Jacqueline C Henninger
Biographic Data
| ID | 5873149 |
|---|---|
| NAME | Jacqueline C Henninger |
| GIVEN NAMES | Jacqueline C |
| FAMILY NAME | Henninger |
| SIGNATURE | HENNINGER J C |
| AFFILIATIONS | University of Texas at Austin, TX, USA |
| VERIFIED | No |
| TOTAL WORKS | 3 |
| TOTAL CITATIONS | 11 |
| AUTHOR COUNT | 3 |
| EDITOR COUNT | 0 |
| FIRST PUBLICATION YEAR | 2002 |
| LATEST PUBLICATION YEAR | 2023 |
| H-INDEX | 1 |
It’s about time: An examination of the importance of timing on positivity of preservice music educators’ teaching reflections
“We do not learn from experience. . .we learn from reflecting on experience” (Dewey, 1933). Building on the theoretical frameworks of Dewey and Schön involving reflective practice, we expanded existent reflective research by examining timing of preservice music educators’ self-reflections after peer teaching. We examined reflection timing (immediately after peer teaching or after viewing video of that same teaching), effect of differing prompts i…
Access and Retention of Marginalized Populations Within Undergraduate Music Education Degree Programs
The purpose of this collective instrumental case study was to examine the experiences of six undergraduate students from traditionally marginalized populations with regard to their preparation for, admission to, and retention within a music education degree program. Analyzed and reported through the lens of critical theory, data sources included semistructured interviews with the participants and structured interviews with their high school music…
The Effects of Knowledge of Instructional Goals on Observations of Teaching and Learning
The purpose of this study was to determine whether the perceptions of observers who are informed of the proximal goals of instruction differ from those who are not so informed. Music education majors (N = 120) viewed one of three randomly assigned stimulus tapes. Each stimulus tape contained seven teaching episodes. Subjects wrote brief statements about their observations and rated the quality of the teaching while they watched each of the episod…
Access and Retention of Marginalized Populations Within Undergraduate Music Education Degree Programs
The purpose of this collective instrumental case study was to examine the experiences of six undergraduate students from traditionally marginalized populations with regard to their preparation for, admission to, and retention within a music education degree program. Analyzed and reported through the lens of critical theory, data sources included semistructured interviews with the participants and structured interviews with their high school music…
The Effects of Knowledge of Instructional Goals on Observations of Teaching and Learning
The purpose of this study was to determine whether the perceptions of observers who are informed of the proximal goals of instruction differ from those who are not so informed. Music education majors (N = 120) viewed one of three randomly assigned stimulus tapes. Each stimulus tape contained seven teaching episodes. Subjects wrote brief statements about their observations and rated the quality of the teaching while they watched each of the episod…
Access and Retention of Marginalized Populations Within Undergraduate Music Education Degree Programs
The purpose of this collective instrumental case study was to examine the experiences of six undergraduate students from traditionally marginalized populations with regard to their preparation for, admission to, and retention within a music education degree program. Analyzed and reported through the lens of critical theory, data sources included semistructured interviews with the participants and structured interviews with their high school music…
It’s about time: An examination of the importance of timing on positivity of preservice music educators’ teaching reflections
“We do not learn from experience. . .we learn from reflecting on experience” (Dewey, 1933). Building on the theoretical frameworks of Dewey and Schön involving reflective practice, we expanded existent reflective research by examining timing of preservice music educators’ self-reflections after peer teaching. We examined reflection timing (immediately after peer teaching or after viewing video of that same teaching), effect of differing prompts i…
Diverse Music Education Insights (3 works) · Mathematics education (3 works) · Psychology (3 works) · Music education (2 works) · Pedagogy (2 works) · Teaching method (2 works) · Cognitive psychology (1 works) · Communication in Education and Healthcare (1 works) · Computer Science (1 works) · Degree (music (1 works)