Action Research as a Professional Development Activity

Reflective teachers are always searching for ways to improve their teaching. When this reflection becomes intentional and systematic, they are engaging in teacher research. This type of research, sometimes called action research, can help bridge the gap between theory and practice by addressing topics that are relevant to practicing teachers. This article synthesizes literature within music education and general education to address (a) the conceptual underpinnings of action research, (b) characteristics of action research and teacher research, (c) action research critiques, and (d) implications for teacher research as a form of professional development.     

Social capital and music teacher professional development: Principle,policy, and practice

Teacher professional development (PD) is often extended as a driver of good teaching and effective schools. In recent years, teacher PD has increasingly focused on developing teacher social capital by placing teachers within professional communities to collectively solve instructional problems. Using Bourdieu's and Coleman's conceptions of social capital as a theoretical and practical lens, this article explores how a social capital frame could generate more effective PD policy in music education. Areas examined also include the specific ways in which social capital becomes a lever for teacher growth and school improvement and the social dimensions of music teacher PD. The article concludes with principles of social capital-advancing PD policy, examples of principle-aligned PD policies, implications for research and advocacy, and an accounting of challenges and opportunities for the future. The author argues that centralizing social capital development as an aim of PD represents a new frontier in music teacher learning.     

Narrating Professional Development: Teachers' Stories as Texts for Improving Practice

This article traces a systematic, respectful process for using narrative materials as vehicles for teachers' professional development. Ann, a high school history teacher, wrote a series of stories about school experiences, using them as departure points for discussing, thinking, and writing about her ongoing practice in collaboration with the author. The article outlines in detail the methods of narrative inquiry the author employed to safeguard Ann's voice and perspective while supporting her in critical reflection and changed practices     

Making Illuminated Parchments

The author describes how contemporary music education at the secondary level has fallen short of Dr. Charles Leonhard's vision for developing musical understanding and musical responsiveness in all students and cites several historical events as pivotal in promoting the profession's current path. The author then challenges this generalization by describing the professional practices of a forward-thinking high school band director who epitomizes Leonhard's ideal of a music teacher and serves as a model for professional dispositions. The author also offers social interaction theory as a promising foundation on which to assemble a music teacher education program capable of producing teachers with dispositions that serve the highest goals of the music education profession.     

Book Review Section

This article argues that education policy should support school-university partnerships that place preservice music teachers with their college professors in a laboratory school environment. With roots in Dewey's experimental school of 1896, the laboratory concept is a variation of the professional development schools now in vogue. The policies recommended here are not tied directly to this school-university partnership model, but they do support the collaborative concept. Policy recommendations include re-conceptualization of the student teaching experience; compensation of faculty members through financial incentives and professional development credits; and consideration for university faculty members engaged in such partnerships when determining workload and reviewing teaching, scholarship, and service for tenure or promotion decisions. The policy recommendations call for the creation of release time for school personnel to meet with university personnel to plan and assess the partnered collaboration, and for funding to support ongoing collaborative research by university and school personnel.     

Fostering critical thinking, reasoning, and argumentation skills through bioethics education

Developing a position on a socio-scientific issue and defending it using a well-reasoned justification involves complex cognitive skills that are challenging to both teach and assess. Our work centers on instructional strategies for fostering critical thinking skills in high school students using bioethical case studies, decision-making frameworks, and structured analysis tools to scaffold student argumentation. In this study, we examined the effects of our teacher professional development and curricular materials on the ability of high school students to analyze a bioethical case study and develop a strong position. We focused on student ability to identify an ethical question, consider stakeholders and their values, incorporate relevant scientific facts and content, address ethical principles, and consider the strengths and weaknesses of alternate solutions. 431 students and 12 teachers participated in a research study using teacher cohorts for comparison purposes. The first cohort received professional development and used the curriculum with their students; the second did not receive professional development until after their participation in the study and did not use the curriculum. In order to assess the acquisition of higher-order justification skills, students were asked to analyze a case study and develop a well-reasoned written position. We evaluated statements using a scoring rubric and found highly significant differences (p<0.001) between students exposed to the curriculum strategies and those who were not. Students also showed highly significant gains (p<0.001) in self-reported interest in science content, ability to analyze socio-scientific issues, awareness of ethical issues, ability to listen to and discuss viewpoints different from their own, and understanding of the relationship between science and society. Our results demonstrate that incorporating ethical dilemmas into the classroom is one strategy for increasing student motivation and engagement with science content, while promoting reasoning and justification skills that help prepare an informed citizenry.     

The Gentle Art of Criticism

Although much has been written about professional development in general education and music education literature, little has addressed the benefits of music-making as meaningful professional development for music teachers. For music teachers, music-making and meanings of music-making have been connected with teachers' identity, well-being, beliefs, and effectiveness, as well as being a powerful pedagogical tool and a way to develop presence in teaching. Presence in teaching is linked with self-awareness, attentiveness, and pedagogical knowledge. The purpose of this article is to explore the benefits of music-making for music teachers in order to convince policymakers of the value of music-making as a professional development activity for music teachers. This article explores theories from psychology and education that link engagement, well-being, and identity to lay the foundation for a justification of broadening professional development policies. Then, literature is presented that connects teachers' art-making experiences (past and present), identity, teaching, and student learning. The third section draws on my previous work to illustrate the intersections between teachers' music-making and teaching. Then, suggestions for implementing professional development programs with music-making components are made. Although there are many ways music-making could be included as professional development, I offer four suggestions: including music-making in departmental or district-wide meetings, granting professional development credit to music teachers who make music outside of the classroom, setting up in-classroom reflection opportunities/action research based on integrating music-making and music teaching, and initiating a collaborative teacher study group that includes chamber music collaboration.     

Reflections on music teacher professional development: Teacher-generated policies and practices

Abstract

The purpose of this article is to make policy recommendations based on the authors’ experiences with, and research about, reflective, differentiated, and teacher-generated music teacher professional development (PD). By doing so, we argue for a bottom-up process that capitalizes on our music teacher and music teacher educator expertise along with the research literature in music teacher PD. We explore music teachers’ PD needs considering four career stages to explain how knowledge generated at each level informs our understanding of differentiated PD. From preservice music teachers and music teacher candidates, to in-service and veteran teachers, our discussion explores meaningful and effective ways to engage in deep, reflective thinking about the music teaching and learning process. Accordingly, we provide specific policy recommendations for music teachers at each career stage so that they might take greater ownership of their own learning, growth, and development through local, reflective, self-initiated, and differentiated PD opportunities.     

Modeling for Fidelity: Virtual Mentorship by Scientists Fosters Teacher Self-Efficacy and Promotes Implementation of Novel High School Biomedical Curricula

This small-scale comparison case study evaluates the impact of an innovative approach to teacher professional development designed to promote implementation of a novel cutting edge high school neurological disorders curriculum. ‘Modeling for Fidelity’ (MFF) centers on an extended mentor relationship between teachers and biomedical scientists carried out in a virtual format in conjunction with extensive online educative materials. Four teachers from different diverse high schools in Massachusetts and Ohio who experienced MFF contextualized to a 6-week Neurological Disorders curriculum with the same science mentor were compared to a teacher who had experienced an intensive in-person professional development contextualized to the same curriculum with the same mentor. Fidelity of implementation was measured directly using an established metric and indirectly via student performance. The results show that teachers valued MFF, particularly the mentor relationship and were able to use it effectively to ensure critical components of the learning objectives were preserved. Moreover their students performed equivalently to those whose teacher had experienced intensive in-person professional development. Participants in all school settings demonstrated large (Cohen''s d>2.0) and significant (p<0.0001 per-post) changes in conceptual knowledge as well as self-efficacy towards learning about neurological disorders (Cohen''s d>1.5, p<0.0001 pre-post). The data demonstrates that the virtual mentorship format in conjunction with extensive online educative materials is an effective method of developing extended interactions between biomedical scientists and teachers that are scalable and not geographically constrained, facilitating teacher implementation of novel cutting-edge curricula.     

Ideas for Christmas

The work of renewing curriculum in music education faces the inertia of current curricular practices and an education reform climate that is unfavorable toward such work. This article suggests that the development of music teacher agency is central to combating these challenges, and that the development of such agency relies on today's professional associations. I explore the conditions under which such associations build member agency, examine the National Association for Music Education as a case study, and argue for the importance of professionalism as a reform logic. I then offer recommendations that address how teacher associations can better assert their particular role in leading curriculum renewal in today's complex and rapidly changing environment.     

Revisioning and reinstating: Music education after the Great Recession

ABSTRACT

The Great Recession caused many school districts across the country to make numerous cuts in their annual budget models. As a result of these austerity measures, administrators often reduced arts education offerings. In the current study, we highlight how budget reductions in three districts negatively impacted music education curricula, and how education policy makers in each district developed unique frameworks to revision and reinstate music instruction in their schools. Themes from multiple stakeholder interviews revealed a process for those who seek new advocacy messages including hearing the voice for the arts/music, revisioning music curricula, and understanding agents of change. A key finding in the current investigation was the importance of all players accepting and understanding the different approaches to reinstating and revisioning music curricula. Suggestions for further investigation include varying the type of district selected for investigation and including teacher and community member voice in policy discussions and development.     

Model eliciting activities: another tool for the elementary teaching toolbox

Abstract

Maximizing classroom time to include meaningful content-based learning with fun engaging activities that simultaneously challenge and encourage students is a hallmark of a successful school day. This article shares one instructional approach that does a model eliciting activity (MEA). A MEA is a real-world, problem-based scenario framed around a fictitious client who writes a letter in which the client poses a problem for students to address. Students use the engineering design process to brainstorm, create, and test models, then compose written and oral responses to the client citing evidence to justify their solution. The content of the client letter is created by the classroom teacher and based on the Next Generation Science Standards, the teacher wishes to address. The depth of the content addressed is at the teacher’s discretion and may vary depending on sequence of lessons within the unit of study, developmental readiness of students, and standard(s) selected.     

Medical professionalism: one size fits all?

A number of medical specialties have recently developed their own specialty-specific charters. This proliferation of charters is representative of an unease about medical professionalism that has arisen not just from increasing medical specialization, but also from evolving needs as physicians progress through their careers. The development of such specialty-specific definitions of professionalism is undesirable: all specialties should adhere to the same basic principles. These charters and "definitions" should be incorporated into a formal developmental model, derived from needs assessments from the level of medical school through the level of specialization. Such a model would provide physicians with more concrete guidance regarding professional behavior at each stage of their careers, address unmet needs in neglected areas such as mid- and late career, and help alleviate the tension associated with expressing these ideas. Incorporating concepts derived from more classic models of development may create opportunities to address the teaching of values and identify barriers to success.     

Assessing the professional development needs of arts instructors working in multi-age classrooms

This article presents the results of a national survey conducted with 223 arts teachers working in public schools that feature mixed-age classrooms rather than traditional grade levels. The purpose of the survey was to identify the professional development needs of arts teachers working in these unique environments and to offer suggestions for policymakers who might provide appropriate training or foster the development of multi-age school sites. The results showed that most respondents (73.1%) were in favor of developing new multi-age training for arts teachers and revealed their preferences for workshop content related to organizational strategies, collaboration with colleagues, assessment, integrated curriculum, collaborative student work, research, and thematic instruction. The results also revealed respondents' preferences for venues, formats, and the scheduling of such professional development experiences. The implications of these findings provide a number of options for policymakers to weigh in planning optimum training opportunities for multi-age arts instructors.     

Experiments with Light

This article describes an unlikely collaboration between a high school chemistry teacher and a high school English teacher who attempted to teach scientific concepts through poetry. Inspired by poet John Updike's (1960) "Cosmic Gall," these two teachers crafted writing tasks aimed at teaching science content through literary devices. The result was an inspiring account and unlikely marriage of academic disciplines.     

Professional Hubris and its Consequences: Why Organizations of Health‐Care Professions Should Not Adopt Ethically Controversial Positions

In this article, I argue that professional healthcare organizations such as the AMA and ANA ought not to take controversial stances on professional ethics. I address the best putative arguments in favor of taking such stances, and argue that none are convincing. I then argue that the sort of stance‐taking at issue has pernicious consequences: it stands to curb critical thought in social, political, and legal debates, increase moral distress among clinicians, and alienate clinicians from their professional societies. Thus, because there are no good arguments in favor of stance‐taking and at least some risks in doing so, professional organizations should refrain from adopting the sort of ethically controversial positions at issue.     

Observing Flat Birds and Other Fun Birding Activities for K-12 Students

A professional school and university collaboration enables elementary students and their teachers to explore hydrology concepts and realize the beneficial functions of wetlands. Hands-on experiences involve young students in determining water quality at field sites after laying the groundwork with activities related to the hydrologic cycle, cleaning up polluted water, and the nature of wetlands themselves.     

Comparing Alternate Approaches to Calculating Reliability for Dichotomous Data: The Sample Case of Adolescent Selection,Optimization, and Compensation

With the growing interest in the development of purpose in youth, one important role that requires attention is the school teacher. The current article explores student perceptions of the role teachers can play in fostering purpose in their students in the mid- and late adolescent years, and the teacher competencies that facilitate purpose development. The present investigation posits and tests a structural model in which student perceptions of teacher support predicts youth purpose, mediated by student perceptions of teacher competencies; in turn, youth purpose predicts broader positive youth development. Two samples of demographically diverse young people ages 13–18 were surveyed in the United States (n = 381) and Finland (n = 336). Results showed support for the role of teachers in fostering purpose, and provided evidence for the hypothesized model with some cross-cultural differences. Implications of these findings for developing purpose in schools are discussed.     

Addressing childhood overweight through schools

Rates of childhood obesity in have reached alarming proportions in many countries. Sixteen percent of school-aged children and adolescents in the U.S. are overweight. Legislation implemented in 2004 in the U.S. requires local education agencies (LEAs) that sponsor school meal programs to establish local wellness policies to address childhood obesity. Project PA, a collaboration between a state agency and a university providing school-based interventions focuses on the school environment and policy changes. Interventions have targeted foodservice personnel, administrators, teachers, parents and students. In two recent projects schools assessed their school nutrition environments, developed nutrition policies, and implemented strategies to encourage healthier food selections. Schools identified weaknesses in the areas of marketing and communication of policies. Media attention on the childhood obesity facilitated policy changes. Time and cost were identified as barriers to policy development and there were concerns about weak enforcement of policies. These themes are discussed.     

Factor analysis of teacher professional development in Chinese military medical universities

Background and purpose: Teacher professional development potentially enhances teachers’ professional morale, knowledge, skills and autonomy, which helps improve the quality of education. The military medical university is an important medical education institution in China; however, studies of teacher professional development within military medical universities are still lacking. This study aimed to explore the factors that influence teacher professional development in Chinese military medical universities. Methods: We interviewed 19 experts from China’s Third Military Medical University to identify factors that affect teacher professional development and used these factors to prepare a questionnaire. The data were collected through a random, anonymous questionnaire survey of 371 teachers at three military universities in China, analysed by exploratory factor analysis and verified by confirmatory factor analysis (CFA). Results: We obtained five main factors, which explained 66.691% of the total variance and were found to have a good data fitting according to the CFA results. Conclusions: Teaching experience, shared vision, policy and material security, professional competence and psychological motivation primarily affect teacher professional development in Chinese military medical universities. We can only achieve teacher professional development goals through comprehensive consideration, coordinated arrangement and content improvement of these five factors.