Ann Marie Stanley's research while affiliated with Louisiana State University and other places
What is this page?
This page lists the scientific contributions of an author, who either does not have a ResearchGate profile, or has not yet added these contributions to their profile.
It was automatically created by ResearchGate to create a record of this author's body of work. We create such pages to advance our goal of creating and maintaining the most comprehensive scientific repository possible. In doing so, we process publicly available (personal) data relating to the author as a member of the scientific community.
If you're a ResearchGate member, you can follow this page to keep up with this author's work.
If you are this author, and you don't want us to display this page anymore, please let us know.
It was automatically created by ResearchGate to create a record of this author's body of work. We create such pages to advance our goal of creating and maintaining the most comprehensive scientific repository possible. In doing so, we process publicly available (personal) data relating to the author as a member of the scientific community.
If you're a ResearchGate member, you can follow this page to keep up with this author's work.
If you are this author, and you don't want us to display this page anymore, please let us know.
Publications (12)
Este libro ofrece un acercamiento a la realidad del desarrollo profesional docente y a la formación permanente del profesorado de música en España. Se compone de cinco estudios de caso que profundizan en las singularidades de la formación permanente en diferentes contextos de España y el ámbito internacional (Estados Unidos y Singapur). Partimos de...
En contextos internacionales, los investigadores han explorado extensamente las experiencias de desarrollo profesional (DP) del profesorado de música (Spruce, Stanley, & Li, 2021). Los autores de este capítulo comenzamos a trabajar juntos por primera vez como parte de una sesión en la American Educational Research Association (AERA) en 2018, donde...
In this article, we examine how the COVID-19 pandemic, an exogenous shock to the United States education system, shaped teachers’ readiness and willingness to engage in professional development (PD). We borrow the concept of exogenous shocks from economics and sociology to illustrate how education practice can be driven as much by factors outside t...
The purpose of this study was to explore why and how a prototypically "effective" teacher professional development (PD) effort, reciprocal peer coaching (RPC), fell short. Despite RPC's conformity with long-espoused best practices in PD-content-specificity, extended duration, collaboration, inquiry, and self-direction-only two in eight music teache...
Music teachers in urban, suburban, and rural communities face a multitude of challenges and opportunities. To identify and examine specific experiences that may be unique to rural general music teachers, we recruited six teacher-participants to complete a 5-week online professional development (PD) course for this exploratory study. We created a te...
Specialist arts and music teachers around the world experience intense feelings of professional isolation. Such feelings lead to negative consequences on their professional growth, psychological well-being, and ultimately student learning. It is therefore urgent to identify and implement effective policies to foster collegial support and networked...
The purpose of this Arts Education Policy Review special issue was to connect international music teacher professional development (PD) policies by theme and draw policy parallels and intersections between countries. A thematic (rather than a country-by-country) approach incorporated the author/researchers’ input into how connections might be drawn...
This article examines the relationship between the professional learning of music teachers and their capacity and opportunity to act and engage agentically with the structures and discourses of music education. The authors begin by drawing on a range of education and music education scholarship to examine the concepts of teacher autonomy, teacher a...
This final chapter of The Oxford Handbook of Preservice Music Teacher Education in the United States synthesizes suggestions from the previous 42 chapters in the areas of teacher education practice, research, and policy. It reviews the boundaries that need to be pushed in music teacher education, such as those related to issues of diversity, equity...
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 t...
Citations
... International music education research shows that many music teacher education programs around the world are embedded in a strong "conservatoire tradition" marked by cultural reproduction and resistance to change (Bowman, 2007;Gaunt et al., 2013;Sandberg-Jurström et al., 2022;Väkevä et al., 2017). At the same time critical voices call for a transformation in music teacher education to make it more relevant for the future (Conway et al., 2019) and help student teachers develop a stronger teacher agency (Allsup, 2016;Powell, 2019). So how can tensions between progressive and conservative tendencies in the field of music teacher education be understood? ...
![[object Object]](https://i1.rgstatic.net/ii/profile.image/278958915506184-1443520396752_Q64/Colleen-Conway-5.jpg)
![[object Object]](https://i1.rgstatic.net/ii/profile.image/923607245025280-1597216535169_Q64/Kristen-Pellegrino.jpg)
![[object Object]](https://i1.rgstatic.net/ii/profile.image/11431281225772699-1708894453241_Q64/Chad-West.jpg)
... This suggests that the two-factor motivational scale could not fully capture the motivation of adult learners to join the online courses. Recent qualitative studies on online professional leadership also support this viewpoint (Truong and Murray 2019;West et al. 2022). Yet, quantitative study exploiting a multidimensional construct of motivation has scarcely been researched. ...
![[object Object]](https://i1.rgstatic.net/ii/profile.image/989339240628227-1612888264328_Q64/Justin-West-3.jpg)
![[object Object]](https://i1.rgstatic.net/ii/profile.image/455620152303616-1485639717839_Q64/Aina-Appova.jpg)
... oportunidades centradas en grupos pequeños para que los profesores se reúnan y examinen de cerca un aspecto de la práctica de la enseñanza de la música. La investigación sobre los GEC indica que las oportunidades de aprendizaje colaborativo del profesorado son más valiosas y productivas cuando: 1) están centradas en la música, es decir, se fijan en aspectos de la enseñanza que son exclusivos de los entornos de la educación musical; y 2) contienen elementos de apoyo específico y del lugar (Johnson, et al., 2019;Johnson & Stanley, 2021). ...
... Topics specifically addressing music within higher education's international partnerships have not been widely explored. A 2021 issue of Arts Education Policy Review offered some of the first research-oriented analyses of the current state of music-focused teacher education policy in international settings, with some authors extending that view toward international partnerships in higher education [6]. As the journal's guest editor wrote, the analysis of these common concerns indicated that "further international collaboration is called for, indeed, required by the awareness of our shared issues … it has become impossible to ignore what is happening with music teachers worldwide" (p. ...
... The fact that the persons concerned are in direct rivalry is the primary reason why most policy problems cannot be solved. To understand and solve problems with poor structure, it is essential to construct new examples of the issue at hand (Spruce et al., 2021). ...
... As elementary and secondary music teachers came to embrace the virtual opportunities necessitated by COVID-19, so too did faculties and administrators in higher education worldwide. This broadening array of opportunities was designated as an anti-isolationist, pro-music education response to the pandemic [7], resulting in the development of partnerships, a welcoming of formal and informal initiatives, and a strengthening of complementary projects in research, pedagogy, and policy. ...
![[object Object]](https://i1.rgstatic.net/ii/profile.image/1127621790318592-1645857393293_Q64/Alfredo-Bautista-2.jpg)
![[object Object]](https://i1.rgstatic.net/ii/profile.image/874083868753920-1585409242650_Q64/Flavia-Candusso.jpg)
... oportunidades centradas en grupos pequeños para que los profesores se reúnan y examinen de cerca un aspecto de la práctica de la enseñanza de la música. La investigación sobre los GEC indica que las oportunidades de aprendizaje colaborativo del profesorado son más valiosas y productivas cuando: 1) están centradas en la música, es decir, se fijan en aspectos de la enseñanza que son exclusivos de los entornos de la educación musical; y 2) contienen elementos de apoyo específico y del lugar (Johnson, et al., 2019;Johnson & Stanley, 2021). ...
