Primary Schools, as a type of government primary school in Malaysia, has also compiled its music curriculum in accordance with the government's standards and guidelines. With the current development of media technology, popular music has flooded every corner of life, and this situation poses new challenges to music education in schools. Malaysian Chinese community, as the second largest ethnic group in Malaysia, deserves to be noticed for its current status and outcome of music education. This study aims to understand the impact of popular music on music education in National-Type Chinese primary schools from the perspective of teachers. This study was conducted through semi-structured interviews with six teachers from different National-Type Chinese primary schools in Kuala Lumpur to explore the impact of popular music on students' learning the school music curriculum. The study's results indicated that music teachers' perspectives towards popular music and their students' preference for it were positive and accepting. However, they also express concerns about its detrimental effects on students' learning outcomes in music class. Therefore, this study argues that it is necessary to enhance teacher training, increase the number of professional teachers, and innovate teaching methods in order to meet the requirements of the curriculum standards for students' music learning, and to balance the contradiction between students' musical preferences and music education in schools.

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“…In a forthcoming publication, Aguilar and Richerme (2014) surveyed Music Educators Journal, Art Education Journal, the Journal of Dance Education, and other professional publications for papers targeting the impact of the federal Race to the Top reform initiative on music teacher evaluation. The results were scarce, perhaps indicating a disconnect between what is happening in the field and the policy discussions at the state and national levels (24).…”

Section: Music Teacher Evaluationmentioning

confidence: 98%

The Inchworm and the Nightingale: On the (Mis)use of Data in Music Teacher Evaluation

Robinson

2014

Arts Education Policy Review

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The music education profession is faced with two serious problems regarding the (mis)use of data in music teacher evaluation. The first has to do with the quality and kinds of data that music teachers have been forced to use; the second is concerned with how these data are being used in the music teacher evaluation process. The evidence I will use to support this argument will come from two sources. First, I will present a short review of policy briefs targeting the use of data in teacher evaluation in general education. Then, to provide a music-specific context, I will turn to the body of scholarship in music education that has focused on these issues. I will conclude the article by providing suggestions for how we can both use better data in music teacher evaluation and use these data in better ways to inform music teacher evaluation. I will also offer some general recommendations for consideration by music educators and policymakers interested in improving the process of music teacher evaluation.

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What Is Everyone Saying About Teacher Evaluation? Framing the Intended and Inadvertent Causes and Consequences of Race to the Top

Cited by 8 publications

References 27 publications

The state of music education in the basic general public schools of Ecuador: The administrators’ perspective

The state of music education in the basic general public schools of Ecuador: The administrators’ perspective

The Impact of Popular Music Teaching in Music Classrooms: Perspectives of Malaysian Primary School Music Teachers

The Inchworm and the Nightingale: On the (Mis)use of Data in Music Teacher Evaluation

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