Joshua A Russell
Biographic Data
| ID | 5872178 |
|---|---|
| NAME | Joshua A Russell |
| GIVEN NAMES | Joshua A |
| FAMILY NAME | Russell |
| SIGNATURE | RUSSELL J A |
| AFFILIATIONS | University of Hartford, West Hartford, CT, USA |
| ORCID | 0000-0001-6041-8175 |
| VERIFIED | Yes |
| TOTAL WORKS | 10 |
| TOTAL CITATIONS | 30 |
| AUTHOR COUNT | 10 |
| EDITOR COUNT | 0 |
| FIRST PUBLICATION YEAR | 2008 |
| LATEST PUBLICATION YEAR | 2026 |
| H-INDEX | 3 |
Seeking and Keeping a Music Education Position at a Doctoral-Granting Institution: Impactful Doctoral Degree Experiences and Coursework
The purpose of this study was to examine how doctoral experiences, coursework, and motivations influenced music education faculty members’ decisions to seek and remain in positions at doctoral-granting institutions. We surveyed 159 music education faculty members in the United States using an instrument addressing doctoral experiences, coursework, and career motivations. We analyzed data using descriptive statistics, exploratory factor analyses, …
The well-being of music educators during the pandemic Spring of 2020
The COVID-19 pandemic disrupted many aspects of life, including the instructional practices of music educators. The purpose of this study was to examine music teachers’ well-being following the disruptions in schooling that resulted from the pandemic in the Spring of 2020. We also investigated how disruptions may have affected music teachers’ perceptions of their efficacy and the status of the profession. A questionnaire was completed by 2,023 mu…
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…
Factors Impacting Elementary General Music Teachers’ Career Decisions: Systemic Issues of Student Race, Teacher Support, and Family
The purpose of this study was to examine factors that may influence the projected career plans of elementary general music teachers. Survey participants ( N = 972) completed a questionnaire designed to elicit responses about multiple factors and projected career plans in 1 year and in 5 years. The vast majority of participants planned to remain in their position the following year, yet a little under half of them planned on remaining in their pos…
String Music Educators’ Perceptions of the Impact of New String Programs on Student Outcomes, School Music Programs, and Communities
The purpose of this study was to examine the impact of newly initiated string programs on teachers, schools, districts, communities, and existing music program administration and students. Research questions pertained to (a) locations, student access, and instructional offerings; (b) educators; and (c) perceived impact on student outcomes. Data from 64 participants were analyzed. Results indicated that new string programs were largely developed a…
Perceived Musculoskeletal Discomfort Among Elementary, Middle, and High School String Players
The purposes of this study were to identify the body regions where young string players report experiencing musculoskeletal discomfort and explore factors that may impact their perceived discomfort. A purposive yet nonprobability sample of elementary ( n = 101), middle school ( n = 97), and high school ( n = 159) students participated in the study by completing a questionnaire developed from previous research. Participants responded to items desi…
The Occupational Identity of In-Service Secondary Music Educators: Formative Interpersonal Interactions and Activities
In order to explore the factors that inform the occupational identity development of in-service music educators and to compare the identities of in-service teachers with those of preservice music educators as examined in previous research, the purposes of this study were to examine the reported occupational identity of in-service secondary music educators and identify the interpersonal interactions and activities that help form occupational ident…
Turning Into Teachers: Influences of Authentic Context Learning Experiences on Occupational Identity Development of Preservice Music Teachers
The purpose of this study was to examine the occupational identity development of undergraduate music education majors as they participated in a yearlong authentic context learning (ACL) experience situated within a professional development school (PDS). Five undergraduate music education majors enrolled in either a string pedagogy class or an instrumental methods class were required to teach in the band or string projects at the PDS. The authors…
Assessment Practices of Secondary Music Teachers
The purpose of this study was to survey assessment and grading practices employed by secondary music teachers throughout the southwestern region of the United States. Three main research questions guided the study: (1) What types of school district frameworks and classroom contexts are secondary music teachers operating within? (2) Which specific assessment and grading practices are employed most commonly by secondary music teachers? (3) Do any c…
A Discriminant Analysis of the Factors Associated With the Career Plans of String Music Educators
The purpose of this study was to explore factors that may affect string teachers' career decisions. Six hundred string teachers were mailed a questionnaire designed to elicit responses about multiple factors and projected career plans in 1 year and in 5 years, and 304 teachers responded. The majority of teachers planned to remain in their positions the following year, whereas only half planned to remain in their positions in 5 years. Analyses ind…
A Discriminant Analysis of the Factors Associated With the Career Plans of String Music Educators
The purpose of this study was to explore factors that may affect string teachers' career decisions. Six hundred string teachers were mailed a questionnaire designed to elicit responses about multiple factors and projected career plans in 1 year and in 5 years, and 304 teachers responded. The majority of teachers planned to remain in their positions the following year, whereas only half planned to remain in their positions in 5 years. Analyses ind…
Turning Into Teachers: Influences of Authentic Context Learning Experiences on Occupational Identity Development of Preservice Music Teachers
The purpose of this study was to examine the occupational identity development of undergraduate music education majors as they participated in a yearlong authentic context learning (ACL) experience situated within a professional development school (PDS). Five undergraduate music education majors enrolled in either a string pedagogy class or an instrumental methods class were required to teach in the band or string projects at the PDS. The authors…
The Occupational Identity of In-Service Secondary Music Educators: Formative Interpersonal Interactions and Activities
In order to explore the factors that inform the occupational identity development of in-service music educators and to compare the identities of in-service teachers with those of preservice music educators as examined in previous research, the purposes of this study were to examine the reported occupational identity of in-service secondary music educators and identify the interpersonal interactions and activities that help form occupational ident…
Assessment Practices of Secondary Music Teachers
The purpose of this study was to survey assessment and grading practices employed by secondary music teachers throughout the southwestern region of the United States. Three main research questions guided the study: (1) What types of school district frameworks and classroom contexts are secondary music teachers operating within? (2) Which specific assessment and grading practices are employed most commonly by secondary music teachers? (3) Do any c…
Factors Impacting Elementary General Music Teachers’ Career Decisions: Systemic Issues of Student Race, Teacher Support, and Family
The purpose of this study was to examine factors that may influence the projected career plans of elementary general music teachers. Survey participants ( N = 972) completed a questionnaire designed to elicit responses about multiple factors and projected career plans in 1 year and in 5 years. The vast majority of participants planned to remain in their position the following year, yet a little under half of them planned on remaining in their pos…
A Discriminant Analysis of the Factors Associated With the Career Plans of String Music Educators
The purpose of this study was to explore factors that may affect string teachers' career decisions. Six hundred string teachers were mailed a questionnaire designed to elicit responses about multiple factors and projected career plans in 1 year and in 5 years, and 304 teachers responded. The majority of teachers planned to remain in their positions the following year, whereas only half planned to remain in their positions in 5 years. Analyses ind…
Assessment Practices of Secondary Music Teachers
The purpose of this study was to survey assessment and grading practices employed by secondary music teachers throughout the southwestern region of the United States. Three main research questions guided the study: (1) What types of school district frameworks and classroom contexts are secondary music teachers operating within? (2) Which specific assessment and grading practices are employed most commonly by secondary music teachers? (3) Do any c…
Turning Into Teachers: Influences of Authentic Context Learning Experiences on Occupational Identity Development of Preservice Music Teachers
The purpose of this study was to examine the occupational identity development of undergraduate music education majors as they participated in a yearlong authentic context learning (ACL) experience situated within a professional development school (PDS). Five undergraduate music education majors enrolled in either a string pedagogy class or an instrumental methods class were required to teach in the band or string projects at the PDS. The authors…
The Occupational Identity of In-Service Secondary Music Educators: Formative Interpersonal Interactions and Activities
In order to explore the factors that inform the occupational identity development of in-service music educators and to compare the identities of in-service teachers with those of preservice music educators as examined in previous research, the purposes of this study were to examine the reported occupational identity of in-service secondary music educators and identify the interpersonal interactions and activities that help form occupational ident…
String Music Educators’ Perceptions of the Impact of New String Programs on Student Outcomes, School Music Programs, and Communities
The purpose of this study was to examine the impact of newly initiated string programs on teachers, schools, districts, communities, and existing music program administration and students. Research questions pertained to (a) locations, student access, and instructional offerings; (b) educators; and (c) perceived impact on student outcomes. Data from 64 participants were analyzed. Results indicated that new string programs were largely developed a…
Perceived Musculoskeletal Discomfort Among Elementary, Middle, and High School String Players
The purposes of this study were to identify the body regions where young string players report experiencing musculoskeletal discomfort and explore factors that may impact their perceived discomfort. A purposive yet nonprobability sample of elementary ( n = 101), middle school ( n = 97), and high school ( n = 159) students participated in the study by completing a questionnaire developed from previous research. Participants responded to items desi…
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…
Factors Impacting Elementary General Music Teachers’ Career Decisions: Systemic Issues of Student Race, Teacher Support, and Family
The purpose of this study was to examine factors that may influence the projected career plans of elementary general music teachers. Survey participants ( N = 972) completed a questionnaire designed to elicit responses about multiple factors and projected career plans in 1 year and in 5 years. The vast majority of participants planned to remain in their position the following year, yet a little under half of them planned on remaining in their pos…
The well-being of music educators during the pandemic Spring of 2020
The COVID-19 pandemic disrupted many aspects of life, including the instructional practices of music educators. The purpose of this study was to examine music teachers’ well-being following the disruptions in schooling that resulted from the pandemic in the Spring of 2020. We also investigated how disruptions may have affected music teachers’ perceptions of their efficacy and the status of the profession. A questionnaire was completed by 2,023 mu…
Seeking and Keeping a Music Education Position at a Doctoral-Granting Institution: Impactful Doctoral Degree Experiences and Coursework
The purpose of this study was to examine how doctoral experiences, coursework, and motivations influenced music education faculty members’ decisions to seek and remain in positions at doctoral-granting institutions. We surveyed 159 music education faculty members in the United States using an instrument addressing doctoral experiences, coursework, and career motivations. We analyzed data using descriptive statistics, exploratory factor analyses, …
Diverse Music Education Insights (9 works) · Psychology (9 works) · Pedagogy (8 works) · Music education (7 works) · Mathematics education (4 works) · Sociology (4 works) · Curriculum (3 works) · Educational Environments and Student Outcomes (3 works) · Medicine (3 works) · Music Education and Analysis (3 works)