On the quality of professional development in the United States
Examining music educators’ experiences, sentiments, and emotions
Bibliographic Data
| ID | 21489840 |
|---|---|
| Authors | Brian C Wesolowski (0000-0003-0615-9277, University of Georgia, corresponding author), Michael A Alsop (0000-0001-8429-8323, University of Georgia), Myriam I Athanas (University of Georgia), Levi H Dean (University of Georgia) |
| Year | 2022 |
| Volume | 40 |
| Issue | 1 |
| Pages | 26-52 |
| Publication date | 2022-02-01 |
| Peer Reviewed | Yes |
| Open Access | Yes |
| Type | ARTICLE |
| Venue | International Journal of Music Education (JOURNAL) |
| Journal identifiers | ISSN: 0255-7614 • E-ISSN: 1744-795X |
| Publisher | SAGE Publications (PUBLISHER • US) |
| DOI | 10.1177/02557614211019149 |
| OpenAlex | W3168337073 |
| Language | EN |
| Citations received | 3 |
| References cited | 47 |
The purpose of this study was to develop a valid and reliable assessment tool to measure music educators’ participation in and perceptions of their high-quality professional development (PD) experiences. A sample of 450 in-service music educators across the United States completed a 78-item rating scale embedded within 10 domains reflecting high-quality PD criteria: (a) content, (b) evidence/research, (c) coherence, (d) relevance, (e) active learning, (f) application, (g) collaboration, (h) reflection, (i) feedback, and (j) duration. Participants also answered the open-ended question, “What are some adjectives you would use to describe your overall professional development experiences?” Data were analyzed using Rasch measurement analyses and sentiment analyses. Results indicated an overall acceptable data-to-model fit, with the content domain reflecting most participation and the duration domain reflecting least participation. Bias analyses suggested that music educators received systematically different quality PD experiences based upon their teaching area and/or grade-level emphases. Participants had an overall positive sentiment of their PD experiences, which positively correlates with the level of quality PD they experienced ( r = 0.42, p
Developmental psychology · Faculty Development · Medical education · Music education · Pedagogy · Perception · Professional development · Rasch model · Rating scale · Applied Psychology · Diverse Music Education Insights · Medicine · Neuroscience and Music Perception · Psychology · Social Psychology · Teacher Education and Leadership Studies
Korean secondary music teachers’ perspectives
Patterns of engagement with professional development among in-service primary music teachers in China and their associations with teaching readiness, school identification, and job satisfaction
Professional Development Among U.S. Music and Non-Music Teachers
Policies That Support Professional Development in an Era of Reform
Effects of Professional Development on Teachers’ Instruction
What Works in Professional Development?
A Primer on Effective Professional Development
The evolution of sentiment analysis—A review of research topics, venues, and top cited papers
Primary school music teachers’ professional development motivations, needs, and preferences
Teacher behaviour and student outcomes
Professional Development Quality in U.S. Music Education
Is Music Teacher Professional Development Becoming More Effective? Evaluating Practice and Policy in the United States, 1993–2012
What Makes Professional Development Effective? Results From a National Sample of Teachers
Improving Impact Studies of Teachers' Professional Development
An argument for basic emotions
Preparing Educational Leaders to Close Achievement Gaps
| Unique citing works | 3 |
|---|---|
| Citations per year | 1 |
| Citation span | 2023 - 2025 (3) |
| Citation velocity | recent |
| Highly cited | No |
| Citation types | Neutral: 3 |