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Music Education Faculty Members' Perceptions of Admissions and Selection Criteria for Doctoral Music Education Programs

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Title: Music Education Faculty Members' Perceptions of Admissions and Selection Criteria for Doctoral Music Education Programs
Language: English
Authors: Alec D. Scherer (ORCID 0000-0002-3919-9948), Mark A. Belfast (ORCID 0009-0008-5312-5284), Ann M. Harrington, D. Gregory Springer (ORCID 0000-0001-7923-726X)
Source: Journal of Music Teacher Education. 2026 35(3):72-88.
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: https://sagepub.com
Peer Reviewed: Y
Page Count: 17
Publication Date: 2026
Document Type: Journal Articles
Reports - Research
Education Level: Higher Education
Postsecondary Education
Descriptors: Music Teachers, College Faculty, Teacher Attitudes, College Admission, Admission Criteria, Doctoral Programs, Music Education, Decision Making
DOI: 10.1177/10570837251339154
ISSN: 1057-0837
1945-0079
Abstract: The purpose of this study was to examine music education faculty members' perceptions of admissions and selection criteria for students entering doctoral music education degree programs. We distributed a questionnaire to music education faculty at 60 institutions in the United States that offered music education doctoral degrees. Resumes/curriculum vitae, writing samples, academic transcripts, recommendation letters, and an interview with faculty were the admissions requirements most frequently reported by participants. Results indicated that participants perceived interviews and writing samples/ability to be of the highest importance when making admissions decisions. In addition to required materials, five characteristics including teaching experience/ability, disposition, research interest, writing skills, and curiosity emerged as desirable when making admissions decisions. Our findings provide music education faculty and potential doctoral students a better understanding of what skills and characteristics are considered important at this crucial transition point that frequently results in becoming a music teacher educator.
Abstractor: As Provided
Entry Date: 2026
Accession Number: EJ1504540
Database: ERIC
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  Data: Music Education Faculty Members' Perceptions of Admissions and Selection Criteria for Doctoral Music Education Programs
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  Data: <searchLink fieldCode="AR" term="%22Alec+D%2E+Scherer%22">Alec D. Scherer</searchLink> (ORCID <externalLink term="https://orcid.org/0000-0002-3919-9948">0000-0002-3919-9948</externalLink>)<br /><searchLink fieldCode="AR" term="%22Mark+A%2E+Belfast%22">Mark A. Belfast</searchLink> (ORCID <externalLink term="https://orcid.org/0009-0008-5312-5284">0009-0008-5312-5284</externalLink>)<br /><searchLink fieldCode="AR" term="%22Ann+M%2E+Harrington%22">Ann M. Harrington</searchLink><br /><searchLink fieldCode="AR" term="%22D%2E+Gregory+Springer%22">D. Gregory Springer</searchLink> (ORCID <externalLink term="https://orcid.org/0000-0001-7923-726X">0000-0001-7923-726X</externalLink>)
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  Data: <searchLink fieldCode="SO" term="%22Journal+of+Music+Teacher+Education%22"><i>Journal of Music Teacher Education</i></searchLink>. 2026 35(3):72-88.
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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: https://sagepub.com
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  Data: <searchLink fieldCode="DE" term="%22Music+Teachers%22">Music Teachers</searchLink><br /><searchLink fieldCode="DE" term="%22College+Faculty%22">College Faculty</searchLink><br /><searchLink fieldCode="DE" term="%22Teacher+Attitudes%22">Teacher Attitudes</searchLink><br /><searchLink fieldCode="DE" term="%22College+Admission%22">College Admission</searchLink><br /><searchLink fieldCode="DE" term="%22Admission+Criteria%22">Admission Criteria</searchLink><br /><searchLink fieldCode="DE" term="%22Doctoral+Programs%22">Doctoral Programs</searchLink><br /><searchLink fieldCode="DE" term="%22Music+Education%22">Music Education</searchLink><br /><searchLink fieldCode="DE" term="%22Decision+Making%22">Decision Making</searchLink>
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  Data: 10.1177/10570837251339154
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  Data: 1057-0837<br />1945-0079
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  Data: The purpose of this study was to examine music education faculty members' perceptions of admissions and selection criteria for students entering doctoral music education degree programs. We distributed a questionnaire to music education faculty at 60 institutions in the United States that offered music education doctoral degrees. Resumes/curriculum vitae, writing samples, academic transcripts, recommendation letters, and an interview with faculty were the admissions requirements most frequently reported by participants. Results indicated that participants perceived interviews and writing samples/ability to be of the highest importance when making admissions decisions. In addition to required materials, five characteristics including teaching experience/ability, disposition, research interest, writing skills, and curiosity emerged as desirable when making admissions decisions. Our findings provide music education faculty and potential doctoral students a better understanding of what skills and characteristics are considered important at this crucial transition point that frequently results in becoming a music teacher educator.
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      – SubjectFull: Teacher Attitudes
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      – SubjectFull: College Admission
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      – SubjectFull: Admission Criteria
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      – SubjectFull: Doctoral Programs
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      – SubjectFull: Music Education
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