Activities - Upcoming and Recent Presentations
New Article: Bringing Curriculum to Life: Enacting Project-Based Learning in Music Programs Music Educators Journal December 2015, 102: 39-47.
Analyzing Influences: Research on Decision Making and the Curriculum. Volume No. 6 in Advances in Music Education Research. (Co-edited with Linda K. Thompson). Charlotte, NC: IAP-Information Age Publishing, 2015.
Learning to Teach Music: A Critical Review of Quantitative Research in Preservice Music Teacher Education. Research paper presented at the Society for Music Teacher Education (SMTE) Symposium on Music Teacher Education: Toward a Stronger, Richer Community. University of North Carolina Greensboro, Greensboro, NC, September 2015 (with Linda K. Thompson).
What Cooperating Music Teachers Say about Educative Mentoring: A Focus Study Research Project. Research poster presented at the Society for Music Teacher Education (SMTE) Symposium on Music Teacher Education: Toward a Stronger, Richer Community. University of North Carolina Greensboro, Greensboro, NC, September 2015 (with Joseph Michael Abramo).
Four Perspectives on Collaborative Action Research in K-12 Music Education. Research poster presented at the Society for Music Teacher Education (SMTE) Symposium on Music Teacher Education: Toward a Stronger, Richer Community. University of North Carolina Greensboro, Greensboro, NC, September 2015 (with Melinda Feldmann, Kathyn Hess and Martha Group).
Analyzing Influences: Research on Decision Making and the Curriculum. Volume No. 6 in Advances in Music Education Research. (Co-edited with Linda K. Thompson). Charlotte, NC: IAP-Information Age Publishing, 2015.
Learning to Teach Music: A Critical Review of Quantitative Research in Preservice Music Teacher Education. Research paper presented at the Society for Music Teacher Education (SMTE) Symposium on Music Teacher Education: Toward a Stronger, Richer Community. University of North Carolina Greensboro, Greensboro, NC, September 2015 (with Linda K. Thompson).
What Cooperating Music Teachers Say about Educative Mentoring: A Focus Study Research Project. Research poster presented at the Society for Music Teacher Education (SMTE) Symposium on Music Teacher Education: Toward a Stronger, Richer Community. University of North Carolina Greensboro, Greensboro, NC, September 2015 (with Joseph Michael Abramo).
Four Perspectives on Collaborative Action Research in K-12 Music Education. Research poster presented at the Society for Music Teacher Education (SMTE) Symposium on Music Teacher Education: Toward a Stronger, Richer Community. University of North Carolina Greensboro, Greensboro, NC, September 2015 (with Melinda Feldmann, Kathyn Hess and Martha Group).
The Personal Musicianship Project: Teaching Multiple Forms of Music Making within the College Music Education Curriculum. Panel-Discussion at New Directions in Music Education: Teaching Composition, Improvisation, and The New Musicianship Conference, Michigan State University, East Lansing, MI, March 2014 (with Debra Campbell, Julie Bannerman, Jennifer Kessler, and Benjamin Rybolt).
Curious, Collaborative, Creativity: A 21st Century Approach to Learning in an Ensemble Setting. Panel-Discussion at the College Music Society, Northeast Regional Conference, The Crane School of Music, SUNY Potsdam, Potsdam, NY, April, 2014 (with Julie Bannerman, Caron Collins, Tim Sullivan, and Jess Tyre).
Curious, Collaborative, Creativity: A 21st Century Approach to Learning in an Ensemble Setting. Panel-Discussion at the College Music Society, Northeast Regional Conference, The Crane School of Music, SUNY Potsdam, Potsdam, NY, April, 2014 (with Julie Bannerman, Caron Collins, Tim Sullivan, and Jess Tyre).
Re-Thinking Validity and Reliability in Music Assessment. Presentation-Discussion at New York State School Music Association 2013 Winter Conference, Rochester, NY, December 2013 (with Brian Franco).
Learning to Teach Music: A Matter of Inquiry. Research paper presented at the Society for Music Teacher Education (SMTE) Symposium on Music Teacher Education: Navigating Crossroads. University of North Carolina Greensboro, Greensboro, NC, September 2013 (with William E. Sutton).
Learning to Teach Music: A Matter of Inquiry. Research paper presented at the Society for Music Teacher Education (SMTE) Symposium on Music Teacher Education: Navigating Crossroads. University of North Carolina Greensboro, Greensboro, NC, September 2013 (with William E. Sutton).
Four Notions on the Qualities of Cooperating Teachers. Best Practices paper presented at the Society for Music Teacher Education (SMTE) Symposium on Music Teacher Education: Navigating Crossroads. University of North Carolina Greensboro, Greensboro, NC, September 2013 (with Joseph Abramo).
Learning to Teach Music: Inquiry and Synthesis in Undergraduate Music Teacher Education. Panel-Discussion session at Colloquium for Teachers of General Music Methods, Mountain Lake, VA, May 2013 (with Kathryn Hess, Nicole Mihalek, Codi Ng, Elizabeth Parkes, William Sutton, and Matthew Wurtzel).
The Crane Symposium on Music Teacher Education, 2013
New Initiatives
Action Research – Classroom Research Grant. Effects of Project-based Learning in Music: Revitalizing and Personalizing the Music Curriculum. Qualitative assessment of students’ engagement in project-based music curriculum (with Brian Franco, Weedsport Central Schools).
Action Research – Classroom Research Grant. Student Opinions on ‘Interestingness’ in a Music Curriculum: Implications for Meaningful Learning in Music. Categorical analysis of K-12 students’ opinions on interestingness in a music curriculum (with John Bernstein, Monticello Central School, Kathryn Hess, Vernon-Verona-Sherrill Schools, Melinda Feldman, Vernon-Verona-Sherrill Schools, and Matthew Wurtzel, Patchogue-Medford Schools).
Action Research – Classroom Research Grant. Self-Initiated First-Year Teacher Study Group: A Report of Topics and Impact on Development and Student Learning. Description of a self-initiated professional development program (with Kathryn Hess, Vernon-Verona-Sherrill Schools and Matthew Wurtzel, Patchogue-Medford Schools).
Action Research – Classroom Research Grant. Student Opinions on ‘Interestingness’ in a Music Curriculum: Implications for Meaningful Learning in Music. Categorical analysis of K-12 students’ opinions on interestingness in a music curriculum (with John Bernstein, Monticello Central School, Kathryn Hess, Vernon-Verona-Sherrill Schools, Melinda Feldman, Vernon-Verona-Sherrill Schools, and Matthew Wurtzel, Patchogue-Medford Schools).
Action Research – Classroom Research Grant. Self-Initiated First-Year Teacher Study Group: A Report of Topics and Impact on Development and Student Learning. Description of a self-initiated professional development program (with Kathryn Hess, Vernon-Verona-Sherrill Schools and Matthew Wurtzel, Patchogue-Medford Schools).
