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Expert Middle School Band Teachers' Decision-Making Processes: A Multiple Case Study.

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Title: Expert Middle School Band Teachers' Decision-Making Processes: A Multiple Case Study.
Authors: Hall, Faith A. (AUTHOR)
Source: Journal of Research in Music Education. Jul2026, Vol. 74 Issue 2, p214-237. 24p.
Subjects: Decision making, Metacognition, Teaching experience, Music education, Teaching methods, Music teachers, Decision theory, Field research
Abstract: The purpose of this multiple case study was to describe three expert middle school band teachers' decision-making processes before, during, and after instruction. The following research question guided this study: What were the thought processes underlying expert middle school band teachers' decisions before, during, and after instruction? Cross-case analysis guided by the teacher as reflective decision-maker model suggested that participants' decisions before instruction were concerned with (a) mental templates, (b) learning goals, and (c) reflections, contingencies, and anticipations. During instruction, participants' decisions were related to (a) reacting and responding, (b) choosing to pivot, and (c) emotional skills. Finally, as participants reflected after instruction, their decisions were characterized by (a) self-focus, (b) short-term versus long-term goals, and (c) reflective thinking. Findings suggest that metacognitive skills play a key role in the construction of expert band teachers' specialized, automatized knowledge. Implications for music education are discussed. [ABSTRACT FROM AUTHOR]
Copyright of Journal of Research in Music Education is the property of Sage Publications Inc. and its content may not be copied or emailed to multiple sites without the copyright holder's express written permission. Additionally, content may not be used with any artificial intelligence tools or machine learning technologies. However, users may print, download, or email articles for individual use. This abstract may be abridged. No warranty is given about the accuracy of the copy. Users should refer to the original published version of the material for the full abstract. (Copyright applies to all Abstracts.)
Database: Psychology and Behavioral Sciences Collection
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  Data: Expert Middle School Band Teachers' Decision-Making Processes: A Multiple Case Study.
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  Data: <searchLink fieldCode="DE" term="%22Decision+making%22">Decision making</searchLink><br /><searchLink fieldCode="DE" term="%22Metacognition%22">Metacognition</searchLink><br /><searchLink fieldCode="DE" term="%22Teaching+experience%22">Teaching experience</searchLink><br /><searchLink fieldCode="DE" term="%22Music+education%22">Music education</searchLink><br /><searchLink fieldCode="DE" term="%22Teaching+methods%22">Teaching methods</searchLink><br /><searchLink fieldCode="DE" term="%22Music+teachers%22">Music teachers</searchLink><br /><searchLink fieldCode="DE" term="%22Decision+theory%22">Decision theory</searchLink><br /><searchLink fieldCode="DE" term="%22Field+research%22">Field research</searchLink>
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  Data: The purpose of this multiple case study was to describe three expert middle school band teachers' decision-making processes before, during, and after instruction. The following research question guided this study: What were the thought processes underlying expert middle school band teachers' decisions before, during, and after instruction? Cross-case analysis guided by the teacher as reflective decision-maker model suggested that participants' decisions before instruction were concerned with (a) mental templates, (b) learning goals, and (c) reflections, contingencies, and anticipations. During instruction, participants' decisions were related to (a) reacting and responding, (b) choosing to pivot, and (c) emotional skills. Finally, as participants reflected after instruction, their decisions were characterized by (a) self-focus, (b) short-term versus long-term goals, and (c) reflective thinking. Findings suggest that metacognitive skills play a key role in the construction of expert band teachers' specialized, automatized knowledge. Implications for music education are discussed. [ABSTRACT FROM AUTHOR]
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  Data: <i>Copyright of Journal of Research in Music Education is the property of Sage Publications Inc. and its content may not be copied or emailed to multiple sites without the copyright holder's express written permission. Additionally, content may not be used with any artificial intelligence tools or machine learning technologies. However, users may print, download, or email articles for individual use. This abstract may be abridged. No warranty is given about the accuracy of the copy. Users should refer to the original published version of the material for the full abstract.</i> (Copyright applies to all Abstracts.)
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        Text: English
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      – SubjectFull: Decision making
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      – SubjectFull: Teaching experience
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      – SubjectFull: Teaching methods
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              Text: Jul2026
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