Do You Really Want to Know? Elementary Music Personnel and Potential in Utah

Autor/in	Walker, Loretta Niebur
Titel	Do You Really Want to Know? Elementary Music Personnel and Potential in Utah
Quelle	In: Arts Education Policy Review, 116 (2015) 4, S.201-213 (13 Seiten)Infoseite zur Zeitschrift PDF als Volltext Verfügbarkeit
Sprache	englisch
Dokumenttyp	gedruckt; online; Zeitschriftenaufsatz
ISSN	1063-2913
DOI	10.1080/10632913.2014.944968
Schlagwörter	Music Teachers; Elementary School Teachers; Music Education; Qualifications; Teaching Conditions; Teaching Experience; Volunteers; Paraprofessional School Personnel; Educational Legislation; Federal Legislation; Accountability; High Stakes Tests; Urban Schools; Rural Schools; Educational Policy; Teacher Education; Teacher Certification; Specialists; Part Time Faculty; Leadership Role; Utah + Suchen Sie Ihr Suchwort? Music; Teacher; Teachers; Musiklehrer; Elementary school; Grundschule; Volksschule; Lehrer; Lehrerin; Lehrende; Musikerziehung; Qualifikation; Qualifikationsstufe; Lehrbedingungen; Unterrichtsbedingungen; Freiwilliger; Bildungsrecht; Schulgesetz; Bundesrecht; Verantwortung; Urban area; Urban areas; School; Schools; Stadtregion; Stadt; Schule; Rural area; Rural areas; Ländlicher Raum; Schulen; Politics of education; Bildungspolitik; Lehrerausbildung; Lehrerbildung
Abstract	This is the second of two articles reporting the results of a study by the author regarding the status of elementary music education in the state of Utah. This article focuses on the qualifications of Utah's elementary music teachers (music certified, elementary classroom certified, artists-in-residence, volunteers, and paraprofessionals) and the conditions under which they teach. Interactions among teacher qualifications and teaching status are explored. Paraprofessionals play a significant role in Utah's elementary music programs. While over 90 percent of elementary schools in the United States provide regular music instruction taught by certified music specialists, less than 10 percent of Utah's elementary population receives such instruction. Nearly half of the elementary students in the state receive no designated music instruction beyond that provided by their regular elementary classroom teacher. The influence of school funding, No Child Left Behind and other accountability measures, high-stakes testing, urban/rural populations, and leadership are highlighted. Policy considerations are discussed. [For the first article, see EJ1080080.] (As Provided).
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Erfasst von	ERIC (Education Resources Information Center), Washington, DC
Update	2020/1/01