Abstract
The purpose of this study was to compare differences in the quality of professional development between U.S. music educators and teachers of other disciplines. Data were drawn from the 2011–2012 Schools and Staffing Survey. Factors such as types of professional development, quantity of activities, and levels of satisfaction were analyzed through a series of multiple regressions to determine the relationships between professional development quality for teachers of music and non-music disciplines. Results indicated that music educators were significantly less likely to collaborate with other educators on issues of instruction and engaged in significantly less technology-related professional activity; however, music educators reported significantly higher levels of satisfaction with content-specific professional activity and engaged in significantly more content-specific activity than some higher-stakes disciplines. In light of educational policies and trends, the common assumption that music educators are generally less supported within their schools does not hold true. Implications of this study include the need for music educators to participate in more collaborative forms of professional development. This study also suggests that all educators should receive more time spent in professional learning congruent to the level of engagement espoused by research literature.
| Original language | English (US) |
|---|---|
| Journal | Journal of Research in Music Education |
| DOIs | |
| State | Accepted/In press - Apr 1 2018 |
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Keywords
- content-specific
- educational policy
- inservice learning
- professional development
- Schools and Staffing Survey
ASJC Scopus subject areas
- Education
- Music
Cite this
Professional Development Quality in U.S. Music Education : An Analysis of the 2011–2012 Schools and Staffing Survey. / Gallo, Donna.
In: Journal of Research in Music Education, 01.04.2018.Research output: Contribution to journal › Article
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TY - JOUR
T1 - Professional Development Quality in U.S. Music Education
T2 - An Analysis of the 2011–2012 Schools and Staffing Survey
AU - Gallo, Donna
PY - 2018/4/1
Y1 - 2018/4/1
N2 - The purpose of this study was to compare differences in the quality of professional development between U.S. music educators and teachers of other disciplines. Data were drawn from the 2011–2012 Schools and Staffing Survey. Factors such as types of professional development, quantity of activities, and levels of satisfaction were analyzed through a series of multiple regressions to determine the relationships between professional development quality for teachers of music and non-music disciplines. Results indicated that music educators were significantly less likely to collaborate with other educators on issues of instruction and engaged in significantly less technology-related professional activity; however, music educators reported significantly higher levels of satisfaction with content-specific professional activity and engaged in significantly more content-specific activity than some higher-stakes disciplines. In light of educational policies and trends, the common assumption that music educators are generally less supported within their schools does not hold true. Implications of this study include the need for music educators to participate in more collaborative forms of professional development. This study also suggests that all educators should receive more time spent in professional learning congruent to the level of engagement espoused by research literature.
AB - The purpose of this study was to compare differences in the quality of professional development between U.S. music educators and teachers of other disciplines. Data were drawn from the 2011–2012 Schools and Staffing Survey. Factors such as types of professional development, quantity of activities, and levels of satisfaction were analyzed through a series of multiple regressions to determine the relationships between professional development quality for teachers of music and non-music disciplines. Results indicated that music educators were significantly less likely to collaborate with other educators on issues of instruction and engaged in significantly less technology-related professional activity; however, music educators reported significantly higher levels of satisfaction with content-specific professional activity and engaged in significantly more content-specific activity than some higher-stakes disciplines. In light of educational policies and trends, the common assumption that music educators are generally less supported within their schools does not hold true. Implications of this study include the need for music educators to participate in more collaborative forms of professional development. This study also suggests that all educators should receive more time spent in professional learning congruent to the level of engagement espoused by research literature.
KW - content-specific
KW - educational policy
KW - inservice learning
KW - professional development
KW - Schools and Staffing Survey
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U2 - 10.1177/0022429418764453
DO - 10.1177/0022429418764453
M3 - Article
AN - SCOPUS:85044976614
JO - Journal of Research in Music Education
JF - Journal of Research in Music Education
SN - 0022-4294
ER -