A New Framework for Music Education Knowledge and Skill

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dc.contributor.authorJ. Si Millican
dc.date.accessioned2016-01-14T19:53:24Z
dc.date.accessioned2016-03-30T15:33:57Z
dc.date.available2016-01-14T19:53:24Z
dc.date.available2016-03-30T15:33:57Z
dc.date.issued2008-10-01
dc.description.abstractThis study investigates perceptions of secondary school band and orchestra teachers regarding the relative importance of knowledge and skill categories to professional success, using a framework modeled after Schulman (1986, 1987). Band and orchestra teachers in secondary schools (N = 214) complete an anonymous, online survey ranking the relative importance of various knowledge and skill categories. Participants rank pedagogical content knowledge, content knowledge, and general pedagogical knowledge highest. There are no significant differences in the rankings of the categories among various subgroups at the p < .05 level. Results confirm the applicability of Schulman's model to music education. This framework has implications for undergraduate, graduate, and continuing professional education. Analysis of categories' interaction provides insight into effective classroom instruction.en_US
dc.description.peerreviewYesen_US
dc.description.peerreviewnoteshttps://us.sagepub.com/en-us/nam/manuscript-submission-guidelinesen_US
dc.identifier.citationSi Millican, J. (2008). A New Framework for Music Education Knowledge and Skill. Journal of Music Teacher Education, 18(1), 67-78. doi: 10.1177/1057083708323146en_US
dc.identifier.doi10.1177/1057083708323146en_US
dc.identifier.urihttp://hdl.handle.net/11244/25233
dc.language.isoen_USen_US
dc.publisherJournal of Music Teacher Education
dc.rights.requestablefalseen_US
dc.subjectpedagogical content knowledgeen_US
dc.subjectcurriculumen_US
dc.subjectteacher preparationen_US
dc.subjectframeworksen_US
dc.subjectgeneral pedagogical knowledgeen_US
dc.subjectcontent knowledgeen_US
dc.titleA New Framework for Music Education Knowledge and Skillen_US
dc.typeResearch Articleen_US

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