Andrew Goodrich
Biographic Data
| ID | 5873583 |
|---|---|
| NAME | Andrew Goodrich |
| GIVEN NAMES | Andrew |
| FAMILY NAME | Goodrich |
| SIGNATURE | GOODRICH A |
| AFFILIATIONS | Boston University |
| ORCID | 0000-0002-6776-1192 |
| VERIFIED | Yes |
| TOTAL WORKS | 12 |
| TOTAL CITATIONS | 1 |
| AUTHOR COUNT | 12 |
| EDITOR COUNT | 0 |
| FIRST PUBLICATION YEAR | 1971 |
| LATEST PUBLICATION YEAR | 2026 |
| H-INDEX | 1 |
Frederick’s Story: A Portrait of an Adult Amateur Musician
The purpose of this study was to explore why an amateur musician decided to begin playing the flute as an adult, their motivation for devoting their leisure time to music making, and their musical identity. Serious leisure theory served as the theoretical framework for this study. Research questions that guided this study included: (1) Why did the participant begin music making in adulthood? (2) What motivated the participant to continue music ma…
Engaged pedagogy in teacher education: A literature review
The structures of North American school systems are often based in what bell hooks called rote, assembly-line teaching that includes top-down instructional practices. As a result, teacher educators often serve in an authoritarian role, making the decisions about what knowledge is important and how it should be learned. By comparison, engaged pedagogy promotes collaboration, whereby teachers and students transgress educational norms and become act…
Intergenerational peer mentoring in an online jazz improvisation course
The purpose of this study was to explore how an intergenerational group of music students (ages 16–71) mentored each other in an online jazz improvisation course. This study is framed in Dewey’s notion of students sharing their knowledge and experiences with the teacher as facilitator and the following research questions guided this investigation: How did the participants engage in peer mentoring? What knowledge and experiences did they share wit…
Reaching to Transgress: A Critical Self-Study of a Teacher Education Program
Teaching to transgress, according to bell hooks, entails educators moving beyond an assembly-line approach to embrace integration of the mind, body, and spirit, and engaging in ways that honor the uniqueness of all students. The purpose of this study was to evaluate our music teacher education program in order to critically analyze how our practices may or may not transgress. In keeping with principles of S-STEP (Self-Study of Teacher Education P…
Valuing Racialized Student Voices: Transforming Learning Through Peer Mentoring
Although the practice of peer mentoring has had a place in education for many years, it has not routinely served as a platform for racialized students to use their voice in constructing their classroom learning. The history of music programs in the United States, with their dependence on Eurocentric music and disregard for the music of racialized persons, is a reminder that through the years, and continuing today, many programs only pay attention…
Online peer mentoring and remote learning
The spread of COVID-19 rapidly altered the way music teachers deliver instruction. Now instead of interacting face to face with their students in a classroom setting, instructors often have to teach their students remotely. This sudden transition from in-person to remote learning presents numerous challenges that require a rethinking of established teaching practices. Peer mentoring, for example, is a widely practiced instructional technique that…
Peer mentoring in an extracurricular music class
The purpose of this study was to explore how high school students mentored beginning fifth-grade students in an extracurricular music class for double-reed instruments. In this study, I investigated the role of peer mentoring with how high school mentors shared their knowledge and experiences, and the role of the teacher in this process. The following questions guided this study: How did the participants share their knowledge and experiences duri…
Counterpoint in the music classroom: Creating an environment of resilience with peer mentoring and LGBTQIA+ students
LGBTQIA+ (lesbian, gay, bisexual, transgender, queer, intersex, asexual) students face significant challenges that include peer harassment and health risks surpassing those of students who do not identify as being gay. Learning environments that include peer mentoring promote resilience and help LGBTQIA+ students gain a sense of well-being. Researchers in music education have recently begun to explore the various complexities that exist in the re…
Lifelong mentoring in an adult chamber ensemble
The learning and sharing of musical experiences via lifelong mentoring was explored in an adult amateur chamber ensemble at a community music school in the Northeast United States. Participants in this study included a flautist (retired Dean at a major university), a pianist (retired geneticist at a major university) and a bassoonist (employed as an architect during this study). I explored how and why the participants in this study engaged in the…
Health musicing in a community orchestra
Health musicing was explored in a community orchestra in a large metropolitan area in the Northeast United States. Participants in this study included both health care professionals (paediatrician, oncologist, haematologist) and non-health care professionals (accountant, architect) who performed with the orchestra, and the conductor. The following two questions guided this study: (1) How does health musicing function in this orchestra? (2) How do…
Peer Mentoring in a High School Jazz Ensemble
The use of peer mentoring in a successful high school jazz band was explored during one academic year of instruction using ethnographic techniques. Participants included primary informants (student jazz band members, director, assistant director, adult mentors) and secondary informants (guidance counselor, principal, parents, nonjazz band member students). Data analysis revealed that peer mentoring contributed to the success of a high school jazz…
Education for the new student at community colleges: A legacy and a hope
Peer Mentoring in a High School Jazz Ensemble
The use of peer mentoring in a successful high school jazz band was explored during one academic year of instruction using ethnographic techniques. Participants included primary informants (student jazz band members, director, assistant director, adult mentors) and secondary informants (guidance counselor, principal, parents, nonjazz band member students). Data analysis revealed that peer mentoring contributed to the success of a high school jazz…
Education for the new student at community colleges: A legacy and a hope
Peer Mentoring in a High School Jazz Ensemble
The use of peer mentoring in a successful high school jazz band was explored during one academic year of instruction using ethnographic techniques. Participants included primary informants (student jazz band members, director, assistant director, adult mentors) and secondary informants (guidance counselor, principal, parents, nonjazz band member students). Data analysis revealed that peer mentoring contributed to the success of a high school jazz…
Health musicing in a community orchestra
Health musicing was explored in a community orchestra in a large metropolitan area in the Northeast United States. Participants in this study included both health care professionals (paediatrician, oncologist, haematologist) and non-health care professionals (accountant, architect) who performed with the orchestra, and the conductor. The following two questions guided this study: (1) How does health musicing function in this orchestra? (2) How do…
Lifelong mentoring in an adult chamber ensemble
The learning and sharing of musical experiences via lifelong mentoring was explored in an adult amateur chamber ensemble at a community music school in the Northeast United States. Participants in this study included a flautist (retired Dean at a major university), a pianist (retired geneticist at a major university) and a bassoonist (employed as an architect during this study). I explored how and why the participants in this study engaged in the…
Counterpoint in the music classroom: Creating an environment of resilience with peer mentoring and LGBTQIA+ students
LGBTQIA+ (lesbian, gay, bisexual, transgender, queer, intersex, asexual) students face significant challenges that include peer harassment and health risks surpassing those of students who do not identify as being gay. Learning environments that include peer mentoring promote resilience and help LGBTQIA+ students gain a sense of well-being. Researchers in music education have recently begun to explore the various complexities that exist in the re…
Online peer mentoring and remote learning
The spread of COVID-19 rapidly altered the way music teachers deliver instruction. Now instead of interacting face to face with their students in a classroom setting, instructors often have to teach their students remotely. This sudden transition from in-person to remote learning presents numerous challenges that require a rethinking of established teaching practices. Peer mentoring, for example, is a widely practiced instructional technique that…
Peer mentoring in an extracurricular music class
The purpose of this study was to explore how high school students mentored beginning fifth-grade students in an extracurricular music class for double-reed instruments. In this study, I investigated the role of peer mentoring with how high school mentors shared their knowledge and experiences, and the role of the teacher in this process. The following questions guided this study: How did the participants share their knowledge and experiences duri…
Reaching to Transgress: A Critical Self-Study of a Teacher Education Program
Teaching to transgress, according to bell hooks, entails educators moving beyond an assembly-line approach to embrace integration of the mind, body, and spirit, and engaging in ways that honor the uniqueness of all students. The purpose of this study was to evaluate our music teacher education program in order to critically analyze how our practices may or may not transgress. In keeping with principles of S-STEP (Self-Study of Teacher Education P…
Valuing Racialized Student Voices: Transforming Learning Through Peer Mentoring
Although the practice of peer mentoring has had a place in education for many years, it has not routinely served as a platform for racialized students to use their voice in constructing their classroom learning. The history of music programs in the United States, with their dependence on Eurocentric music and disregard for the music of racialized persons, is a reminder that through the years, and continuing today, many programs only pay attention…
Intergenerational peer mentoring in an online jazz improvisation course
The purpose of this study was to explore how an intergenerational group of music students (ages 16–71) mentored each other in an online jazz improvisation course. This study is framed in Dewey’s notion of students sharing their knowledge and experiences with the teacher as facilitator and the following research questions guided this investigation: How did the participants engage in peer mentoring? What knowledge and experiences did they share wit…
Engaged pedagogy in teacher education: A literature review
The structures of North American school systems are often based in what bell hooks called rote, assembly-line teaching that includes top-down instructional practices. As a result, teacher educators often serve in an authoritarian role, making the decisions about what knowledge is important and how it should be learned. By comparison, engaged pedagogy promotes collaboration, whereby teachers and students transgress educational norms and become act…
Frederick’s Story: A Portrait of an Adult Amateur Musician
The purpose of this study was to explore why an amateur musician decided to begin playing the flute as an adult, their motivation for devoting their leisure time to music making, and their musical identity. Serious leisure theory served as the theoretical framework for this study. Research questions that guided this study included: (1) Why did the participant begin music making in adulthood? (2) What motivated the participant to continue music ma…
Diverse Music Education Insights (11 works) · Psychology (11 works) · Pedagogy (10 works) · Sociology (8 works) · Music education (6 works) · Mathematics education (5 works) · Peer mentoring (5 works) · Reflective Practices in Education (4 works) · Computer Science (3 works) · Medical education (3 works)