Vanessa L Bond
Biographic Data
| ID | 5013178 |
|---|---|
| NAME | Vanessa L Bond |
| GIVEN NAMES | Vanessa L |
| FAMILY NAME | Bond |
| SIGNATURE | BOND V L |
| AFFILIATIONS | Rowan University, Glassboro, NJ, USA |
| ORCID | 0000-0003-0100-9069 |
| VERIFIED | Yes |
| TOTAL WORKS | 7 |
| TOTAL CITATIONS | 6 |
| AUTHOR COUNT | 7 |
| EDITOR COUNT | 0 |
| FIRST PUBLICATION YEAR | 2014 |
| LATEST PUBLICATION YEAR | 2026 |
| H-INDEX | 1 |
Music Teacher Educators’ Experiences of Pregnancy and Motherhood During the Pre-tenure Years: A Phenomenology
The pre-tenure period is a critical time within the career span of an academic that overlaps key years within the life span of a mother. The purpose of this study was to describe music teacher educators’ lived experience of pregnancy and motherhood during their pre-tenure years while in a tenure-track position. In this descriptive phenomenology, I engaged a purposive sample of nine music teacher educators who were pregnant during their pre-tenure…
The Experiences of Students of Color in an Undergraduate Music Education Program
Students of Color (SoC) in higher education experience harassment at higher rates than their White counterparts and have reported feeling isolated, invisible, concerned for their safety, hypervisible, and/or a lack of belonging as they navigate the “fortified,” “contradictory,” and “counter” (Harwood et al., 2018) spaces within a university campus. Documented to a lesser extent within the music education literature, shared experiences reveal a co…
Using Pedagogical Documentation With Preservice Music Teachers to Establish a Culture of Inquiry
Reflective practice positively affects preservice teacher growth. Yet, in structures used to support student teachers, faculty often prioritize professionalism and logistics over pedagogical concerns. The purpose of this intrinsic case study was to describe the use of pedagogical documentation with preservice music teachers to establish a culture of inquiry and community of practice during their student teaching experience. Repositioning supervis…
Mentoring Graduate Students in Music Education: A Mixed-Methods Phenomenological Study
Mentoring is a critical element in the well-being, socialization, and professional identity development of graduate students. Yet in music education, little is known about the graduate student mentoring experience from the mentors’ perspective. Therefore, the purpose of this mixed-methods study was to examine music teacher educators’ perspectives on and experiences with graduate student mentoring. We used a concurrent nested approach to mixed-met…
Culturally Responsive Pedagogical/Andragogical Context Knowledge: A Conceptual Model for Music Education
To better suit the needs of all learners, music teacher educators must develop a mindset of culturally responsive practice in preservice educators. In this interest article, we present a conceptual model intended to promote theory, discussion, and practice relevant to culturally sustaining music education. The model builds on our prior empirical work concerning music teacher educators’ conceptions of culturally responsive education, which we unit…
A Grounded Theory of Preservice Music Educators’ Lesson Planning Processes Within Field Experience Methods Courses
The purpose of this grounded theory study was to understand the process of field experience lesson planning for preservice music educators enrolled in choral, general, and instrumental music education courses within three university contexts. Data sources included multiple interviews, written responses, and field texts from 42 participants. Four waves of data collection and analysis revealed a five-step process beginning with “learning the tasks …
Sounds to Share: The State of Music Education in Three Reggio Emilia–Inspired North American Preschools
Renowned around the world, schools within the municipality of Reggio Emilia, Italy, have inspired North American early childhood educators for over 25 years. Despite the popularity and usage of the Reggio Emilia approach in the United States, music educators may find it unfamiliar. There is a lack of research that has discussed the use of music or application of music education in Reggio-inspired schools. The purpose of this multiple case study w…
Sounds to Share: The State of Music Education in Three Reggio Emilia–Inspired North American Preschools
Renowned around the world, schools within the municipality of Reggio Emilia, Italy, have inspired North American early childhood educators for over 25 years. Despite the popularity and usage of the Reggio Emilia approach in the United States, music educators may find it unfamiliar. There is a lack of research that has discussed the use of music or application of music education in Reggio-inspired schools. The purpose of this multiple case study w…
Mentoring Graduate Students in Music Education: A Mixed-Methods Phenomenological Study
Mentoring is a critical element in the well-being, socialization, and professional identity development of graduate students. Yet in music education, little is known about the graduate student mentoring experience from the mentors’ perspective. Therefore, the purpose of this mixed-methods study was to examine music teacher educators’ perspectives on and experiences with graduate student mentoring. We used a concurrent nested approach to mixed-met…
A Grounded Theory of Preservice Music Educators’ Lesson Planning Processes Within Field Experience Methods Courses
The purpose of this grounded theory study was to understand the process of field experience lesson planning for preservice music educators enrolled in choral, general, and instrumental music education courses within three university contexts. Data sources included multiple interviews, written responses, and field texts from 42 participants. Four waves of data collection and analysis revealed a five-step process beginning with “learning the tasks …
Sounds to Share: The State of Music Education in Three Reggio Emilia–Inspired North American Preschools
Renowned around the world, schools within the municipality of Reggio Emilia, Italy, have inspired North American early childhood educators for over 25 years. Despite the popularity and usage of the Reggio Emilia approach in the United States, music educators may find it unfamiliar. There is a lack of research that has discussed the use of music or application of music education in Reggio-inspired schools. The purpose of this multiple case study w…
A Grounded Theory of Preservice Music Educators’ Lesson Planning Processes Within Field Experience Methods Courses
The purpose of this grounded theory study was to understand the process of field experience lesson planning for preservice music educators enrolled in choral, general, and instrumental music education courses within three university contexts. Data sources included multiple interviews, written responses, and field texts from 42 participants. Four waves of data collection and analysis revealed a five-step process beginning with “learning the tasks …
Culturally Responsive Pedagogical/Andragogical Context Knowledge: A Conceptual Model for Music Education
To better suit the needs of all learners, music teacher educators must develop a mindset of culturally responsive practice in preservice educators. In this interest article, we present a conceptual model intended to promote theory, discussion, and practice relevant to culturally sustaining music education. The model builds on our prior empirical work concerning music teacher educators’ conceptions of culturally responsive education, which we unit…
Using Pedagogical Documentation With Preservice Music Teachers to Establish a Culture of Inquiry
Reflective practice positively affects preservice teacher growth. Yet, in structures used to support student teachers, faculty often prioritize professionalism and logistics over pedagogical concerns. The purpose of this intrinsic case study was to describe the use of pedagogical documentation with preservice music teachers to establish a culture of inquiry and community of practice during their student teaching experience. Repositioning supervis…
Mentoring Graduate Students in Music Education: A Mixed-Methods Phenomenological Study
Mentoring is a critical element in the well-being, socialization, and professional identity development of graduate students. Yet in music education, little is known about the graduate student mentoring experience from the mentors’ perspective. Therefore, the purpose of this mixed-methods study was to examine music teacher educators’ perspectives on and experiences with graduate student mentoring. We used a concurrent nested approach to mixed-met…
The Experiences of Students of Color in an Undergraduate Music Education Program
Students of Color (SoC) in higher education experience harassment at higher rates than their White counterparts and have reported feeling isolated, invisible, concerned for their safety, hypervisible, and/or a lack of belonging as they navigate the “fortified,” “contradictory,” and “counter” (Harwood et al., 2018) spaces within a university campus. Documented to a lesser extent within the music education literature, shared experiences reveal a co…
Music Teacher Educators’ Experiences of Pregnancy and Motherhood During the Pre-tenure Years: A Phenomenology
The pre-tenure period is a critical time within the career span of an academic that overlaps key years within the life span of a mother. The purpose of this study was to describe music teacher educators’ lived experience of pregnancy and motherhood during their pre-tenure years while in a tenure-track position. In this descriptive phenomenology, I engaged a purposive sample of nine music teacher educators who were pregnant during their pre-tenure…
Diverse Music Education Insights (7 works) · Music education (7 works) · Mathematics education (6 works) · Pedagogy (6 works) · Psychology (6 works) · Sociology (4 works) · Art Education and Development (3 works) · Visual arts (3 works) · Computer Science (2 works) · Educational Environments and Student Outcomes (2 works)