Justin J West
Biographic Data
| ID | 5872552 |
|---|---|
| NAME | Justin J West |
| GIVEN NAMES | Justin J |
| FAMILY NAME | West |
| SIGNATURE | WEST J J |
| AFFILIATIONS | The University of Texas at Austin, Austin, TX, USA |
| ORCID | 0000-0003-2308-764X |
| VERIFIED | Yes |
| TOTAL WORKS | 6 |
| TOTAL CITATIONS | 8 |
| AUTHOR COUNT | 6 |
| EDITOR COUNT | 0 |
| FIRST PUBLICATION YEAR | 2020 |
| LATEST PUBLICATION YEAR | 2024 |
| H-INDEX | 1 |
National Estimates and Comparisons of Alternatively and Traditionally Certified Music Teachers in the United States
The purpose of this study was to construct a descriptive and comparative profile of alternatively and traditionally certified music teachers in the United States. Using data from the 2017–2018 National Teacher and Principal Survey, I estimate the prevalence of alternative certification in music, and compare the demographics, credentials, preservice preparation, and inservice experiences of alternatively versus traditionally certified music educat…
Professional Development Among U.S. Music and Non-Music Teachers
The purpose of this study was to describe music teacher professional development (PD) in the United States and to chart potential differences between the experiences of music teachers, other arts teachers (visual art, theater, dance), and teachers in low-stakes (natural and social sciences) and high-stakes (math, English language arts) academic disciplines. Using data from the 2017–2018 National Teacher and Principal Survey, I evaluated PD practi…
A Phenomenology of First-Year Music Teaching During the Covid-19 Pandemic
The purpose of this phenomenology was to examine the lived experience of being a first-year music teacher during the COVID-19 pandemic. Across two data waves, the first in winter 2020 and the second in late spring 2021, we collected written reflections and conducted online interviews with 10 music teachers who began their careers in 2020 to 2021. We found that participants’ experiences were characterized by overwhelm, disconnection, a pervasive c…
Attrition, (De)motivation, and “Effective” Music Teacher Professional Development
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 teachers who began the 5-month coaching and observation trajectory completed it. We used instrumental case…
Understanding the Process of Proximate Change Following Music Teachers’ Participation in Large-Scale Conferences
The purpose of this study was to understand the process of proximate change following music teachers’ participation in large-scale conferences (i.e., the near-term integration of conference learnings into classroom practice). I conducted 60 interviews with 32 active music teachers who attended three selected music conferences: the Midwest Clinic, the National Association for Music Education In-Service Conference, and the Texas Music Educators Ass…
Is Music Teacher Professional Development Becoming More Effective? Evaluating Practice and Policy in the United States, 1993–2012
The purpose of this study was to evaluate music teacher professional development (PD) practice and policy in the United States between 1993 and 2012. Using data from the nationally representative Schools and Staffing Survey (SASS) spanning these 20 years, I examined music teacher PD participation by topic, intensity, relevance, and format; music teachers’ top PD priorities; and the reach of certain PD-supportive policies. I assessed these descrip…
Is Music Teacher Professional Development Becoming More Effective? Evaluating Practice and Policy in the United States, 1993–2012
The purpose of this study was to evaluate music teacher professional development (PD) practice and policy in the United States between 1993 and 2012. Using data from the nationally representative Schools and Staffing Survey (SASS) spanning these 20 years, I examined music teacher PD participation by topic, intensity, relevance, and format; music teachers’ top PD priorities; and the reach of certain PD-supportive policies. I assessed these descrip…
National Estimates and Comparisons of Alternatively and Traditionally Certified Music Teachers in the United States
The purpose of this study was to construct a descriptive and comparative profile of alternatively and traditionally certified music teachers in the United States. Using data from the 2017–2018 National Teacher and Principal Survey, I estimate the prevalence of alternative certification in music, and compare the demographics, credentials, preservice preparation, and inservice experiences of alternatively versus traditionally certified music educat…
Professional Development Among U.S. Music and Non-Music Teachers
The purpose of this study was to describe music teacher professional development (PD) in the United States and to chart potential differences between the experiences of music teachers, other arts teachers (visual art, theater, dance), and teachers in low-stakes (natural and social sciences) and high-stakes (math, English language arts) academic disciplines. Using data from the 2017–2018 National Teacher and Principal Survey, I evaluated PD practi…
A Phenomenology of First-Year Music Teaching During the Covid-19 Pandemic
The purpose of this phenomenology was to examine the lived experience of being a first-year music teacher during the COVID-19 pandemic. Across two data waves, the first in winter 2020 and the second in late spring 2021, we collected written reflections and conducted online interviews with 10 music teachers who began their careers in 2020 to 2021. We found that participants’ experiences were characterized by overwhelm, disconnection, a pervasive c…
Understanding the Process of Proximate Change Following Music Teachers’ Participation in Large-Scale Conferences
The purpose of this study was to understand the process of proximate change following music teachers’ participation in large-scale conferences (i.e., the near-term integration of conference learnings into classroom practice). I conducted 60 interviews with 32 active music teachers who attended three selected music conferences: the Midwest Clinic, the National Association for Music Education In-Service Conference, and the Texas Music Educators Ass…
Is Music Teacher Professional Development Becoming More Effective? Evaluating Practice and Policy in the United States, 1993–2012
The purpose of this study was to evaluate music teacher professional development (PD) practice and policy in the United States between 1993 and 2012. Using data from the nationally representative Schools and Staffing Survey (SASS) spanning these 20 years, I examined music teacher PD participation by topic, intensity, relevance, and format; music teachers’ top PD priorities; and the reach of certain PD-supportive policies. I assessed these descrip…
Attrition, (De)motivation, and “Effective” Music Teacher Professional Development
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 teachers who began the 5-month coaching and observation trajectory completed it. We used instrumental case…
Professional Development Among U.S. Music and Non-Music Teachers
The purpose of this study was to describe music teacher professional development (PD) in the United States and to chart potential differences between the experiences of music teachers, other arts teachers (visual art, theater, dance), and teachers in low-stakes (natural and social sciences) and high-stakes (math, English language arts) academic disciplines. Using data from the 2017–2018 National Teacher and Principal Survey, I evaluated PD practi…
A Phenomenology of First-Year Music Teaching During the Covid-19 Pandemic
The purpose of this phenomenology was to examine the lived experience of being a first-year music teacher during the COVID-19 pandemic. Across two data waves, the first in winter 2020 and the second in late spring 2021, we collected written reflections and conducted online interviews with 10 music teachers who began their careers in 2020 to 2021. We found that participants’ experiences were characterized by overwhelm, disconnection, a pervasive c…
National Estimates and Comparisons of Alternatively and Traditionally Certified Music Teachers in the United States
The purpose of this study was to construct a descriptive and comparative profile of alternatively and traditionally certified music teachers in the United States. Using data from the 2017–2018 National Teacher and Principal Survey, I estimate the prevalence of alternative certification in music, and compare the demographics, credentials, preservice preparation, and inservice experiences of alternatively versus traditionally certified music educat…
Diverse Music Education Insights (6 works) · Psychology (6 works) · Pedagogy (5 works) · Music education (4 works) · Political science (3 works) · Professional development (3 works) · Sociology (3 works) · Teacher Education and Leadership Studies (3 works) · Communication in Education and Healthcare (2 works) · Mathematics education (2 works)