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Students' Perspectives on the Master's Degree in Music Education

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Title: Students' Perspectives on the Master's Degree in Music Education
Language: English
Authors: Springer, D. Gregory (ORCID 0000-0001-7923-726X)
Source: Journal of Music Teacher Education. Oct 2020 30(1):79-92.
Availability: SAGE Publications. 2455 Teller Road, Thousand Oaks, CA 91320. Tel: 800-818-7243; Tel: 805-499-9774; Fax: 800-583-2665; e-mail: journals@sagepub.com; Web site: http://sagepub.com
Peer Reviewed: Y
Page Count: 14
Publication Date: 2020
Document Type: Journal Articles
Reports - Research
Education Level: Higher Education
Postsecondary Education
Descriptors: Student Attitudes, Music Education, Graduate Students, Student Motivation, Delivery Systems, Learner Engagement, Program Improvement
DOI: 10.1177/1057083720951447
ISSN: 1057-0837
Abstract: The purpose of this study was to investigate currently enrolled students' perceptions of the master's degree in music education (MME). A national sample of 136 MME students completed a web-based questionnaire. The most common motivations for enrolling in MME programs were to become a better teacher, to get a higher salary, to gain academic stimulation through graduate-level coursework, and to create a possible pathway to doctoral study in the future. However, motivational differences were evident based on respondents' degree format (academic year, online, summer, or hybrid). Respondents indicated that they learned about research primarily through reading and discussing research articles, and learned about pedagogy primarily through reading articles on pedagogy/teaching strategies and watching and reflecting on personal teaching videos. I explore implications for music teacher education given these findings as well as respondents' reports of MME program strengths and areas needing improvement.
Abstractor: As Provided
Entry Date: 2020
Accession Number: EJ1269945
Database: ERIC
FullText Text:
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  Data: Students' Perspectives on the Master's Degree in Music Education
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  Data: <searchLink fieldCode="AR" term="%22Springer%2C+D%2E+Gregory%22">Springer, D. Gregory</searchLink> (ORCID <externalLink term="https://orcid.org/0000-0001-7923-726X">0000-0001-7923-726X</externalLink>)
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  Data: SAGE Publications. 2455 Teller Road, Thousand Oaks, CA 91320. Tel: 800-818-7243; Tel: 805-499-9774; Fax: 800-583-2665; e-mail: journals@sagepub.com; Web site: http://sagepub.com
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  Data: <searchLink fieldCode="DE" term="%22Student+Attitudes%22">Student Attitudes</searchLink><br /><searchLink fieldCode="DE" term="%22Music+Education%22">Music Education</searchLink><br /><searchLink fieldCode="DE" term="%22Graduate+Students%22">Graduate Students</searchLink><br /><searchLink fieldCode="DE" term="%22Student+Motivation%22">Student Motivation</searchLink><br /><searchLink fieldCode="DE" term="%22Delivery+Systems%22">Delivery Systems</searchLink><br /><searchLink fieldCode="DE" term="%22Learner+Engagement%22">Learner Engagement</searchLink><br /><searchLink fieldCode="DE" term="%22Program+Improvement%22">Program Improvement</searchLink>
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  Data: The purpose of this study was to investigate currently enrolled students' perceptions of the master's degree in music education (MME). A national sample of 136 MME students completed a web-based questionnaire. The most common motivations for enrolling in MME programs were to become a better teacher, to get a higher salary, to gain academic stimulation through graduate-level coursework, and to create a possible pathway to doctoral study in the future. However, motivational differences were evident based on respondents' degree format (academic year, online, summer, or hybrid). Respondents indicated that they learned about research primarily through reading and discussing research articles, and learned about pedagogy primarily through reading articles on pedagogy/teaching strategies and watching and reflecting on personal teaching videos. I explore implications for music teacher education given these findings as well as respondents' reports of MME program strengths and areas needing improvement.
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