Sean Robert Powell
Biographic Data
| ID | 5872536 |
|---|---|
| NAME | Sean Robert Powell |
| GIVEN NAMES | Sean Robert |
| FAMILY NAME | Powell |
| SIGNATURE | POWELL S R |
| AFFILIATIONS | University of North Texas |
| VERIFIED | No |
| TOTAL WORKS | 14 |
| TOTAL CITATIONS | 6 |
| AUTHOR COUNT | 14 |
| EDITOR COUNT | 0 |
| FIRST PUBLICATION YEAR | 2013 |
| LATEST PUBLICATION YEAR | 2026 |
| H-INDEX | 2 |
The role of ideology in band teacher agency
The purpose of this study was to examine the role of ideology in band teachers’ agency. We intentionally recruited participants who were critically reflective about the purpose of competition in their band programs. Research questions included: (a) What unconscious, self-evident meanings manifest in band teachers’ agency? and (b) How do aspects of band teachers’ ecological environments animate their agency? We used two theoretical approaches in t…
Alternate Reality: Sublimation and Purposive Uselessness in Music Education
In this editorial introduction to the special issue of Action, Criticism, and Theory for Music Education, “Music Education in the Age of Capitalist Realism,” the concepts of capitalist realism and (de)sublimation are employed to explore the idea of purposive uselessness in music education. Music education, as the essays in this issue argue, has been subsumed by market logic and business ontology, like almost all endeavors under the regime of capi…
Symposium on Music Teacher Education: Looking Back at 2023, Looking Forward to 2025
Kids These Days
Combating the Audit Culture in Music Teacher Education
A Wolf at the Door
Music Teachers as Music Teacher Educators
Ending and Beginning Revisited
Competition, Ideology, and the One-Dimensional Music Program
In this paper, I critique the ideology of competition in school music using the philosophy of Herbert Marcuse, including his concepts of the performance principle and The Great Refusal, which he saw as defining aspects of what he termed a one-dimensional society.Under a one-dimensional neoliberal educational regime, as can be found in many schools in the U.S. and beyond, students involved in school music make manifest the performance principle: s…
Values, Agency, and Identity in a Music Teacher Education Program
Many view music teacher education as a locus for socially just transformation of music education through the development of preservice teacher agency and identity development. However, few have directly examined values in music teacher preparation programs, and values are implicit in agency. The purpose of this exploratory, intrinsic case study was to investigate the visible values in music education courses at one institution to add a new dimens…
Outside in the Music Teaching Machine: Remembrances of Marginalization
In this article, we share stories of Celeste, an African American woman navigating the predominantly White, male world of band teaching. Through a collaborative post-qualitative inquiry, we present her experiences in a rhizome, joining with Spivak’s concept of the deconstruction of marginality. Celeste’s story highlights the ways in which she is marginalized through difference from the hegemonic center. We chronicle instances in which Celeste’s p…
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 …
The Influence of Video Reflection on Preservice Music Teachers’ Concerns in Peer- and Field-Teaching Settings
The purpose of this study was to investigate preservice music teacher concerns as stated in written reflections before and after video feedback. Nineteen preservice music teachers enrolled in instrumental methods courses wrote free-response reflections of peer- and field-teaching episodes. Statements were coded utilizing the Fuller and Bown teacher concerns framework. A total of 2,404 statements were coded into self, task, and student impact conc…
Examining Preservice Music Teacher Concerns in Peer- and Field-Teaching Settings
The purpose of this study was to examine the concerns of preservice music teachers using the Fuller and Bown teacher concerns model. Participants were 12 senior-level instrumental music education majors enrolled at a medium-size American public university. A video-assisted, stimulated recall method was used to interview participants after two peer-teaching and two field-teaching episodes. Data consisted of 1,019 coded statements drawn from more t…
Examining Preservice Music Teacher Concerns in Peer- and Field-Teaching Settings
The purpose of this study was to examine the concerns of preservice music teachers using the Fuller and Bown teacher concerns model. Participants were 12 senior-level instrumental music education majors enrolled at a medium-size American public university. A video-assisted, stimulated recall method was used to interview participants after two peer-teaching and two field-teaching episodes. Data consisted of 1,019 coded statements drawn from more t…
The Influence of Video Reflection on Preservice Music Teachers’ Concerns in Peer- and Field-Teaching Settings
The purpose of this study was to investigate preservice music teacher concerns as stated in written reflections before and after video feedback. Nineteen preservice music teachers enrolled in instrumental methods courses wrote free-response reflections of peer- and field-teaching episodes. Statements were coded utilizing the Fuller and Bown teacher concerns framework. A total of 2,404 statements were coded into self, task, and student impact conc…
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 …
Examining Preservice Music Teacher Concerns in Peer- and Field-Teaching Settings
The purpose of this study was to examine the concerns of preservice music teachers using the Fuller and Bown teacher concerns model. Participants were 12 senior-level instrumental music education majors enrolled at a medium-size American public university. A video-assisted, stimulated recall method was used to interview participants after two peer-teaching and two field-teaching episodes. Data consisted of 1,019 coded statements drawn from more t…
The Influence of Video Reflection on Preservice Music Teachers’ Concerns in Peer- and Field-Teaching Settings
The purpose of this study was to investigate preservice music teacher concerns as stated in written reflections before and after video feedback. Nineteen preservice music teachers enrolled in instrumental methods courses wrote free-response reflections of peer- and field-teaching episodes. Statements were coded utilizing the Fuller and Bown teacher concerns framework. A total of 2,404 statements were coded into self, task, and student impact conc…
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 …
Outside in the Music Teaching Machine: Remembrances of Marginalization
In this article, we share stories of Celeste, an African American woman navigating the predominantly White, male world of band teaching. Through a collaborative post-qualitative inquiry, we present her experiences in a rhizome, joining with Spivak’s concept of the deconstruction of marginality. Celeste’s story highlights the ways in which she is marginalized through difference from the hegemonic center. We chronicle instances in which Celeste’s p…
Competition, Ideology, and the One-Dimensional Music Program
In this paper, I critique the ideology of competition in school music using the philosophy of Herbert Marcuse, including his concepts of the performance principle and The Great Refusal, which he saw as defining aspects of what he termed a one-dimensional society.Under a one-dimensional neoliberal educational regime, as can be found in many schools in the U.S. and beyond, students involved in school music make manifest the performance principle: s…
Values, Agency, and Identity in a Music Teacher Education Program
Many view music teacher education as a locus for socially just transformation of music education through the development of preservice teacher agency and identity development. However, few have directly examined values in music teacher preparation programs, and values are implicit in agency. The purpose of this exploratory, intrinsic case study was to investigate the visible values in music education courses at one institution to add a new dimens…
Ending and Beginning Revisited
Combating the Audit Culture in Music Teacher Education
A Wolf at the Door
Music Teachers as Music Teacher Educators
Symposium on Music Teacher Education: Looking Back at 2023, Looking Forward to 2025
Kids These Days
Alternate Reality: Sublimation and Purposive Uselessness in Music Education
In this editorial introduction to the special issue of Action, Criticism, and Theory for Music Education, “Music Education in the Age of Capitalist Realism,” the concepts of capitalist realism and (de)sublimation are employed to explore the idea of purposive uselessness in music education. Music education, as the essays in this issue argue, has been subsumed by market logic and business ontology, like almost all endeavors under the regime of capi…
The role of ideology in band teacher agency
The purpose of this study was to examine the role of ideology in band teachers’ agency. We intentionally recruited participants who were critically reflective about the purpose of competition in their band programs. Research questions included: (a) What unconscious, self-evident meanings manifest in band teachers’ agency? and (b) How do aspects of band teachers’ ecological environments animate their agency? We used two theoretical approaches in t…
Diverse Music Education Insights (11 works) · Psychology (10 works) · Music education (8 works) · Pedagogy (8 works) · Mathematics education (6 works) · Sociology (5 works) · Field (mathematics (3 works) · Ideology (3 works) · Music Education and Analysis (3 works) · Teacher education (3 works)