Karen Salvador
Biographic Data
| ID | 5872675 |
|---|---|
| NAME | Karen Salvador |
| GIVEN NAMES | Karen |
| FAMILY NAME | Salvador |
| SIGNATURE | SALVADOR K |
| AFFILIATIONS | Michigan State University, East Lansing, USA |
| ORCID | 0000-0003-4282-5265 |
| VERIFIED | Yes |
| TOTAL WORKS | 12 |
| TOTAL CITATIONS | 9 |
| WORKS AS AUTHOR | 12 |
| WORKS AS EDITOR | 0 |
| FIRST PUBLICATION YEAR | 2017 |
| LATEST PUBLICATION YEAR | 2026 |
| H-INDEX | 2 |
U.S. Music Education Professional Association DEI Leaders’ Recommendations for Inclusive Praxis
Music Education Professional Associations (MEPAs) are membership-based non-profit organizations that advance music education through professional development, policy work, and advocacy. We interviewed diversity, equity, and inclusion (DEI) leaders ( N = 16) from MEPAs in the United States to learn about their recommendations for inclusive praxis in music education, particularly given the current “DEI Backlash.” Participants urged MEPA leaders, PK…
Moving beyond data collection
Mission-driven nonprofit organizations sometimes struggle within a cycle of disempowerment resulting from oversaturation of data collection that is reactive to funder demands. In this article, we problematize Community Music School (CMS) data-collection and analysis efforts and discuss alternate approaches to learning about family and community desires and building community engagement. We first review literature on CMS goals, CMS engagement with…
Lived Experiences of Diversity, Equity, and Inclusion Leaders in U.S. Music Education Professional Associations
Music education professional associations (MEPAs) are membership-based nonprofit organizations focused on advancing music education through actions including professional development, policy work, and advocacy. In this instrumental case study, we interviewed diversity, equity, and inclusion (DEI) leaders from MEPAs in the United States (N = 16) to elicit self-reports of their leadership experiences. Participants identified the deep, personal work…
Lived Experiences of Adult Caregiver “Nonmusicians” and “Nonsingers” in Early Childhood Music Classes
Many adults do not see themselves as musical, and about 17% believe they are tone deaf. People who identify as tone deaf often believe this condition is congenital and permanent and prevents them from ever singing accurately. In many early childhood music (ECM) classes, adults participate as musical models, interacting with their children by moving, chanting, vocalizing, and singing. Using phenomenological inquiry, we explored the lived experienc…
At the intersection of belief and practice
Recent research describing the practices of specialist elementary general music teachers and students is limited, and few research studies specifically examine how practicing music educators think about their music teaching practices. In this mixed-methods case study, we bridged these areas of research by examining music educators’ expressed beliefs about music teaching and learning in light of descriptive analysis and hierarchical linear models …
Characteristics and Formative Experiences of DEI Leaders in Music Education Professional Associations
In music education professional associations (MEPAs), volunteer member-leaders collaborate to guide music education and provide services such as professional development. Recently, we observed some MEPAs creating diversity, equity, and inclusion (DEI) initiatives, positions, or committees. The purpose of this survey study was to examine the characteristics and formative experiences of the people leading these efforts. Survey participants ( n = 62…
Reflecting on the ‘Community’ in Community Music School after a transition to all-online instruction
As of February 2020, 2119 people of all ages attended early childhood music or music therapy, played and sang in ensembles, or took lessons at two Community Music Schools. On March 13, both facilities closed due to the COVID-19 outbreak, and all activities shifted online. The purpose of this instrumental case study was to examine practical and relational experiences and perspectives regarding the nature of community when participants interacted o…
Music Teacher Education Program Practices
Music educators must meet the needs of students with diverse characteristics, including but not limited to cultural backgrounds, musical abilities and interests, and physical, behavioral, social, and cognitive functioning. Music education programs may not systematically prepare preservice teachers or potential music teacher educators for this reality. The purpose of this study was to examine how music teacher education programs prepare undergradu…
Fostering Critical Reflection and Productive Dialogue in Music Teacher Education
Because teaching is an inherently political act, it is important for music teacher educators to consider their role in the public discourse and how they approach the political dimensions of teaching with future music educators. In this interest article, we offer a theoretical basis for engaging preservice music teachers in critical reflection and productive dialogue throughout their undergraduate music education coursework. In combination with th…
Characteristics of Early Childhood and Elementary General Music Methods Coursework for Preservice Music Teachers
Although many music teacher candidates begin university studies planning to teach secondary ensembles, most will ultimately be certified to teach younger children and may be called to do so. The purpose of this study was to examine how music teacher education programs prepare preservice music educators to teach music to children from birth through elementary school through coursework. We emailed survey invitations to representatives from 512 inst…
We All Have a Little More Homework to Do
The purpose of this study was to investigate processes that led practicing music educators in a graduate course to examine their beliefs and practices regarding inclusion, responsiveness, equity, and justice. Using Charmaz’s constructivist approach to grounded theory, we interviewed 22 participants from MUS 8XX: Philosophy of Music Education. Constant comparative analysis yielded an explanatory framework, which we presented as a model and named “…
Music Teacher Educator Perspectives on Social Justice
Given the shifting demographics in American education, the rising likelihood of students with special needs being taught in inclusive classrooms, and the increasing openness with which students are challenging gender and sex norms, social justice has become a prevalent research topic in music education. This survey sought to investigate the perspectives of music teacher educators with regard to social justice, music education, and music teacher e…
Music Teacher Educator Perspectives on Social Justice
Given the shifting demographics in American education, the rising likelihood of students with special needs being taught in inclusive classrooms, and the increasing openness with which students are challenging gender and sex norms, social justice has become a prevalent research topic in music education. This survey sought to investigate the perspectives of music teacher educators with regard to social justice, music education, and music teacher e…
We All Have a Little More Homework to Do
The purpose of this study was to investigate processes that led practicing music educators in a graduate course to examine their beliefs and practices regarding inclusion, responsiveness, equity, and justice. Using Charmaz’s constructivist approach to grounded theory, we interviewed 22 participants from MUS 8XX: Philosophy of Music Education. Constant comparative analysis yielded an explanatory framework, which we presented as a model and named “…
Characteristics and Formative Experiences of DEI Leaders in Music Education Professional Associations
In music education professional associations (MEPAs), volunteer member-leaders collaborate to guide music education and provide services such as professional development. Recently, we observed some MEPAs creating diversity, equity, and inclusion (DEI) initiatives, positions, or committees. The purpose of this survey study was to examine the characteristics and formative experiences of the people leading these efforts. Survey participants ( n = 62…
Music Teacher Educator Perspectives on Social Justice
Given the shifting demographics in American education, the rising likelihood of students with special needs being taught in inclusive classrooms, and the increasing openness with which students are challenging gender and sex norms, social justice has become a prevalent research topic in music education. This survey sought to investigate the perspectives of music teacher educators with regard to social justice, music education, and music teacher e…
We All Have a Little More Homework to Do
The purpose of this study was to investigate processes that led practicing music educators in a graduate course to examine their beliefs and practices regarding inclusion, responsiveness, equity, and justice. Using Charmaz’s constructivist approach to grounded theory, we interviewed 22 participants from MUS 8XX: Philosophy of Music Education. Constant comparative analysis yielded an explanatory framework, which we presented as a model and named “…
Reflecting on the ‘Community’ in Community Music School after a transition to all-online instruction
As of February 2020, 2119 people of all ages attended early childhood music or music therapy, played and sang in ensembles, or took lessons at two Community Music Schools. On March 13, both facilities closed due to the COVID-19 outbreak, and all activities shifted online. The purpose of this instrumental case study was to examine practical and relational experiences and perspectives regarding the nature of community when participants interacted o…
Music Teacher Education Program Practices
Music educators must meet the needs of students with diverse characteristics, including but not limited to cultural backgrounds, musical abilities and interests, and physical, behavioral, social, and cognitive functioning. Music education programs may not systematically prepare preservice teachers or potential music teacher educators for this reality. The purpose of this study was to examine how music teacher education programs prepare undergradu…
Fostering Critical Reflection and Productive Dialogue in Music Teacher Education
Because teaching is an inherently political act, it is important for music teacher educators to consider their role in the public discourse and how they approach the political dimensions of teaching with future music educators. In this interest article, we offer a theoretical basis for engaging preservice music teachers in critical reflection and productive dialogue throughout their undergraduate music education coursework. In combination with th…
Characteristics of Early Childhood and Elementary General Music Methods Coursework for Preservice Music Teachers
Although many music teacher candidates begin university studies planning to teach secondary ensembles, most will ultimately be certified to teach younger children and may be called to do so. The purpose of this study was to examine how music teacher education programs prepare preservice music educators to teach music to children from birth through elementary school through coursework. We emailed survey invitations to representatives from 512 inst…
At the intersection of belief and practice
Recent research describing the practices of specialist elementary general music teachers and students is limited, and few research studies specifically examine how practicing music educators think about their music teaching practices. In this mixed-methods case study, we bridged these areas of research by examining music educators’ expressed beliefs about music teaching and learning in light of descriptive analysis and hierarchical linear models …
Characteristics and Formative Experiences of DEI Leaders in Music Education Professional Associations
In music education professional associations (MEPAs), volunteer member-leaders collaborate to guide music education and provide services such as professional development. Recently, we observed some MEPAs creating diversity, equity, and inclusion (DEI) initiatives, positions, or committees. The purpose of this survey study was to examine the characteristics and formative experiences of the people leading these efforts. Survey participants ( n = 62…
Moving beyond data collection
Mission-driven nonprofit organizations sometimes struggle within a cycle of disempowerment resulting from oversaturation of data collection that is reactive to funder demands. In this article, we problematize Community Music School (CMS) data-collection and analysis efforts and discuss alternate approaches to learning about family and community desires and building community engagement. We first review literature on CMS goals, CMS engagement with…
Lived Experiences of Diversity, Equity, and Inclusion Leaders in U.S. Music Education Professional Associations
Music education professional associations (MEPAs) are membership-based nonprofit organizations focused on advancing music education through actions including professional development, policy work, and advocacy. In this instrumental case study, we interviewed diversity, equity, and inclusion (DEI) leaders from MEPAs in the United States (N = 16) to elicit self-reports of their leadership experiences. Participants identified the deep, personal work…
Lived Experiences of Adult Caregiver “Nonmusicians” and “Nonsingers” in Early Childhood Music Classes
Many adults do not see themselves as musical, and about 17% believe they are tone deaf. People who identify as tone deaf often believe this condition is congenital and permanent and prevents them from ever singing accurately. In many early childhood music (ECM) classes, adults participate as musical models, interacting with their children by moving, chanting, vocalizing, and singing. Using phenomenological inquiry, we explored the lived experienc…
U.S. Music Education Professional Association DEI Leaders’ Recommendations for Inclusive Praxis
Music Education Professional Associations (MEPAs) are membership-based non-profit organizations that advance music education through professional development, policy work, and advocacy. We interviewed diversity, equity, and inclusion (DEI) leaders ( N = 16) from MEPAs in the United States to learn about their recommendations for inclusive praxis in music education, particularly given the current “DEI Backlash.” Participants urged MEPA leaders, PK…
Diverse Music Education Insights (12 works) · Pedagogy (12 works) · Music education (11 works) · Psychology (11 works) · Sociology (9 works) · Political science (6 works) · Mathematics education (4 works) · Teacher education (4 works) · Coursework (3 works) · Early Childhood Education and Development (3 works)