THE RELATIONSHIP BETWEEN JOHN I. … relationship between john i. goodlad’s twenty postulates and...

THE RELATIONSHIP BETWEEN JOHN I. GOODLAD’S TWENTY POSTULATES

AND EARLY FIELD EXPERIENCES IN MUSIC TEACHER EDUCATION

by

LAUREN SHUTT RINGWALL

(Under the Direction of Mary A. Leglar)

ABSTRACT

John Goodlad has been a respected voice in the area of school and curriculum

reform since the late 1960s. In the early 1990s he expanded his work to include teacher

preparation, calling for a “simultaneous renewal” of both schools and teacher education.

In 1991 he proposed a set of 19 suggestions to strengthen teacher education programs and

thereby improve K-12 education (1994). Since 2000, when a 20th was added to the list,

these precepts have been known as the “Twenty Postulates.” They set forth specific

criteria for programs leading to the certification of teachers in a format that would engage

the school site in simultaneous renewal of its own mission while providing a training site

for future educators. Among other benefits, the Postulates offer a design model for the

administration of field experience collaborations between universities and public schools.

The purpose of this study is (a) to examine Goodlad’s Twenty Postulates in relation to

current school-university collaborations in teacher education; and (b) to determine to

what extent Goodlad’s model is currently being used in music teacher education

programs in colleges and universities in the United States.

INDEX WORDS: music teacher education, John I. Goodlad, field experiences,

Twenty Postulates, school-university collaborations



by


Bachelor of Music, Georgia Southern University, 1991

Master of Music, Georgia Southern University, 2000

A Dissertation Submitted to the Graduate Faculty of The University of Georgia in Partial

Fulfillment of the Requirements for the Degree

DOCTOR OF MUSICAL ARTS

ATHENS, GEORGIA

2006

© 2006

Lauren Shutt Ringwall

All Rights Reserved



by


Major Professor: Mary A. Leglar

Committee: Allen Crowell

Adrian Childs

David Haas

Donald Lowe

Electronic Version Approved:

Maureen Grasso

Dean of the Graduate School

The University of Georgia

August, 2006

iv

DEDICATION

This document is dedicated to H. Jack Mullis, who started me on this path, and to Mark

Ringwall, who traveled it with me.

v

ACKNOWLEDGEMENTS

Many thanks are extended to the members of my doctoral committee for their support,

encouragement and wisdom throughout my studies.

vi

TABLE OF CONTENTS

Page

ACKNOWLEDGEMENTS.............................................................................................................v

CHAPTER

1 INTRODUCTION .........................................................................................................1

Purpose of the Study..................................................................................................3

Need for the Study.....................................................................................................4

Limitations of the Study ............................................................................................5

Definition of Terms ...................................................................................................5

Document Organization ............................................................................................6

2 REVIEW OF LITERATURE ........................................................................................8

Definition and Implications of Goodlad’s Postulates................................................8

Goodlad’s Early Work...............................................................................................9

A Collaborative Model ............................................................................................11

Research Related to Goodlad’s Model ....................................................................17

The Early Field Experience.....................................................................................26

The Nature of Early Field Experiences ...................................................................27

Theoretical Proposals ..............................................................................................28

Practical Applications..............................................................................................43

3 PROCEDURES............................................................................................................53

Summary of Procedures ..........................................................................................53

Subjects ...................................................................................................................54

vii

Survey Design and Distribution ..............................................................................55

Treatment of Data....................................................................................................57

4 ANALYSIS OF DATA................................................................................................58

Survey Response Rate .............................................................................................58

Data Analysis ..........................................................................................................61

5 FINDINGS...................................................................................................................97

6 DISCUSSION AND CONCLUSIONS .....................................................................103

REFERENCES ............................................................................................................................108

APPENDICES .............................................................................................................................128

A PILOT STUDY..........................................................................................................128

B COVER LETTER FOR STUDY...............................................................................130

C SURVEY....................................................................................................................141

CHAPTER 1

INTRODUCTION

John Goodlad has been a respected voice in the area of school and curriculum

reform since the late 1960s. In the early 1990s he expanded his work to include teacher

preparation, calling for a “simultaneous renewal” of both schools and teacher education.

In 1991 he proposed a set of 19 suggestions to strengthen teacher education programs and

thereby improve K-12 education (1994). Since 2000, when Postulate 20 was added to the

list, these precepts have been known as the “Twenty Postulates.” They set forth specific

criteria for programs leading to the certification of teachers in a format that would engage

the school site in simultaneous renewal of its own mission while providing a training site

for future educators. Among other benefits, the postulates offer a design model for the

administration of field experience collaborations between universities and public schools.

Goodlad’s Twenty Postulates, which have been adapted to many school sites and

training programs, are as follows:

1. Programs for the education of the nation’s educators must be viewed by

institutions offering them as a major responsibility to society and be adequately

supported and promoted and vigorously advanced by the institution's top

leadership.

2. Programs for the education of educators must enjoy parity with other

professional education programs, full legitimacy and institutional commitment,

and rewards for faculty geared to the nature of the field.

3. Programs for the education of educators must be autonomous and

secure in their borders, with clear organizational identity, constancy of budget and

personnel, and decision-making authority similar to that enjoyed by the major

professional schools.

4. There must exist a clearly identifiable group of academic and clinical

faculty members for whom teacher education is the top priority; the group must

be responsible and accountable for selecting diverse groups of students and

2

monitoring their progress, planning and maintaining the full scope and sequence

of the curriculum, continuously evaluating and improving programs, and

facilitating the entry of graduates into teaching careers.

5. The responsible group of academic and clinical faculty members

described above must have a comprehensive understanding of the aims of

education and the role of schools in our society and be fully committed to

selecting and preparing teachers to assume the full range of educational

responsibilities required.

6. The responsible group of academic and clinical faculty members must

seek out and select for a predetermined number of student places in the program

those candidates who reveal an initial commitment to the moral, ethical, and

enculturating responsibilities to be assumed, and make clear to them that

preparing for these responsibilities is central to this program.

7. Programs for the education of educators, whether elementary or

secondary, must carry the responsibility to ensure that all candidates progressing

through them possess or acquire the literacy and critical-thinking abilities

associated with the concept of an educated person.

8. Programs for the education of educators must provide extensive

opportunities for future teachers to move beyond being students of organized

knowledge to become teachers who inquire into both knowledge and its teaching.

9. Programs for the education of educators must be characterized by a

socialization process through which candidates transcend their self-oriented

student preoccupations to become more other-oriented in identifying with a

culture of teaching.

10. Programs for the education of educators must be characterized in all

respects by the conditions for learning that future teachers are to establish in their

own schools and classrooms.

11. Programs for the education of educators must be conducted in such a

way that teachers inquire into the nature of teaching and schooling and assume

that they will do so as a natural aspect of their careers.

12. Programs for the education of educators must involve future teachers

in the issues and dilemmas that emerge out of the never-ending tension between

the rights and interests of individual parents and interest groups and the role of

schools in transcending parochialism and advancing community in a democratic

society.

13. Programs for the education of educators must be infused with

understanding of and commitment to the moral obligation of teachers to ensure

equitable access to and engagement in the best possible K-12 education for all

children and youths.

14. Programs for the education of educators must involve future teachers

not only in understanding schools as they are but in alternatives, the assumptions

underlying alternatives, and how to effect needed changes in school organization,

pupil grouping, curriculum, and more.

15. Programs for the education of educators must assure for each

candidate the availability of a wide array of laboratory settings for simulation,

observation, hands-on experiences, and exemplary schools for internships and

3

residencies; they must admit no more students to their programs than can be

assured these quality experiences.

16. Programs for the education of educators must engage future teachers in

the problems and dilemmas arising out of the inevitable conflicts and

incongruities between what is perceived to work in practice and the research and

theory supporting other options.

17. Programs for the education of educators must establish linkages with

graduates for purposes of both evaluating and revising these programs and easing

the critical early years of transition into teaching.

18. Programs for the education of educators require a regulatory context

with respect to licensing, certifying, and accrediting that ensures at all times the

presence of the necessary conditions embraced by the seventeen preceding

postulates.

19. Programs for the education of educators must compete in an arena that

rewards efforts to continuously improve on the conditions embedded in all of the

postulates and tolerates no shortcuts intended to ensure a supply of teachers.

20. Those institutions and organizations that prepare the nation's teachers,

authorize their right to teach, and employ them must fine-tune their individual and

collaborative roles to support and sustain lifelong teaching careers characterized

by professional growth, service, and satisfaction. (Source: The National Center

for Educational Renewal)

Purpose of the Study

The purposes of this study were (a) to examine Goodlad’s Twenty Postulates in

relation to current school-university collaborations in teacher education; and (b) to

determine to what extent Goodlad’s model is currently being used in music teacher

education programs in colleges and universities in the United States.

Research questions were as follows:

1. Is the music teacher education program viewed by colleges and universities as a

major responsibility to society? [Postulates 1, 2]

2. Do music teacher educators perceive their programs to be adequately supported

and promoted by the institution’s top leadership? [Postulates 1, 2]

4

3. To what extent do university faculty and school site supervising teachers

engage in collaborative planning for pre-student teaching field experiences in music?

[Postulates 3, 4, 5, 7, 9, 10]

4. What formats are used for collaborative planning between school site teachers

and university faculty? [Postulates 3, 4, 5, 7, 8, 9, 13, 15, 16]

5. Prior to initial early field experiences, do music teacher educators address non-

teaching issues (conflicts between current practice and other options, teacher role

socialization, and school/interest group tension)? [Postulates 6, 7, 9, 12, 15, 16]

6. Are early field experiences more commonly offered as a component of

coursework or as a separate course? [Postulates 10, 15]

7. What criteria are most often used in selecting school sites for early field

experiences? [Postulates 10, 15]

8. Do pre-service teachers utilize research in preparation for work in the

classroom? [Postulates 11, 14, 16]

9. Do music education faculty maintain contact with recent graduates for the

purpose of easing their transition into teaching and for program evaluation and reform?

[Postulates 17, 18, 19, 20]

Need for the Study

An examination of the literature yields numerous publications on the topic of

school reform in response to recent government mandates and on the need for reform in

teacher education programs. Goodlad, for example, has been actively involved in

research on school and teacher education reform since 1970 and has recently emphasized

the importance of “simultaneous reform” (Goodlad, 2003, 2002, 2000, 1999, 1996, 1994,

5

1993, 1992, 1990, 1988, 1986, 1983, 1970; Goodlad, Soder and Sirotnik, 1990). Though

teacher education reform and school-university collaborations have been treated by some

authors, none have directly assessed the extent to which college and university music

education programs are responding to Goodlad’s specific suggestions for simultaneous

renewal in teacher education and P-12 education. In particular, none have assessed

impact of Goodlad’s work on collaboration between university and school site faculty in

providing early field experiences in music education.

Limitations of the Study

Data describing current practices in early field experience collaborations between

universities and public schools was gathered from colleges and universities in the United

States. Data collection will be limited to institutions accredited by both the National

Association of Schools of Music (NASM) and the National Council for the Accreditation

of Teacher Education (NCATE) that offer a Bachelor of Music Education degree or the

equivalent at the undergraduate level. The study was further limited to the flagship public

institution in each state and the next largest institution that meets the stated criteria (N =

100).

Definition of Terms

The terms in this study will be defined as follows:

Apprenticeship approach: A model based on work in the classroom supervised by a

master teacher.

Clinical faculty/cooperating teacher/mentor: A public school teacher who supervises

early field experiences in his or her classroom.

6

Early field experience: An observation and/or teaching opportunity in the public schools

that occur prior to the student teaching term.

Partner school: A public school site which works in collaboration with the university to

plan and evaluate early field experiences.

Pre-service teacher: An undergraduate student enrolled in a degree program leading to

certification in P-12 education.

Twenty Postulates: The set of 20 precepts set forth by Goodlad for simultaneous renewal

of teacher education and public school programs.

School site: The public school setting where pre-service teachers engage in early field

experiences.

School-university partnership: A formal program involving university faculty and public

school teachers in the planning and administration of early field experiences.

Document Organization

The document is organized as follows:

Chapter 1. Introduction

Chapter 2. Review of Literature

Chapter 3. Procedures

Chapter 4. Analysis of the Data

Chapter 5. Findings

Chapter 6. Discussion and Conclusions

7

CHAPTER 2

REVIEW OF LITERATURE

Since the National Committee on Excellence in Education published the

groundbreaking work A Nation at Risk in 1983, teacher education has been drawn into

sharp focus as the means to reform education and to effect the types of change that will

benefit students well into the 21st century. In 1986 the Carnegie Task Force on Teaching

as a Profession followed A Nation at Risk with a report geared toward the preparation of

teachers, A Nation Prepared: Teachers for the Twenty-First Century, which responded to

the alarms raised by the 1983 document with a sense of urgency that 21st century

teachers needed to be trained to meet the needs of a changing student population.

John Goodlad, Professor Emeritus at the University of California, Los Angeles

and the University of Washington, and one of the most influential voices in teacher

education reform, wrote in 1991:

There is a natural connection between good teachers and good

schools [which] has largely been ignored…Excellent teachers do not in

themselves ensure excellent schools.

But it is folly to assume that schools can be exemplary when their

stewards are ill prepared…With the whole of teacher training enterprise

conducted in conditions of near impoverishment (with respect to resources

of money and faculty time), it is little wonder that teacher education is

Second Hand Rose and that teaching is a not-quite profession. (pp. 2, 3,

268)

8

Development and Implications of Goodlad’s Postulates

Goodlad formulated his Twenty Postulates based on the results of a study

conducted in the late 1980s which examined the teacher preparation programs of 29

public and private colleges and universities in eight states (Goodlad, Soder, & Sirotnik,

1990). This study followed Goodlad’s 1984 study of schools, and the combination of the

results of these two projects was the impetus for Goodlad’s theory of the simultaneous

renewal of education and teacher training programs. In 1985 Goodlad formulated 19

postulates for teacher education reform that served as the basis for the creation of the

Center for Educational Renewal at the University of Washington. (He added a 20th

postulate in 2000.) The Center grew from two projects conducted by Goodlad and

Sirotnik in the 1970s and early 1980s, A Study of Educational Change and School

Improvement and A Study of Schooling. After the establishment of the Center, Goodlad

and colleagues began an in-depth Study of the Education of Educators (SEE) in the

United States. The Center then established the National Network for Educational

Renewal (NNER), to which public schools could apply to become members. As the

underlying philosophy for the NNER, member schools must demonstrate a commitment

to “site-based management and school renewal” (Goodlad 1994, p. 89), including reform

of their curriculum and a documented desire to train teachers. In 2001 the NNER

consisted of 33 colleges and universities, 100 school districts, and nearly 500 partner

schools (Parkay & Stanford, 2001, p. 486).

The 1990 study by Goodlad, Soder, and Sirotkik found disjuncture in the

administration of teacher training programs, especially in respect to field experiences.

Teacher training students were taught by several different segments of the faculty, often

9

with little to no contact between faculty members in terms of course content, peer- and

field-teaching activities, and contextual teaching experiences. College and university

faculty members were not compensated adequately for field supervision, either by credit

hours rewarded for supervision or in monetary remuneration. The most carefully planned

programs were found in smaller, liberal arts colleges, where the students felt a strong

sense of identity with one another and with their faculty supervisors, and where faculty

were encouraged to place their efforts in the classroom rather than in research and

publication, and were thus allocated the resources and time to devote their attention to the

supervision of pre-service teachers (Colwell & Wing, 2004).

Goodlad’s Early Work

Throughout his career Goodlad has asserted that school reform and teacher

education reform are “dependent, interrelated, and interacting components of one social

system, albeit a malfunctioning one” (1970). His main concern was a duple problem

regarding the preparation of teacher education students: the schools of education were not

preparing future teachers for the dynamic classroom of the present day, and the classroom

setting was not responding to the changing needs of its constituents, the students.

Goodlad examined the course content in teacher education programs and declared that

courses must be “about something,” directly relating to the process of teaching and

learning, rather than simply transmitting information, as was the educational model of the

past. The need for extensive hands-on experience was articulated throughout Goodlad’s

work, and continues to be the focus of his precepts. “In effect, then,” Goodlad wrote,

the teacher education program must be academic and clinical in character. The

future teacher must teach individuals in groups; he must manage a class; he must

10

become a participating member of a faculty group, seeking to change a segment

of school practice; and he must, simultaneously, inquire into all of these as he

experiences them. The courses about education, in turn, must place all of this in

perspective without losing either figure or ground (Goodlad, 1970).

A major influence on Goodlad’s work was James Bryant Conant’s 1963 work The

Education of American Teachers. Conant urged colleges of education and liberal arts

faculties to work together in the interest of training future educators, rather than spending

their time “wringing their hands” about the current status of teacher education. Conant

became a mediating force between the competing political entities of education, seeking

to unite them and forge compromises whereby all could be best served. The Education of

American Teachers was a widely read and highly controversial work, with some critics

labeling it a drastic departure from the status quo in teacher education, and others

viewing its recommendations as redundant. Some critics felt that in the 27

recommendations Conant set forth, he ignored the basic structure of the school

curriculum as an important aspect of the training of future teachers, and that he focused

instead on too many political and legislative aspects of the teacher education program.

Goodlad often referred to Conant’s work in the development of the Twenty Postulates,

and expanded on Conant’s call for the participating entities to work together for mutual

benefit.

Goodlad referenced Conant’s study, summarizing the comments of new teachers

regarding their training in colleges of education:

But this is not how teacher education courses have been constructed and taught.

One result is the substantial disillusionment of the student who comes into them.

He expects to get his hands dirty and his feet wet in real classrooms with real

children or youth. At least this is what literally thousands of young men and

women told us when we interviewed them through James B. Conant’s study of the

education of American teachers. Instead, they find themselves to be largely

passive recipients of learning fare not too unlike that in psychology, philosophy,

11

history or whatever. Consequently, they condemn their education courses, not so

much for their intellectual impoverishment as for their failure to bring them into

the nitty gritty of teaching itself (Goodlad, 1970, p. 245).

Goodlad also found a concurrent and often conflicting set of values with which

the pre-service teacher is often faced, from the theoreticians of the history, philosophy,

and psychology of education to the hands-on classroom teacher, with the methods and

practicum professors falling somewhere in the middle. The student moves through

various value systems, culminating in the apprenticeship of student teaching, where the

overarching philosophy tends to re-create the current system, rather than focusing on

inquiry as a mode for change and renewal.

A Collaborative Model

Goodlad identified three separate faculty groups, all of whom are influential in the

education of the future teacher: The liberal arts and sciences faculty, the

education/methods faculty, and the public school faculty, the third of which wields the

most influence on the development of the novice teacher, yet commonly has the least

amount of input into the teacher education curriculum. The creation of what Goodlad

labeled the “center of pedagogy“ would bring these three groups together in a shared

partnership, where each group held an equal say in the planning and assessment of pre-

service teacher education activities (Farrace, 2002).

The dual mission of the university faculty—research and teaching—was

identified by Goodlad as impeding the professional development of pre-service teachers.

Pressures on university faculty to produce plentiful research, he feared, were taking away

valid time and resources that could be devoted to the development of future teachers.

12

Goodlad called for the clinical experience to move to a more individualized form of

instruction, with the one-on-one relationship between the pre-service teacher and the

clinical faculty member being paramount to the program’s success in training teachers.

Goodlad called for “an interrelated series of proposals” to address both core

issues: the renewal of schooling itself, and a concurrent revision of teacher education as a

whole. Beginning with the baccalaureate program, Goodlad proposed a curriculum in

which every course taken by the pre-service teacher in the university setting should be

geared toward the eventual entry into the teaching field.

According to Goodlad, even core courses, such as math, should be centered for

the education major around the goal of preparing him or her to teach. From the beginning

he emphasized the importance of clinical experiences in teacher preparation. Admission

to the teaching program would be immediately followed by membership in a

“collaborating school” that functions in conjunction with the college or university

campus. These early experiences would include the pre-service teacher’s duties as a

teacher aide, acclimating the student to the classroom environment and serving as a

limited to hands-on experience in the school. As the student moved through the teacher

education program, duties and responsibilities would increase from teacher aide to intern

to ultimately “resident teacher” status, much like the medical resident status used by

Conant as a model for the clinical internship (Goodlad, 1970).

The clinical faculty would consist of practitioners in the schools who have been

identified as having superior teaching skills. These teachers would be called upon to

explore and share with pre-service teachers their motivations and processes for delivering

effective instruction in the classroom. This inclusion of the classroom teacher would

13

bridge an existing gap in many teacher education programs, wherein many of the

education professors are many years removed from the day-to-day workings of the

classroom and are unable to identify current trends and practices in school development.

This is not to say that the classroom faculty member would replace the education

professor in providing instruction in the teacher education program. The clinical faculty

based in the school site would work in concert with the college or university education

faculty to present seminars on topics of interest to beginning teachers. This collaborative

approach to teaching would yield results both in the nature of educational inquiry and in

the needs of the developing teacher.

A rethinking of the sequence of education courses was another aspect of

Goodlad’s recommendations. Goodlad asserted that “it is unrealistic to believe that any

sequence of courses, however carefully prepared, will suffice for all students” (Goodlad,

1970, p.248). Rather than designing the teacher preparation curriculum as a straight line

approach, with a specific sequence undertaken by all students, Goodlad proposed that an

interchangeable set of modules in various media be used to identify certain needs of

certain pre-service teachers. The modules would be selected by the faculty as needs are

assessed through a feedback system administered by the clinical and university faculty in

response to guided teaching experiences in the collaborating school.

Inquiry as a component of Goodlad’s model extends not only to the evaluation of

pre-service teachers’ experiences, but to the experiences of all participants in the

collaborating school. Regular critiques of teaching by all members of the teaching team

would be conducted, with examples being reviewed from aides, interns, resident teachers

and clinical faculty. This would add a particular dimension to the inquiry process, as pre-

14

service teachers would not only be the recipients of critical analysis of their own

teaching, but would also actively participate in discussion and analysis of model teaching

experiences with clinical faculty and peers on their teaching team.

By establishing Centers of Pedagogy, colleges of education would foster a regular

relationship with the school site, working together in a partnership that would benefit

from its longevity, as university faculty members and clinical faculty work together in

setting goals and establishing procedures. This centralization of field experiences would

also allow the program to address deficiencies in pre-service teachers who may be

lacking in academic or teaching skills, enabling the faculty to use remediation strategies

to develop skills prior to the student teaching experience, where most deficiencies are

currently identified. According to Goodlad (1991):

Present procedures in teacher education simply perpetuate the course-taking

syndrome so deeply imbedded in our entire system of education [and] guarantee

only that future teachers meet the academic demands of classes, not that they

demonstrate growth in traits essential to effective teaching. (p. 242)

The Centers of Pedagogy would serve to imbed teaching in every aspect of the

pre-service teacher’s preparation from the inception of the program and replace the

traditional model of taking courses for two or three years, then entering the classroom on

a limited basis. Work in the college classroom would occur concurrently with field

experiences in the center of pedagogy, with the school site teachers and the university

faculty sharing responsibility for the authorship of goals, aims and syllabi for courses, as

well as the planning, supervision and evaluation of preservice teachers.

The collaborative model proposed by Goodlad called for a more stringent

acceptance policy for education majors, and thus caused controversy in schools where

education was a well-populated program. Goodlad stated that schools of education should

15

limit their number of students accepted into the program to the number that could be fully

served by an intensive, hands-on program. Countering his critics who asserted that a

highly selective program would endanger a vocation that was already beset by critical

shortages of personnel, Goodlad countered that, at the time of writing, it currently took

“five or six teachers to make a full career,” due to attrition (Farrace, 2002; Turner, 2001).

A more complete, in-depth preparatory experience would guide and support the

beginning teacher and limit the number of beginning teachers who resign and choose

other career tracks due to a sense of isolation and ill-preparedness in the early years of

their teaching experience (Thomas and Loadman, 2001).

Goodlad’s assertion that the preparation of teachers would be better served by a

five-year program of study, with the fifth year consisting of a full-time, field teaching

experience has been supported in the literature, as well. Thomas and Loadman (2001)

reported that a 1990 benchmark study identified the satisfaction rate to be higher among

graduates from five-year baccalaureate programs in education, as compared to their

counterparts in four-year education programs:

The seven-year study suggested that graduates from five-year programs, in comparison

with four-year program graduates, are more satisfied with the quality of and time for

preparation, are more satisfied with their internships, are more confident in their teaching

ability, and enter the profession in higher numbers, at higher pay rates, and stay in the

profession longer than those from four-year degree programs.

Also, data from five-year program graduates showed that they rated 11 of their 12

classroom skill indicators “very good” at much higher rates than did their counterparts

from four-year programs.

16

In 1999, Goodlad summarized six “lessons” for the establishment and

continuation of the “symbiotic partnership” between universities and public schools

necessary for the in-depth preparation necessary to the future of teacher education and

school renewal. First, both the school site and the university must place teacher education

at the fore in their mission and avoid the “myopic tendency,” found particularly in

colleges and universities, to consider primarily their own role in the process. Second,

Goodlad expands Conant’s analogy of the teaching hospital collaboration to include the

idea that there must be several “teaching” schools in place, in order to provide numerous

and varied teaching experiences. Third, the administration must be prepared to respond to

the need for a different structure of management in order to address staffing, budgetary,

organizational, governmental and curricular concerns. Fourth, aspecific mission must be

in place at the inception of the program, not as an afterthought following program

activities. The mission would clearly delineate duties and responsibilities of the different

groups participating in the field experience process and articulate specific conditions

under which all entities would exist and perform. Fifth, given the cyclical and transitory

nature of administrators and faculty in all groups, governance of the program must be

shared so that the departure of one administrator or faculty member does not disrupt the

entire program and cause a chain reaction of restructuring and reorganization. Finally, the

top administration of colleges and universities must promote and encourage faculty

involvement on a daily basis to the activities surrounding teacher education. Lessening

the pressure to engage in outside research and publication and giving adequate release

17

time and teaching credit for working with teacher education candidates is a worthwhile

venture and should be supported by the university (Goodlad, 1999).

Research Related to Goodlad’s Model

Giebelhaus and Bowman (2002) investigated the current practices in mentoring

pre-service teachers and found that the most commonly used criteria for the selection of

mentors was the willingness on the part of the classroom teacher to supervise a field

experience participant. In their study, the group that received extensive orientation and

training in mentoring practices reported a greater understanding of their duties and

responsibilities for the field experience and a greater sense of communication with the

university campus. Classroom teachers were trained in the supervision of four main

areas: organizing student knowledge, creating an environment for student learning,

teaching for student learning, and teacher professionalism. Prior to the study, field

experience supervisors in the public school classroom reported uncertainty with their

roles and the feedback to be given to the pre-service teacher, both in amount and format.

Giebelhaus and Bowman concluded that effective mentoring models could serve as a

guiding force in what is one of the most crucial stages of the pre-service teacher’s

development.

Ganser and Wham (1998) surveyed 454 classroom teachers regarding their

supervision of field experiences and found that while the field experience in both the

early and student teaching stages was the single most important influence on the

development of the pre-service teacher, communication with the university campus is

often scattered or, in extreme cases, lacking entirely. Supervising classroom teachers

18

reported a high degree of personal satisfaction with the experience of guiding a young

teacher, but benefits in terms of compensation and other credit given were lacking.

Validation of the veteran teacher’s practices and knowledge was reported to be a benefit

of the experience, and the opportunity to assess and gain new knowledge of current

practices was seen by the respondents as being beneficial, even after the field experience

had concluded. The Goodlad model addresses these needs, allowing the university faculty

members access to current classroom and school conditions and the classroom teacher

access to recent research for use in the planning of curriculum and classroom actitivites.

Glass (1997) agreed with other researchers that the amount and nature of

communication within the triad is of the utmost importance to the success of the field

experience program. Clear expectations and goals must be established at the beginning of

the experience, with all members participating in the articulation of objectives.

Encouragement of reflective practice must be an integral part of the experience. Most of

the existing research focused on the role of the cooperating teacher, thus there is a need in

the research base for in depth study of the university supervisor’s role. Glass found that

many university supervisors lack training in supervisory procedures. The pre-service

teacher, then, is often caught between the cooperating teacher, the university supervisor

and the university policies which may or may not have been clearly articulated to the

triad members, including the university supervisor. The university supervisor can

contribute a wealth of expertise to the group by providing constructive criticism from the

viewpoint of someone who is not in the classroom on a daily basis and thus brings a fresh

perspective into the site, and by helping to focus conversations on educational issues at

hand. The university supervisor also addresses issues of professional growth as well as

19

socialization, emotional and technical issues that arise during the experience. There is a

continued need for interaction between the cooperating teacher and the university

supervisor, with the university supervisor usually stepping in only when corrective action

is needed, according to Glass. If the university supervisor is unavailable and visits are

sparse, the shift of the partnership changes from a triadic relationship to a dyadic one,

consisting of the field experience participant and the cooperating teacher.

The college supervisor’s role is often seen as the least defined role, as daily

contact is seldom present. Institutional support for field supervision by university faculty

members is often lacking, being placed as a low priority in the faculty load, and lacking

rewards in both credit toward tenure and monetary compensation. Existing research also

compared the supervisory tasks of the cooperating teacher and university supervisor,

finding that the cooperating teacher tended to focus on the immediate classroom setting,

with site-specific and classroom management concerns forming the bulk of the

cooperating teacher’s concerns. The university supervisor tended to focus on roles and

responsibilities of the triad members, as well as conducting the business pertaining to the

experience: placement, scheduling and other administrative tasks. The multiple studies of

field experience in general education tend to focus on the same factors, when it is the

form and content of training that is in need of investigation. At the same time, music

teacher educators should employ the same methods of reflective inquiry to examine their

own practices in teaching, especially in the areas of modeling and effective supervision

practices.

20

Collaboration in field experience was also investigated by Neirman, Zechner and

Hobbel (2002). Often collaboration extended only as far as the assignment of students to

field experience locations, with no real exchange of ideas taking place in the areas of

planning for instruction, evaluation and the setting of goals for the field experience.

Fant (1996) found a lack of systemized, development of a proscribed teacher

education program in the colleges and universities in the study, with many decisions

being based on convenience and tradition, rather than reflection, program evaluation and

ongoing scholarly inquiry. Most of the programs studied cover the same topics in

coursework and field experience requirements, but there existed a wide divergence in the

time allotted to these topics and to the emphasis placed on certain activities. Most

notably, Fant found a range of 0–300 hours in the total requirements for field experience

hours in the colleges and universities included in the study. The nature of early field

experience activities was widely divergent as well, including both live observations and

the viewing of videotaped lessons, micro- and macro-teaching experiences, observation

journals and evaluations, internships, reflective seminars and laboratory classes. The

placement of early field experience was varied as well, with some schools including early

field experiences in the foundations of education curriculum, others including it as part of

the methods class, and still others requiring observation visits and teaching outside the

existing curriculum as a supplement to methods and foundations courses. The tendency in

the earliest field experiences was to have visits conducted in a group, for observation

purposes only. Some programs offer a choice of classrooms based on the pre-service

teacher’s interest in future teaching placements, while others mandated that all

participants visit all levels and areas of instruction in order to familiarize them to a wide

21

range of teaching responsibilities. The number of visits by the preservice teacher to the

school site varied from one visit to twenty-five sessions, spaced over several months,

with the average clock hour requirement falling in the range of 40–60 hours for the

observation component of the program. Goodlad’s model standardizes the field

experiences, embedding it as a natural and concurrent facet of the teacher training

program.

Wollenzien (1999) studied existing music teacher education programs in the

North Central division of the Music Educators National Conference, based on the work of

Schmidt in 1985. The research survey included the number of student teachers in

representative institutions during the previous academic year, the use of semester or

quarter systems and the ways in which the academic calendar affected the scheduling of

pre-service field experiences, requirements regarding clock hours mandated during the

field experience including students teaching, and degrees and emphasis offered by

participating institutions. Additionally, the numbers of hours required in certain areas of

the music education degree coursework were compared, with the basic divisions of

coursework being music, music education, student teaching, professional education and

general education/liberal arts courses.

The methods classroom is not without benefits to the pre-service teacher.

Thiessen and Barrett (2002) investigated the New Teacher Assessment and Support

Consortium, stating that “although university classrooms can scarcely recreate the

conditions practicing teachers face in elementary and secondary schools, their use as

fertile hatcheries for ideas, closely interfaced with field experience, will lead to the

development of pre-service teachers’ capacities for innovative and collaborative

22

endeavors.” The authors are in agreement with the findings of Cannon (2002) and Willis

(1989), that the university must also look beyond the school to the community in offering

teaching experience to their music education students, not to supplant the field

experience, but to enhance it.

Hopkins, Hoffman, and Moss (1997) articulated the benefits of the PDS model,

which references the work of Goodlad, to the public school teacher:

1. The improvement of learning experiences in the classroom

2. The opportunity to participate in the development of the profession

3. The opportunity to determine the settings in which educators function

4. The development of a sense of responsibility for teacher education through

active involvement in the preparation of pre-service teachers.

They further concluded that in place of the earlier, triadic relationship of university

supervisor-public school supervisor-pre-service teacher, the PDS model would provide

consistency among field experience placement sites, establish clear expectations for the

teaching duties and evaluation of participants, and elevate the status of the classroom

teacher to that of a participating clinical faculty member, serving as an equal voice in the

school-university relationship.

Goodlad’s recommendations have been used in many colloquia, seminars,

publications and programs designed to reform and renew the teacher education

curriculum. In 1991, the University of Northern Iowa held an invitational conference to

address perceived problems in teacher education, many of which were articulated by

Goodlad. The nature of the conference, as Goodlad advocated for the nature of teacher

education, was collaborative, with Goodlad’s 1990 book Teachers for Our Nation’s

23

Schools serving as the departure point for discussion and debate. Participants included K-

12 teachers, K-12 administrators and college and university faculty members in schools

of education, with the focus of conference activities being the creation of a shared vision

for the direction of teacher education. Attendees were encouraged to look more closely at

the whole picture of teacher training, rather than focusing exclusively on the aspects of

the program that affected their daily activities. Careful scrutiny was given to Goodlad’s

Nineteen Postulates, with the four dimensions of teaching serving as an overarching

guide:

1. Facilitating critical enculturation

2. Providing access to knowledge

3. Building an effective teacher student connection

4. Practicing good stewardship (Else, 2000, p.42).

Prior to the conference’s opening, each conference participant selected one of six

focus areas to investigate. The 55 conference attendees then wrote a position paper on

one of the following topics, with the papers being distributed to registrants before their

arrival:

1. Institutional mission

2. College/university faculty

3. Curriculum issues

4. Program procedures/methodology

5. Links with schools

6. State relationship (Else, 2000, p.45).

While attending the conference, participants shared their position papers and

endeavored to reach a group consensus on each topic. Attendees met with groups who

had chosen their particular topics, with the following recommendations being made for

each area:

24

Institutional Mission

1. Reassess and clarify the institution's mission.

2. Identify a mission that recognizes the unique characteristics and

strengths of the institution.

3. Develop, as leaders, a shared vision of teacher education that

recognizes the primacy of the endeavor.

4. Commit to excellence in every aspect of teacher education

programs.

5. Strive, as teacher educators, to establish and nurture mutually

beneficial relationships with other units in the institution.

6. Clearly define the concept of teacher education with a focus on the

holistic development of the person as a teacher.

7. Ensure that faculty reward criteria acknowledge that teacher

educators engage in a variety of roles: teaching, research, clinical

supervision, and service to schools.

8. Protect the resources and governance integrity of teacher education

programs within the institution.

College/University Faculty

1. Significantly reduce the number of state rules, regulations, and

mandates which affect teacher education licensing and teacher education

programs.

2. Encourage selected school districts to apply for external funds to set

up model schools, programs or classrooms.

3. Upgrade significantly the entrance requirements into teacher

education programs.

4. Recruit private sector and public sector external funding to support

unique, innovative programs.

5. Form post secondary institution steering committees composed of

representatives of the Local Education Agency (LEA), the Area Education

Agency (AEA), and 2 year and 4 year institutions to look at the logistics

and technical aspects of programs and help

facilitate the connections which lead to a 4 year pre-service program.

6. Form an early childhood to grade 16 steering committee charged

with providing a 5 and 10 year plan to unify the efforts between LEAs and

teacher education institutions.

7. Design exchange programs, mentor programs, and in-service

programs for staff development of post secondary teachers.

8. Expect that teachers at all levels will become knowledgeable about

and committed to appropriately using the standards from the various

professional organizations to enhance their teaching.

9. Form a 10-12 person study committee from this conference to make

recommendations to appropriate organizations and bodies.

10. Study the technology of interactive/laser distance learning to assess

25

its ability to help develop a quality in-service program for Iowa teachers.

Curriculum Issues

1. Provide aspiring teachers in the teacher education program with the

desire for reflective inquiry and participatory democracy while

assuming the responsibility for their actions and non-actions.

2. Rethink the relationship between courses and practice in higher

education and the "to be" lived experiences of teachers and schools.

3. Make public the concerns and issues that have not previously been a

part of public debate as the outcomes of teacher education are

reconstructed.

4. Offer teacher educators new paradigms in the way they think about

education and teacher education.

Program Procedures/Methodology

1. Articulate a socialization process between higher education and the

school to incorporate responsibility in the teaching culture by: (a)

mentoring; (b) forming cohort groups; (c) applying sound educational

principles through reflection and practice; and (d) attending to the

social and emotional needs of colleagues, students, and community

constituents.

2. Form teacher development centers in certain schools for the purpose

of university/college and K-12 school personnel collaboration.

3. Include specific indicators and assessments for admission to teacher

education programs.

4. Evaluate all college/university and school faculty involved in

teacher education on effective teaching skills.

5. Involve college/university faculty in schools continually through

teaching, serving on committees, and conducting research.

Links with the Schools

1. Engage AEAs in annually convening joint meetings of

representatives from teacher preparation programs and LEAs to more

closely

align curricular/instructional approaches with current research and best

practice, to implement mentoring programs, to determine staff

goals and needs, and to establish K-12 teacher recruitment processes.

2. Though AEAs, offer regular conferences by subject, level, or

strategy.

3. Promote legislation dealing with fiber optics for establishing a

communication link among all publics involved in the preparation and

induction of the classroom teacher.

4. As a critical component of college/university faculty evaluation,

include participation in those service activities which provide direct

linkages with schools.

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State Relationship

The state should:

1. Identify 6-10 broad outcomes for students who complete an

approved teacher preparation program.

2. Approve the systems for determining student success in achieving

these outcomes.

3. Provide supportive and coherent legislation and policies to facilitate

the conceptualization, development, and delivery of a teacher

education program fully involving K-12 school systems and higher

education.

4. Provide adequate financial resources to deliver these high quality

educational programs for the preparation of teachers.

5. Continue its evaluations with a redesigned state program approval

system of teacher education programs using state and national

standards.

6. Hold the approved teacher preparation program responsible for its

own outcomes by approving the assessment program each particular

preparation program uses to meet its continuing responsibility for this

lifelong learning of educators. (Else, 2000)

Many of the current programs in teacher education reform can be traced to the

work of Goodlad and his associates, who were strongly influenced by Conant’s clinical

model. Though existing under different titles with different organizational structures, the

PDS, laboratory school, key, school and partner school share the same vision of

concurrent teacher education reform and school renewal. Through the collaborative

efforts of the Center of Pedagogy, teacher education can be placed at the forefront of the

college of education’s mission, with a dedicated faculty for whom the education of

teacher is the top priority.

The Early Field Experience

Goodlad considered the field experience to be a prominent factor in the training

and socialization of the preservice teacher, with the selection of candidates, school sites

and field experiences to be of the utmost importance in the training program. His writings

27

endorse the concept of the school site/university partnership, particularly through

cooperation between clinical faculty in the public schools and the education faculty of the

university. Goodlad did not specify that education faculty needed to be dedicated solely

to the administration of field experiences, but did assert that there should be a “clearly

identifiable” group of faculty members whose sole responsibility lies in the training of

teachers (1994, p. 32). The current study endeavors to examine the amount and type of

contact between the school site, the college or university and the preservice teacher in

programs served by the respondents, and to compare the responses to Goodlad’s model of

collaboration.

The Nature of Early Field Experiences

The term “early field experience” describes opportunities for education majors at

the undergraduate level to work in the schools as part of their teacher education

curriculum. Early field experiences are also called “internships,” “apprenticeships,” and

“clinical experiences.” Early field experience occurs prior to the student teaching term,

and introduces the student to actual teaching experiences outside the methods classroom.

Early field experiences vary considerably in format, aims, goals, and objectives.

Some are held in laboratory schools, which serve as a part of the college or university

campus environment. Other programs are held in conjunction with the local public

schools, placing pre-service teachers in public school classrooms for varying numbers of

hours per week or semester. Early field experiences can be part of the methods course

curriculum, or can be a freestanding course.

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Supervision of the early field experience varies between campuses and programs

as well. In courses where the field experience is imbedded in a class, such as a methods

course, the instructor of record visits the field experience classroom and confers with the

classroom teacher and the pre-service teacher, often observing lessons and providing

feedback. Other programs involve faculty members whose sole responsibility lies in the

coordination and observation of pre-service teachers in their field placements.

In many programs, there is a site-based coordinator in the public school. The

coordinator provides an introduction to the school setting and often meets with all pre-

service teachers placed in that school periodically to discuss the experiences in that

setting. Early field experience participants usually attend seminars on their home campus

to discuss and evaluate their experiences and to provide mutual support for the

experience.

Theoretical Proposals

In 1998 the Association of Teacher Educators issued a preliminary report of draft

standards for field experiences in teacher education. The National Board for Professional

Teaching Standards set forth a voluntary certification program in 2001 based on teaching

standards specific to the particular subject matter and disciplines, including “descriptions

of the knowledge, skills and professional judgments of accomplished music teachers”

(Holcomb 2003). These initiatives are in agreement with Goodlad’s call for careful

screening of applicants, accountability on the part of the college or university for constant

assessment and evaluation of programs, and the need for frequent contact between

participating entities during the teacher education process.

29

Goodlad presented in Postulate 9 the need for preservice teacher to transcend their

self-oriented view held during coursework and make the transition to a thoughtful,

inquiry-based, “other-oriented” perspective on classroom activities and procedures.

Lindley (2003) categorized the development of effective teacher behaviors in terms of

Elliott’s four areas of knowledge: formal, derived from textbooks or scholarly works;

informal, which is the ability to utilize formal knowledge in making decisions on a daily

basis; impressionistic, the use of informed intuition in making choices; and supervisory,

which includes classroom management skills. These four areas of knowledge are

developed in the early field experience, most often incrementally, moving in

developmental stages from the formal to the supervisory. Emmanuel (2002) stated that

“well structured immersion field experiences and guidance of an informed instructor who

would guide reflection” are necessary to the success of the early field experience. This

“apprenticeship of observation” was reported by Coleman (1999) to be an even more

effective influence on the development of teaching skills and behaviors than the music

methods courses which precede it.

Conflicting data was reported by Morrissey (2003), who found that although in

recent research field experience is considered an essential component of the music

teacher education program, there was no concrete evidence that early field experience

had either a positive or negative effect upon later teaching success. According to

Morrissey, in the variety of studies completed in the 25 years preceding the 2003 study,

results “have been ambivalent or inconclusive” as to the efficacy of the pre-student

teaching field experience:

The content and structure of field experiences have often grown up haphazardly

over a number of years instead of as the result of a well-conceptualized, unified

30

plan. . . . In recent years music education researchers have called for more and

better research on teacher education and early field experiences so that teacher

training institutions can use the results in designing and evaluating the

effectiveness of their programs for teaching and learning...An impetus for

program evaluation of early field experience on a national level appears

imminent, making the need for studies such as the present one all the more

imperative (p. 124).

Morrissey posed two essential questions in the determination of the purpose, use

and value of early field experience:

1. What experiences should be included in the early field experience?

2. How should colleges and universities best organize the early field

experience for their music education students? (p. 136)

In addition to the two questions listed above, Morrissey presented the goal of

early field experience as “illumination and understanding.” Borrowing from journalism

terms, early field experience needs to answer who, what, when, where, why and how in

order to meet its aims and goals.

Goodlad’s Postulates made clear his view that coursework preceding the field

experience needed to include the research, content knowledge and classroom conditions

necessary to the discipline. Adderley (1996) stated: “It is not clear, however, whether

colleges and universities are providing students with the curricula and experiences that

will lead to implementation of the National Standards,” a topic of particular concern to

music educators, given the wide promotion and usage of the National Standards by

MENC and subsequently by many states and local systems. Adderley found that the

National Association of Schools of Music requires all of the National Standards in

teacher preparation curricula, although the standards themselves are not always stated

verbatim. The 1987 report by MENC’s Task Force on Music Teacher Education for the

1990s states that “a more effective program of study for the preparation of future music

31

educators must be designed to prepare prospective teachers for the classroom of

tomorrow.” Program development and evaluation should include input from elementary

and secondary music educators as well as college and university music faculty members

in order to ensure that both sides of the equation are addressed. This would then result in

a comprehensive approach to the development of a curriculum that is inclusive, relevant

and appropriate to the needs of both the university and the school site as outlined by

Goodlad in the Twenty Postulates.

Socialization in the role of teacher is an important aspect of the pre-service

experience, and a facet that can be enhanced by the field experience. Teacher role

socialization was addressed by Goodlad in Postulates 9 and 10. Broyles (1997) and L’roy

(1983) found that prior to entrance into the formal teacher education program, music

students identified themselves as performers, not teachers, concentrating the bulk of their

studies on the applied studio and on music-academic tasks: the study of music theory,

music history and related topics. In the early phase of teaching, there was little to no

concern for pupil learning; rather, the pre-service teacher focused inward on personal

tasks: planning, constructing instructional materials, and other tasks centered on the

physical aspects of the lesson, similar to Goodlad’s “self oriented” description of the

preservice teacher. For many music education students in L’Roy’s study, the student

teaching semester was the first opportunity to experience an “authentic teacher role,”

practicing their craft and applying methods course content to actual school students. Field

experiences to this point, when present, tended to be scattered and brief, with close

supervision by the cooperating teacher, and somewhat limited in student contact and

scope. Role development as the primary goal of teacher education can and should begin

32

in the early field experience, to the extent that time and resources allow, in order to

socialize the pre-service teacher into his or her role as a professional educator, according

to Wolfgang (1990).

Wolfgang found various programs that resembled Goodlad’s model without

specifically mentioning whether the resemblances were intentional or circumstantial.

Types of early field experience as reported by Wolfgang included a formal internship

program, work with a university-sponsored college preparatory program such as the

community music school, dedicated laboratory classes within the university, working

with community children’s choirs in the area, and involvement in mentorship programs,

either as a mentee to a public school teacher or serving as a mentor to a younger student,

usually of public school age. Although such experiences were not part of the formal early

field experience in the university setting, they enhanced the comfort level and skill

acquisition of pre-service teachers, and should be considered in the total music teacher

preparation program of study as supplemental activities. The only commonality among

early field experience programs was the requirement of some type of field experiences.

There appears to be a marked lack of consensus among the education community

regarding the importance and significance of field experiences. Some respondents in

Wolfgang’s study indicated that the field experience perpetuated the status quo in the

music classroom, while others felt that the early field experience provided a practical and

realistic viewpoint, serving as a frame of reference for the pre-service teacher before

beginning the intensive student teaching experience. This view supplants the long held

opinion that all coursework and activities are merely preparation for the student teaching

experience. The early field experience may then be viewed as a separate, supplemental

33

activity, rather than merely being considered a pre-student teaching experience. The early

field experience can assist in guiding teachers in their development, from novice, to

advanced beginner, to competent, to proficient, to expert status.

The early field experience should address what Fant (1996) labeled the “hierarchy

of knowledge.” The first type of knowledge for the developing teacher is the “relevant

basic science,” the area in which most music teacher preparation research occurs.

“Relevant applied science” expands upon the knowledge base provided by relevant basic

science, and it is in this area that connections between the university setting and the

school setting are made; consequently, this is the area that demands more research, more

inquiry and a deeper level of understanding. “Practicum” is the third step on the

hierarchy, and involves daily knowledge that is directly applied in the classroom. This is

the area in which pre-service teachers need the most instruction, guidance and reflection

as they acclimate their previous training and skills to the typical setting of the classroom.

These skills are learned by functioning in the classroom, and are unattainable in the

methods class, due to the necessary interaction with students in the school climate. Fant

recommended an approach to coaching pre-service teachers in early field experience that

is modeled on the teaching techniques found in the applied music studio, where

modeling, suggestions and constant and immediate feedback is used, tailored to the needs

and the performance of the individual student, in this case the pre-service teacher.

Merely leaping from the methods classroom and field observations to the student

teaching experience is becoming an unrealistic practice, as induction becomes the norm

in many teacher education programs. According to Fant, “Clinical experiences often

mark the beginning point for the accumulation of this teaching experience.” This

34

statement speaks directly to Goodlad’s clinical model of established centers of pedadogy,

where students engage in teaching tasks on a constant basis throughout their training

program.

Fant identified the quality of feedback as the single most important factor leading

to student teacher effectiveness, an issue that would be addressed frequently in Goodlad’s

center of pedagogy, where the school site supervising teacher, the university faculty

member and the preservice teacher would be in daily contact throughout the field

experience. Mere participation in field experience is insufficient to guide the pre-service

teacher in shaping opinions, knowledge and skills in making judgments. In relating the

early field experience to later successes in student teaching, Fant found that diverse early

field experiences with plentiful feedback and microteaching opportunities within the

methods class were positively related to the successful student teaching performance of

the pre-service music teacher. Goodlad asserted in Postulate 15 that the college or

university should ensure that a wide and diverse selection of field experience sites is

available to the preservice teacher, allowing for plentiful contact with different student

groups and supervisors, with constant guidance and feedback from both the supervising

classroom teacher and the university supervisor. Early field experience with little to no

feedback, conversely, was reported by Fant to have had a detrimental effect on the

student teaching success of the undergraduate music education student: “Mere teaching

practice is apparently not enough. The need for critical reflection upon one’s own

performance is also necessary to become a master teacher.” Microteaching experiences

were found to be best conducted in a methods or conducting laboratory setting, with a

dedicated group assembled for the lab experience, since conducting and literature classes

35

are often small and instrumentation or voicing can be somewhat scattered. A dedicated

ensemble or class for this purpose serves as the best training group for the pre-service

teacher, rather than embedding the microteaching experience into an existing class, where

microteaching and conducting may receive only a small portion of the entire class time

allotted for the course. The teacher education programs that Fant studied were usually a

hybrid of several programs: the conservatory, the liberal arts and sciences college, and

the teachers’ college of the past. Goodlad’s model presents such a hybrid, with a

dedicated and collaborative approach to teacher training.

The benefits of the early field experience as reported by Fant are many, in

agreement with Goodlad’s clinical model. Early field experience promotes the

establishment of a sense of professional identity for the participants, an area of particular

interest to recent researchers in the field of music teacher education and addressed by

Goodlad in Postulates 9 and 10. The early field experience as described by Fant fosters a

sense of purpose in pre-service teachers, allows them to develop a concept of good

teaching practices and fosters the motivation of participants not only to teach, but to

recognize and employ proven best practices in their teaching. Through limited and

supervised teaching experiences, the early field experience develops a sense of

confidence in the young teacher. Given careful planning and distribution of experiences

and settings, the early field experience can also give music education majors exposure to

various levels and school sites, therefore allowing for informed decisions regarding

placement in student teaching and interests in specialization in particular subjects and age

groupings. In this statement, Fant agreed with Goodlad’s Postulate 15, which exhorts

36

teacher training programs to ensure a “wide array” of laboratory settings for the field

experience.

In comparing the early field experience to Carter and Anders’ Five Orientations to

Teacher Education, Fant found that assimilation of teaching skills and attitudes is served

well by these experiences. The initial orientation involves practical and craft issues,

building upon a theoretical foundation constructed in the methods classrooms.

Technological orientation occurs through microteaching, observations, peer teaching

instances and simulation of teaching episodes.

As the field experience participants move into the school classroom, there is an

extended period of personal orientation, the level at which many pre-service teachers

experience the highest levels of concern, as they consider their own place in the

classroom, their preparedness to teach, the act of planning for instruction, and student

reactions to their presence. This description by Fant parallels Goodlad’s concept of the

preservice teacher moving toward a more inquiry-based, other-oriented approach to

teaching activities.

In the academic orientation, the pre-service teacher begins an apprenticeship

model, as described above, using observation, actual teaching of small and large groups,

and assessment and evaluation by the cooperating teacher and university supervisor in

order to reflect upon the early teaching experiences. At the critical and social orientation

level, the young teacher gains a sense of empowerment from engaging in the planning,

execution and assessment of teaching experiences. The use of reflective practice in

developing necessary skills and behaviors resulted in the lowering of concern levels, a

lessening of anxiety and fright in pre-service teachers, an augmentation of confidence

37

levels and an increase in analytical ability among the respondents in Fant’s study (1999).

The reflection skills increased exponentially when constant dialogue with the field

supervisor was present, and students ranked the early field experience equally high in

importance to the methods course, where basic skills for teaching were first presented.

The National Association of Schools of Music recommended in a 1997 report that

music should represent 50 percent of the curriculum, with general studies constituting

30–35 percent of the curriculum and professional education—including school of

education required courses, music education courses and field experiences including

student teaching—making up the remaining 15–20 percent of the total hours in the

undergraduate degree program in music education. Wollenzien (1999) found a common

expectation that students should have laboratory experiences in individual instruction,

small group teaching and large ensemble conducting prior to the student teaching

experience, in agreement with Goodlad’s Postulate 15. Observation and teaching were

also recommended before and during the music teacher education program. A new plan

to institute a five-year program in music education was found in several colleges and

universities, commonly culminating in dual degrees in music and education, allowing for

more time to concentrate on specific issues in each of the areas. Wollenzien referred to

the 1987 MENC report Partnership and Process as a guide for field experience program

evaluation and construction, with MENC recommending an integrative learning approach

to music teacher education. MENC recommended that early lab experiences were a

necessary introduction to teaching experiences, to be followed closely by observation in

the field and microteaching experiences outside the university classroom or laboratory.

38

Practical experiences with children in the field should lead to the full time teaching

experience at the end of the degree program.

Given time constraints and mandates from state and national agencies, and

accrediting institutions and institutional limits on course loads and hours, pre-service

music teacher programs are challenged by several factors, including the place of music in

the core curriculum in their universities as well as in the school system, the push to

realign and redefine their purposes according to the National Standards, and overall

developments in internationalism and technology as related to music teaching. Goodlad

addressed the responsibilities of the college or university in this area in Postulate 18,

where he counted the institution’s responsibility to satisfy regulatory and licensing

mandates concurrently with the goals set forth by the 17 preceding postulates.

Changes in music education, including world and popular music, non-traditional

instruments, computers and other music technology, and new methods of scheduling

currently in use in the schools must be addressed by the teacher education program.

Addressing these concerns in the field experience can then lead to a broader perspective

with more examples of different systems than can be experienced in one student teaching

experience. Methods courses assist in teacher preparation, but they cannot build the

bridge to the day-to-day inner workings of the music classroom. Postulate 15 affords the

preservice teacher a variety of field experiences to address an array of student

populations and curricular needs as demanded by current practice. Goodlad’s emphasis

on research in the teacher preparation program compels preservice teachers to engage

actively in exploring current trends and practices in the classroom.

39

Willis (1989) found experiences in the choral methods classroom which provided

valuable conducting experience at the basic level but failed to provide authentic teaching

opportunities due to the personnel involved, the limited podium time afforded to student

conductors, and the number of participants in the class. Willis recommended the

institution of a reading chorus for training beginning conductors and involvement in

community and church choirs in a conducting capacity to foster and develop leadership

skills in as authentic a setting as possible prior to the field experience. Cannon (2002)

concluded that student teaching as well as early field experience is far less predictable

than the preceding education curriculum, where a defined course of study and a

prescribed syllabus guide activities. More exposure to the classroom setting can only help

pre-service teachers in applying principle to practice. According to Cannon (2002),

specific issues in pre-service teacher training have been addressed by recent research, but

studies have fallen short of giving a comprehensive view of the status of field

experiences, both prior to and during the student teaching experience. The use of

Goodlad’s model would integrate the field experience in the center of pedagogy into the

music teacher education program, making authentic teaching experiences part of the

curriculum from the preservice teacher’s entrance into the program.

Collaboration is a key element of the field experience for pre-service music

teachers. The grouping of pre-service teacher, school-based cooperating teacher and

university supervisor is commonly known as the teaching triad, and many studies have

examined the workings of that team. Bailey (2000) cites the 1987 MENC report Music

Teacher Education: Partnership and Process as one of the first to identify collaborative

efforts in music teacher training. Liebhaber (2003) found that collaboration is most

40

effective when each participant in the triad approaches the collaborative process with the

belief that he or she has something to learn from the experience. Building trust, bonding

and setting mutual goals should be at the forefront of the collaborative process, in an

atmosphere of mutual respect for all members or the group. Liebhaber also found that the

collaboration can benefit the cooperating teacher and university supervisor in the sharing

of current trends and issues in their respective environments: the cooperating teacher may

solicit advice for school site-related issues, and the university supervisor can be made

aware of the day-to-day workings of the classroom, a view that may not otherwise be

available to him/her. Collaboration also opens avenues of communication between the

school site and the university, bridging a gap in information found by Abbott (1996) in

Illinois, where state-level education reports were minimally disseminated to colleges and

universities. These issues would thrive in the clinical model propsed by Goodlad, where

all members of the teaching triad are involved in the center of pedagogy, enjoying daily

contact and constant collaboration.

Glass (1997) studied the influence of the university supervisor on the field

experience participant, finding that communication among the members of the teaching

triad as well as the supervisory style of the supervisor were the most important aspects of

the field experience in terms of student confidence and skill development. Field

experience should serve as the bridge from theory as taught in methods courses to the

practice of teaching in the field. Historically, music teacher education has followed

models from general education, with an accompanying shift from a liberal to an

authoritarian view of the teacher role. According to Glass, “Appropriate conditions of

pre-service programs and supervision can help students clarify and put into perspective

41

their preconceived attitudes and beliefs.” Problems in the field experience triad of pre-

service teacher, school site cooperating teacher and university supervisor included

communication between the school site and university supervisors; disagreement among

the individual members of the teaching triad as to the scope, sequence and purpose of the

field experience; and conflicting views of the cooperating teacher and the university

supervisor on the part of the pre-service teacher. As the pre-service teacher bonds with

the cooperating teacher, the college supervisor is often seen as the “outsider” in the triad,

and input from this source is seen as interference. This would not be the case in the

Goodlad center of pedagogy, where the constant contact between the classroom teacher,

university supervisor and field experience participant would ensure frequent

communication, plentiful feedback, and a shared vision for the goals and aims of the

experience.

Holmquist (2002) examined the attitudes of student teachers regarding evaluation

by their supervisors, with direct implications for the early field experience. In particular,

those students with prior experience in having their lessons and teaching methods

evaluated were more receptive to evaluation, tending not to personalize any constructive

criticism given by either the cooperating teacher in the field or the university supervisor.

The student teachers in the Holmquist study became more receptive with improved

attitudes toward evaluation throughout the semester, leading to the conclusion that

evaluation at an earlier level can introduce the novice teacher to the expectations of the

teacher education program, allowing him or her to become comfortable with evaluation

methods and preparing him or her for the student teaching semester with a firm concept

of policies and practice used to assess and evaluate progress. A positive and open

42

relationship with the cooperating teacher was found by Holmquist to be essential in the

development of a receptive attitude towards evaluation and criticism. The same holds true

for the university evaluator, whose expertise and guidance, as well as the ability to guide

the career of the novice teacher, is an integral part of the music teacher education

program. In Goodlad’s model, evaluation would be an ongoing process rather than an

isolated event, with the preservice teacher not only receiving evaluation and constructive

criticism from both supervisors but participating in the process as well, using self

evaluation to add another dimension to the process.

In an era during which the number of music teachers available to fill existing

teaching positions is on the decline (Burton 2003), it is imperative that music teacher

preparation programs examine closely their recruiting, training and mentoring practices.

Lindley (2003) identified effective teacher behaviors in order to develop an

evaluative/assessment tool for secondary choral teachers. In doing this, the competency-

based teacher education movement was examined closely in terms of the two possible

systems used for assessment and evaluation: accountability-based and growth-oriented.

Accountability-based evaluation systems tended to focus on overt and observable teacher

behaviors and actions, a view that is ill-suited to the music classroom, where aesthetics

are difficult to judge within general education criteria. Growth-oriented systems focus

more keenly on the teacher and his or her use of reflection and inquiry, two facets that are

emphasized in Goodlad’s work. Additionally, Goodlad included the necessity for colleges

and schools to maintain contact with graduates at the inception of their careers, a time

that historically has been a critical time in terms of teacher burnout and turnover.

43

Cannon (2002) described the student teaching experience in terms that easily

translate to the early field experience. Students showed a high regard for the student

teaching practicum, with cooperating teachers reporting a lower degree of satisfaction

with the experience, especially in terms of university-school communication and

planning. Recommendations included providing adequate rehearsal time for the student

teacher, defining expectations in a clear and concise manner to all parties involved, and

extending the length of the student teaching practicum. Goodlad’s model would provide

not only more frequent contact in the classroom setting, but also a collaborative approach

to communication and planning between the university and the school site.

At the heart of the early field experience is a debate not about whether early field

experiences should be offered, but instead about the development of a conceptual

curricular framework for early field experiences, which would then guide the decisions of

frequency, what behaviors should be practiced, and which courses should incorporate the

early field experience in the curriculum. Goodlad’s Postulates provide a clear framework

for the establishment of policies and practices governing the field experience.

Practical Applications

Regarding early field experiences, Conant (1963) proposed a “clinical

professorship” in colleges of education. In a format similar to that found in schools of

medicine, the faculty of the clinical professorship would serve as dedicated supervisors

and administrators of the early field experiences for pre-service teachers. The students

would enter an internship comparable to the medical internship, with teaching

experiences being monitored and evaluated by their supervisors. As the experiences

44

continued, the pre-service teachers would require and receive less involvement by their

faculty mentors, eventually leading to completely independent planning and teaching.

Another important aspect of the clinical professorship model is the collaboration of

faculty. Rather than having several different viewpoints from several different faculty

members and courses, the faculty in a clinical professorship works in concert in terms of

evaluation and administration of the experience. This is perhaps the most difficult aspect

of the model to negotiate, as various departments and entities consider their particular

focus to be of the greatest import to the process. At the center of the model is the question

of who makes the decisions: accrediting/licensing agencies, or the academic institution?

At the core of Conant’s model is a call for specific guidelines in early field

experience programs, a concurrence of goals and objectives of the particular program,

and a collaborative effort by all stakeholders in the process. This does not mean that

every early field experience program in the country should have the same guidelines.

Each college or university should set its own guidelines, with considerable input from the

local school system. Morris, Price, and Armstrong (1997) used this model of the clinical

faculty as a point of reference for their development of a new program. Collaboration in

planning the program involved public school faculty and administration, human service

professionals, and faculty from the university. This group, known as the leadership team,

met frequently to address the concerns of preparing the pre-service teacher to serve both

the academic and personal needs of the student population. Their “inter-professional

faculty” consisted of a team with membership from the school site administration and

faculty, university faculty in education and academic disciplines, members of agencies in

social work, juvenile justice and health care; and graduate students in education.

45

Additionally, a site-based coordination team was charged with overseeing the

operations of the field experience program in terms of budgeting, scheduling and

administrative tasks. The site-based coordination team, like the larger inter-professional

faculty, included members from all groups: the university, the school site, and local social

service agencies. The authors found that this type of collaboration was beneficial in many

ways: a more thorough and comprehensive experience was available to pre-service

teachers, and both students and faculty members were able to engage in collaborative,

action research in a dynamic and supportive setting. This is a similar model to that

proposed by Goodlad, with the exception of membership from government agencies

outside the school. An additional difference from the Goodlad model involved the focus

on the school site; Goodlad’s model focuses on the school or department of education as

the originator and home base of the model.

According to Morrissey (2003), there has been a “national rapid increase in early

field experience activities and research which began in the 1970s” (p. 4). The University

of Illinois established the Music Learning Center in 1978; and in 1979, the state of

Illinois instituted a teacher certification requirement of 100 hours in early field

experience for education majors in all disciplines. In the early 1990s, the University of

Illinois reorganized and restructured their early field experience program to refine the

initial observation process. In 1992, the Introduction to Music Education curriculum was

revised to include 16 clock hours in public school early field experience, where before,

the early field experience component had been satisfied by peer teaching to non-music

majors. In the fall of 1992, the 16-hour requirement was evenly divided between the

guided viewing and resulting discussion of videotaped lessons taught by master teachers

46

and live observations of classrooms at all levels and in all areas of music education. This

development was occurring at the same time that Goodlad’s Center for Educational

Renewal was being established at the University of Washington; the Center for

Educational Renewal took the field experience further, in imbedding the field experience

in every step of the preservice teacher’s training program.

According to Coleman (1999), both Conant and Goodlad have written extensively

in the area of early field experience. Conant envisioned the music education faculty

member’s role in the field experience program as that of a clinical professor, much like

the supervisors of medical students in teaching hospitals. In 1990, Goodlad advocated the

creation of the center of pedagogy, administered by the school of education working in

concert with the public school system. The Center of Pedagogy employs a participatory

process, allowing the individual teacher to participate fully in setting goals, assessing

progress toward those goals, and developing plans to meet the identified insufficiencies.

Keeping communication channels open is a goal of the field experience

collaboration, but universities must do more to foster the ongoing exchange of ideas. The

Professional Development School model as presented by the Holmes Group (1990)

enumerated procedures for encouraging collaboration, with programs existing in

Rochester, New York; Muncie, Indiana; and Lincoln, Nebraska, involving universities

and public school systems. College professors can benefit from collaborative programs

by keeping current in trends and issues directly affecting the administration of the school

music program. Suggestions of professors regarding keeping in touch with the schools

included conducting research, serving as clinicians in honor groups and presenting at

state and national conventions. The views of public school teachers regarding the means

47

by which college professors could keep current in present trends differed greatly, with

suggestions including guest teaching in the public schools, serving on committees in the

school system and teaching in the public schools for extended periods of time. Ideas on

improvement of communication between universities and school systems proved to be

plentiful, while the actual testing of these ideas and suggestions tended to be sparse, if at

all available. Experimental studies in music teacher education tend to be prohibitive in

terms of the lack of ability to establish strict controls in experiments and costs involved,

thus most of the research base in the field has a tendency toward correlation and

qualitative study methodologies. The lack of coordinated and longitudinal research has

left a gap in the research base as well, and the members of the Holmes Group stressed a

need for research emphasizing a systematic gathering of data over a period of many years

in order to give both a broad and deep view of the current trends and issues in this field.

Problems to be addressed in the Goodlad Center of Pedagogy included the lack of

carefully planned and coordinated curricula for field experiences and the present state of

poor articulation between campus and field program components and members. The wide

variation in the quality of teacher mentoring and supervision present in the current field

experience practices and the role of the various participating agencies as “marginal

entities” would be ameliorated by more time spent in the schools by the pre-service

teacher and the proximity of the supervisors, both from the university and in the field

itself, to each other and to the pre-service teacher. By centralizing the experience, issues

of contact and communication would be dramatically reduced, if not eliminated

altogether. Music education students would complete a five-year baccalaureate program

with the entire fifth year dedicated to the full-time student teaching experience. The

48

apprenticeship model of teacher training would be replaced by a thoughtful and reflective

inquiry-oriented approach, supported by the various members of the center. The student

teacher would also take a more active role in the student teaching experience, functioning

as a staff member for the duration of the student teaching internship year. This program

would assist in the widely held belief that “no defined structure of student teaching has

been posited to be most effective in navigation the student teacher on the road to

becoming an expert teacher” (Coleman 1999). Additional areas for investigation include

making connections between the university methods classroom and the culture and

society of the public school classroom, determining and addressing the stages of concern

in the pre-service teacher’s field work and the nurturing of explicit thinking behaviors in

the pre-service teacher, allowing time for reflection and inquiry.

Neirman, Zeickner and Hobbel (2002) examined current trends in music

education curricula in colleges and universities, finding that the four-year program was

the most common, followed by the five-year, integrated education and music degree.

Course groupings included general education, a specialization in a major and minor field,

the social and psychological foundations of education, both general and specific teaching

methods and supervised field experience leading to the culminating student teaching

experience. A recent development that is gaining popularity among teacher education

programs is the fifth year add-on certificate, with the final year consisting of field

experience and professional education. In the current trend of alternative teacher

certification, these add-on programs bear particular scrutiny to ensure that those certified

to teach are being afforded ample opportunity for guided practice in the field prior to

accepting the full responsibility for a classroom.

49

According to Nierman et al., teacher preparation in music is often located outside

the school of education, though communication between the schools of education and

music does exist. Requirements for minimum hours completed prior to the granting of the

baccalaureate degree have added additional coursework in recent years, with the

exception of the state of Florida. With various programs requiring either four or five

years to complete the music education program, the number of hours required and the

number of years in the program can have a dramatic effect on the content of the

curriculum. The Universities of Kansas, Miami, Oregon and Oregon State have instituted

a fifth year add-on program, and in Kansas, the degree is granted after the fourth year,

with certification attained after the fifth year of additional graduate courses. This fifth

year allows more time for the intensive field-based experience that was reported by

Nierman, et al., as being the most desirable in music teacher preparation.

Drafall (1991) advocated a “developmental clinical supervision” based on models

from the medical field, similar to Conant’s clinical model and later, Goodlad’s center of

pedagogy. Videotapes were used for structured viewing of teaching examples by master

educators followed by discussion and analysis. When the pre-service teacher’s lessons

were taped, the recordings were viewed and discussed by the pre-service teacher,

cooperating teacher and the university supervisor at the same time, with opportunities for

dialogue and critique of teaching methods. Broyles (1997) also investigated the effects of

videotaping lessons on the reflective nature of the pre-service teacher. Using Fuller’s

three-phase model of teaching concerns and Carper’s categories of occupational identity,

Broyles found that viewing videotaped examples of their teaching was found by all the

students to be a helpful procedure in their learning to teach, though the extent to which

50

the viewing was helpful was not quantified. Cooperating teachers and university

supervisors supported the activity as well, citing among the benefits the strengthened

sense of teacher identity, an increased commitment to refining teaching tasks and skills,

and enhanced concern and evaluation of student learning. Recommendations for further

research included varying the videotaping regimen, varying the types of observation

instruments used, and examining the use of videotaping in pre-student teaching

experiences. It should be noted that many school districts limit the use of videotaping

their students, ranging from permission slips or releases needing to be filed to mandating

that any students must be shown from a rear view on order to avoid showing their faces.

If equipment and permission are available, the videotaped lesson can indeed serve as a

valuable assessment tool for the supervisor, cooperating teacher and as the pre-service

teacher develops an inquiry-centered approach to self-evaluation.

The National Association of Schools of Music has identified threshold standards

for music schools: “to maintain professional leadership in music study and training and to

develop a national context for the professional growth of the individual musicians as

artists, scholars, teachers and participants in music and music-related enterprises.” It is

apparent that establishing and maintaining standards for the certification of music

teachers is a topic of national interest. The Connecticut Discipline Based Professional

Standards for Teachers of Music draws upon the work of Yarborough and others to

proscribe a detailed course of study and competencies for the certification of music

teachers in that state (Holcomb 2003). Connecticut drafted two documents to define the

standards set forth for teacher certification: the Connecticut Common Core of Teaching

and the Connecticut Competency Instrument.

51

In comparing the requirements in several schools of music teacher education, the

amount of time mandated in the field experience ranged from a few hours or weeks to

300 hours spread over several years of the baccalaureate program. In order to determine

the use, value and nature of the early field experience, there exists a need for many in-

depth historical studies of early field experience programs in colleges and universities.

These studies can be compared to assess best practices in early field experience and

provide a basis for program review, refinement, and future development.

In the years between 1986 and 1995, the Holmes Group published their landmark

trilogy: Tomorrow’s Teachers (1986), Tomorrow’s Schools: Principles for the Design of

Professional Development Schools (1990), and Tomorrow‘s Schools of Education (1995).

In these volumes, the Holmes Group proposed a model for the Professional Development

School (PDS), in which the university faculty work engage in a collaborative effort with

the public school to establish and maintain centers for teacher training. The Holmes

Group provided a broad definition of the PDS:

A school for the development of novice professionals, for continuing the

development of experienced professionals, and for the research and development

of the teaching profession (1990, p. 1).

This PDS model served as a response to the perceived disconnect between the

university and the public school system, both of which were serving the teacher education

program, but often with a lack of articulation in terms of goals, formats and expectations.

Similar programs exist under different titles: Key School (Goodlad, 1990); Clinical

School (Carnegie Foundation on Education and the Economy, 1986); Induction School

(Wise, 1987); Partner School (Goodlad, 1990); Preservice Mentoring Site (Hopkins and

Moss, 1993).

52

The PDS and these other entities share the common goal of encouraging

collaboration in the planning and administration of field-based experiences for teacher

education students, allowing for the sharing of information and the input from all facets

of the program in terms of program goals and expectations. At the same time, the public

schools engage in reflective practice designed for the renewal of the school mission. The

Holmes Group (1990) cited both Conant and Goodlad’s theories of teacher training in

their articulation of the six guiding principles of the Professional Development School:

1. Committing to teaching for understanding

2. Organizing classrooms and schools as learning communities

3. Setting ambitious goals for all children

4. Establishing an environment that supports continuous learning for all

5. Making reflection and inquiry central to the school

6. Developing a new type of organization to adhere to these principles (Hopkins et

al., 1997)

Goodlad expanded the clinical professorship idea in his 1994 book Educational

Renewal: Better Teachers, Better Schools. In the place of university education

departments, Goodlad called for the creation of the Center of Pedagogy, staffed by

university faculty and school-site personnel. A component within the Center of Pedagogy

would be the partner school, in which the laboratory school concept of the 1970s would

be expanded to address not only teacher education, but education reform within the

school setting. The partner school staff would divide their time between classroom

teaching and the supervision of pre-service teachers. The collaboration and shared

experiences of the school-site staff and the clinical university faculty would then provide

for greater and more frequent communication opportunities as well as keeping both

groups current with trends and practices in public schools and higher education, to the

ultimate benefit of the pre-service teachers in the program

53

CHAPTER 3

PROCEDURES

Summary of Procedures












[Postulates 3, 4, 5, 7, 9, 10]








54







[Postulates 17, 18, 19, 20]

Permission to send the survey was granted by the Institutional Review Board

upon examination of the survey document and the accompanying cover letter. The Office

of Research Services at the University of Georgia assisted with the preparation of the

survey and oversaw the distribution and collection of the results. Two weeks after the

initial distribution of the survey, a reminder email was sent to all survey participants. An

additional two weeks later, the phone numbers for all participants were compiled and

phone calls were made to each potential respondent, reiterating the offer to send a paper

copy of the survey and the offer to send the survey results upon request.

Subjects

A total of 107 college and university schools or departments of music were

selected as potential survey participants. These institutions consisted of the flagship

public university in each state and the next largest institution in the state that meets the

following criteria:

55

• accreditation by the National Association of Schools of Music (NASM);

• accreditation by the National Council for Accreditation in Teacher Education

(NCATE).

• the presence of a bachelor’s degree program (Bachelor of Music Education or

equivalent) leading to initial teacher certification in the public schools of the state

in which the institution is located.

Survey Design and Distribution

A database was constructed, listing the name, state, school affiliation and email

address of each potential respondent, using information found on college and university

websites. The cover letter (Appendix B) and survey (Appendix C) were distributed

electronically by the University of Georgia Survey Research Center to the chair of the

music education department in each institution and results were offered to the participants

upon request.

A pilot study (Appendix A) was conducted with 15 respondents to seek advice on

layout and usability. Subjects for the pilot study (N=15) included members of the

University of Georgia music education faculty who were not members of the dissertation

committee as well as recent University of Georgia doctoral graduates currently serving on

college or university faculties in music education. Corrections and suggestions were

incorporated in formulating the final survey. The reported average time for completing

the survey was 30 minutes.

56

Prior to the inception of the study, the final survey was submitted to the

University of Georgia Institute for Behavioral Research. This review satisfies an

institutional requirement to ensure that activities involving human subjects fully comply

with regulations and guidelines defined by the Department of Health and Human Services

and the Office for Human Research Protections, and to verify compliance with the basic

ethical principles outlined in the Belmont Report (1978).

The final survey was constructed for the purpose of determining the impact of

Goodlad’s Twenty Postulates on school and teacher education reform. The Postulates

serve as general statements, and respondents indicated the degree to which they agreed or

disagreed. Questions related to each postulate provided additional and/or more specific

information (Appendix C).The survey addressed both logistical and philosophical issues

including scheduling, the selection of locations for early field experience, collaborative

planning and assessment between university faculty and public school teachers, non-

teaching issues related to the performance of the music teacher’s duties and their place in

the undergraduate curriculum, program review and reform and contact with graduates

regarding program evaluation and the entrance of graduates into the field.

The initial survey mailout included 107 potential participants identified in the

listing compiled according to the criteria listed above. Of these addresses, 13 surveys

were returned due to incorrect addresses. Another potential respondent from the same

institution was identified and surveys were mailed to these faculty members. Two weeks

after the initial mailing, a reminder email was sent to all list members, asking for

completion of the survey if the list member had not yet done so, and thanking them for

their participation if they had already completed the document. Each mailing offered to

57

send the survey in another format if the potential respondent requested, and there were no

requests for a different format. Two weeks after the reminder email, phone calls were

made to the offices of all potential respondents who had not yet completed the survey. An

additional two weeks later, the data was compiled.

Treatment of Data

Responses to both the Likert-type survey items and the open ended questions

were recorded by the University of Georgia Survey Research Center. Emails sent from

respondents regarding the survey items were collected at this site, as well. An Excel

spreadsheet was constructed to compare and record the more quantitative data items, with

all data being downloaded via the Statistical Package for the Social Sciences (2006

edition) and the descriptive items, e.g., respondent comments, were compiled for

assessment by researcher narrative. Responses were then organized by the frequency of

responses, including any comments or answers to the more open-ended items contained

in the survey.

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CHAPTER 4

ANALYSIS OF DATA

The purposes of this study were (a) to examine Goodlad’s Twenty

Postulates in relation to current school-university collaborations in teacher education; and

(b) to determine to what extent Goodlad’s model is currently being used in music teacher

education programs in colleges and universities in the United States. A survey was

constructed by the researcher using the original Twenty Postulates of John I. Goodlad, to

which were added subquestions to verify the answers given. To accommodate the Likert-

type items treating the postulates and the various formats used in the subquestions, a

multifaceted analysis of data was employed. Results of the analysis were largely

descriptive, due to the open-ended nature of the majority of survey items. Quantitative

data were compiled and reported by means of tables and researcher narrative.

Survey Response Rate

Potential respondents were identified by chairmanship of the music education area

in the flagship university of each state as well as the next largest institution of that state.

All institutions chosen for invitation to participate were accredited members of the

National Association of Schools of Music (NASM) and the National Council for the

Accreditation of Teacher Education (NCATE) during the 2005-2006 academic year. All

institutions offered the Bachelor of Music Education or an equivalent degree at the

undergraduate level during the current academic year. In several cases, information was

59

found that either the flagship institution or the next largest school was similar enough in

size to another institution in the state as to be almost identical. In these seven states, a

third institution was chosen for inclusion in the study. This inclusion did not weight the

number of potential responses in favor of a particular region or size of school.

The original mailing of the survey included 107 individuals at the schools

identified above (N=107). Thirteen of the original 107 envelopes were returned as

undeliverable or refused. Another faculty member at the same institution was then

identified and a survey sent to that individual. Forty-four individuals responded to the

survey in the course of the study, yielding a response rate of 42.7%.

Response rates and nonresponse rates are becoming more and more important

issues in current survey research. According to Weisberg, Krosnick and Bowen (1989), in

the 1950s it was not unusual for survey researchers to obtain response rates of 90%. In

the past, researchers have focused on only one or two aspects of survey design, such as

response rate; current practice involves examining not only the number but also the type

of respondent to ensure that the responses are representative of the sample being

surveyed. Currently, potential respondents are not as trusting of interviewers, and

response rates are much lower—typically 70% or less. According to Jim Bason, director

of the Survey Research Center at the University of Georgia:

In my experience in conducting over 100 web based surveys with varying degrees

of follow-up, response rates average between 20% and 30% with moderate level

of follow-up, and rarely do they exceed 50%.

In comparison to other types of surveys:

Telephone surveys usually experience somewhat lower response rates than face to

face surveys, with refusal being the dominant reason for nonresponse. Telephone

surveys are also subject to 'break-off' interviews, in which the respondent stops

the interview before it is completed. Response rates in mail surveys are extremely

60

varied, ranging from as low as 10% to over 90%. This variation depends in part

on the efforts made with follow-ups, and on the subject of the survey and its

relevance to the survey population. (Kalton, 1983, p. 126)

Mertens (2004) reported similar findings in survey research:

In a survey of university faculty, an electronic mail survey which used no paper or

stamps, but did use individually addressed emails, achieved a 45% response rate.

If the assumption holds that respondents and nonrespondents are similar, a

response rate of less than 50% is valid. (p.165)

Muijs agreed, claiming that if the respondent group is fully representative of the

entire sample being surveyed, then the response rate can be considered valid:

The number of nonresponse and unreturned questionnaires can be as low as 50%

or less, with virtually none receiving a 100% return rate. This non-response rate

will not be a problem if we are sure that the respondents represent a valid sample

of the population surveyed (2004, p.87).

This view was supported by Kumar (2005), Rea (2005) and Punch (2003):

Questionnaires are notorious for their low response rates. You should consider

yourself extremely lucky to obtain a 50% response rate, and in some cases, the

response rate will be as low as 20% (Kumar, p. 42).

A response rate lower than 50% can be considered satisfactory for analysis and

reporting of findings as long as the researcher is confident of the

representativeness of the respondents (Rea, p. 67).

As a general rule, the descriptive status survey is more likely to be concerned with

responses to individual items. The relationships-between-variables- survey is

more likely to help increase response rates. Preliminary work for developing the

questionnaire may involve the use of qualitative techniques—such as open-ended

interviews and focus-group (Punch, p. 113).

Additionally, Schafer and Dillman (1998) found that electronically distributed

surveys yielded better-quality data in terms of survey completion and response to open-

ended questions.

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Data Analysis

It is important to note that some survey participants chose to leave selected items

blank, or provided multiple answers to questions as appropriate to their individual

situations. This accounts for percentages totaling either less than or more than 100% for

those survey items. In none of these cases did blank responses or multiple responses have

a significant effect upon the results. The survey items and responses are listed below.

(The “Carnegie Classification” for colleges and universities is adapted from the Carnegie

Classification of Institutions of Higher Education, 2000 ed.)

Demographic Background

1. What is the total student population of your college or university?

1. Fewer than 5,000 students—2 of 44 responses; 4.55%

2. 5,000-10,000 students—2 of 44 responses; 4.55%




6. More than 25,000 students—12 of 44 responses; 27.27%

No response—10; 22.73%

2. What is the Carnegie Classification of your college or university?

1. Doctoral/Research Universities—Extensive: These institutions typically

offer a wide range of baccalaureate programs, and they are committed to graduate

education through the doctorate. During the period studied, they awarded 50 or more

doctoral degrees per year across at least 15 disciplines.

Sixteen responses; 36.36%

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2. Doctoral/Research Universities—Intensive: These institutions typically offer

a wide range of baccalaureate programs, and they are committed to graduate education

through the doctorate. During the period studied, they awarded at least 10 doctoral

degrees per year across three or more disciplines, or at least 20 doctoral degrees per year

overall.

Eight responses; 18.18%

3. Master's Colleges and Universities I: These institutions typically offer a wide

range of baccalaureate programs, and they are committed to graduate education through

the master's degree. During the period studied, they awarded 40 or more master’s degrees

per year across three or more disciplines.

Five responses; 11.36%

4. Master's Colleges and Universities II: These institutions typically offer a wide

range of baccalaureate programs, and they are committed to graduate education through

the master's degree. During the period studied, they awarded 20 or more master’s degrees

per year.

No respondents indicated membership in this group.

5. Baccalaureate Colleges—Liberal Arts: These institutions are primarily

undergraduate colleges with major emphasis on baccalaureate programs. During the period

studied, they awarded at least half of their baccalaureate degrees in liberal arts fields.

Two responses; 4.55%

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6. Baccalaureate Colleges—General: These institutions are primarily

undergraduate colleges with major emphasis on baccalaureate programs. During the period

studied, they awarded less than half of their baccalaureate degrees in liberal arts fields.


7. Baccalaureate/Associate’s Colleges: These institutions are undergraduate

colleges where the majority of conferrals are below the baccalaureate level (associate's

degrees and certificates). During the period studied, bachelor's degrees accounted for at

least 10% of undergraduate awards.



Philosophical Support

3. The music teacher education program is viewed by the institution as a major

responsibility to society and is adequately supported and promoted by the institution’s top

leadership.

5—Strongly agree; 1 response—2.27%

4—Agree; 5 responses—11.36%

3—Neutral; 6 responses—13.64%

2—Disagree; 11 responses—25.00%

1—Strongly disagree; 8 responses—18.18%

0—Not applicable; no responses


Based on the above responses, 13.64% of the respondents indicated agreement that

the music teacher education program is viewed as a major responsibility to society, with

64

concurrent support and promotion by the administration of their institutions. Totaling the

“disagree” and “strongly disagree” responses, 43.18% of participants indicated that this

was not their view of the institution. Goodlad placed this statement at the fore of his

postulates, emphasizing the need for the teacher education program to be at the center of

the institution’s mission. Given the large number of participants indicating that their

institutions are in Carnegie classifications 1, 2 and 3, it is notable that many music teacher

education programs in major universities are not seen by their stakeholders to be a priority

for the institution at large.

3A. Do cooperating teachers in the school site classroom receive remuneration for

their supervision of field experience participants?

1. Yes—20 responses; 45.45%

2. No—11 responses; 25.00%


3B. If remuneration is given to cooperating teachers, from whom is it received?

1. School/Department of Education at the university—16 responses; 36.36%

2. School/Department of Music at the university—5 responses; 11.36%

3. State funds—1 response; 2.27%


Since the cooperating teacher in the field experience classroom is serving as a de

facto member of the music education faculty, it would stand to reason that there should be

compensation for the supervision of field experience participants. Offering compensation

to the cooperating teacher would also elevate the status of the cooperating teacher to that of

adjunct faculty and could make the experience more attractive to the classroom teacher,

65

since the presence of the field experience participant adds another dimension to the

cooperating teacher’s duties.

3C. What is the most commonly used format for collaborative planning between

university faculty and school site supervisors at your institution?

1. General group orientation for school site cooperating teachers—2 responses;

4.55%

2. Group planning between university faculty and cooperating teachers—no

responses

3. Monthly planning meetings between university faculty and cooperating

teachers—1 response; 2.27%

4. Quarter/semester meetings between university faculty and cooperating

teachers—1 response; 2.27%

5. Conferences between individual faculty and cooperating teachers during the field

experience—22 responses; 50.00%

6. Other [please elaborate] —4 responses; 9.09%


The respondents choosing “Other” indicated that a combination of formats for

collaborative planning was utilized at their institutions. Comments included:

“Both general orientation and conferences,”

“We have both a group orientation at the beginning of the internship period and

frequent individual conferences during the internship period,” and

“All of our co-ops are workshoped (sic) individually before they are considered for

use with our program.”

66

The responses indicated that collaborative planning is taking place between

university faculty members and cooperating teachers, though the format and frequency

varies between institutions.

3D. Who is responsible for the authorship of early field experience

guidelines/syllabi/goals and aims?

1. University faculty—23 responses; 52.27%

2. Cooperating teachers—no responses

3. Both—6 responses; 13.64%


Though collaboration was reported as taking place between the institution and the

field experience placement location, The university faculty was indicated as having the

sole responsibility for the authorship of goals and aims in the field experience. According

to Goodlad, university faculty and field experience supervisors in the public schools should

work together to identify common goals and aims, and, in doing so, establish guidelines for

the experience that will address the needs of both locations.

3E. Who is responsible for the evaluation of early field experience participants?

1. University faculty—15 responses; 34.09%

2. Cooperating teachers—5 responses; 11.36%

3. Both—20 responses; 45.45%


In comparing the authorship of the goals and aims of the field experience with the

reported evaluation practices, the evaluation is more collaborative in nature than the setting

of guidelines. In a true collaboration, the responsibility for evaluation as well as

67

establishing guidelines would be equally shared by the field supervisor and the university

faculty. According to the results of this survey, both cooperating teachers and university

faculty are most likely evaluating participants, based on criteria set by the university

faculty.

4. There exists a clearly identifiable group of academic faculty members for whom teacher

education is their primary assignment.

5. Strongly agree—1 response; 2.27%

4. Agree—2 responses; 4.55%

3. Neutral—no responses

2. Disagree—7 responses; 15.91%

1. Strongly disagree—29 responses; 65.91%

0. Not applicable—no responses


4A.What is the number of full-time music education faculty at your institution?

1. 1-5—24 responses; 54.55%

2. 6-10—13 responses; 29.55%

3. 11-15—2responses; 4.55%

4. More than 15—2 responses; 4.55%


4B.What is the number of music education faculty whose assignment includes

supervising pre-student teaching field experience?

1. 1-5—34 responses; 77.27%

2. 6-10—2 responses; 4.55%

68

3. 11-15—1 response; 2.27%

4. More than 15—no responses


The responses to questions 4, 4A and 4B, when compared to the demographic data

collected at the beginning of the survey indicate that, though the majority of the

respondents indicated that they work in large institutions, the number of full-time music

education faculty does not correspond to the populations of the universities. Additionally,

the data also show that supervisors of field experiences are not engaged in those activities

as their primary assignment. Goodlad emphasized the need for a “clearly identifiable”

group of faculty members for whom teacher education is their primary assignment.

Logistical Concerns

5. The music teacher education program assures for each candidate the availability of a

wide array of laboratory settings for simulation, observation and hands-on experiences in

exemplary schools.

5. Strongly agree—19 responses; 43.18%


3. Neutral—no responses





69

5A.What are the total clock hour requirements for early field experience in the

undergraduate music education curriculum?

1. 1-5—no responses

2. 6-10—2 responses; 4.55%

3. 11-15—no responses

4. More than 15—40 responses; 90.91%


5B.What are the titles of courses that currently involve a field experience

component and the year that they are taken?

Course Title Year Traditionally Taken

Pre-Professional Experiences I and II freshman

Orientation to Music Education (multiple responses) freshman

Music Teacher as Communicator freshman

Introduction to Music Teaching freshman

Introduction to Teaching freshman

Music Education Orientation (multiple responses) freshman

Learning Theories in Music freshman

Introduction to Music Education (multiple responses) freshman

Techniques of Classroom Instruments freshman

Pre-Professional Experiences II sophomore

Introduction to Music Education (multiple responses) sophomore

Practicum (multiple responses) sophomore

Field Experience (multiple responses) sophomore

70

Instrumental Techniques sophomore

Education in American Society sophomore

Exploring Teaching sophomore

Teaching General Music sophomore

New Horizons sophomore

Principles of Music Education sophomore

Exploring Individual Differences sophomore

Elementary General Music Methods sophomore

Foundations of Elementary Instrumental Instruction sophomore

Conducting I and II sophomore

Human Growth and Development sophomore

Students with Disabilities sophomore

Vocal Techniques for Instrumentalists sophomore

Foundations of Instrumental Music junior

Marching Band Techniques junior

Marching Band Internship junior

Music in the Elementary Grades junior

Elementary Music Methods junior

Early Childhood Music junior

Instrumental Music in the Elementary School junior

Field Experience junior

Secondary Music Methods junior

“various disciplinary methods courses” junior

71

General Methods I junior

General Music in the Middle/High School junior

Planning and Managing Learning in Music Education junior

The Teaching of Music Curriculum junior

Choral/Instrumental Organization and Administration junior

Teaching Choral/Instrumental/General Music junior

Music Education Methods I and II junior

Teaching Music in the Middle School junior

Choral Music in Schools junior

General Methods II junior

Approaches to Teaching Music junior

Elementary Methods and Materials junior

Teaching in American Schools junior

Teaching Choral Music junior

Middle School/Junior High Music Methods junior

Instrumental Techniques junior

Woodwind/Brass/Percussion/String Methods junior

Advanced Methods in Secondary Instrumental Music junior

Educational Psychology I and II junior

Beginning Instruments Lab I and II junior

Foundations of American Education junior

Jazz and Marching Band Pedagogy junior

Vocal and Choral Methods senior

72

Beginning Band Methods senior

Music Education Methods I and II senior

Seminar in Music Education senior

Elementary School Music Methods senior

Elementary/Middle School Instrumental Methods senior

Practicum in Music Education senior

Administration of Music Programs senior

Internship I senior

Secondary Methods senior

Marching Techniques and Band Organization senior

Music Education Conducting Practicum senior

Foundations of Secondary Instrumental Instruction senior

Teaching Composition in Schools senior

5C. What is the most commonly used criterion for the selection of school sites?

1. Proximity to university campus—10 responses; 22.73%

2. Reputation of cooperating teacher—32 responses; 72.73%

3. Membership in a formalized collaboration with the university, i.e., lab school,

partner school, etc.—no responses

4. Other—2 responses with comments; 4.22%

“varied depending on course criteria,” “MUED identifies schools and assigns

students.”

No response—none

73

The preceding questions reveal that field experiences were reported to be used

widely in the teacher education programs represented by the respondents to the survey. The

majority of respondents indicated that more than 15 clock hours were required in field

experiences for participants. Also interesting to note is the fact that at the freshman and

sophomore levels, there were more multiple responses regarding the courses which include

field experiences as a requirement. In the junior and senior years, there was a wider

diversity of courses including early field experiences.

The majority of respondents indicated familiarity with the reputation of the

cooperating teacher to the extent that the cooperating teacher’s reputation served as the

criterion for selection of the school site. Proximity to campus, while an important logistical

concern, is not mentioned by Goodlad, though it is used by many respondents. The formal

collaboration proposed by Goodlad and by those who have referenced his writings in

establishing their own theories of collaborative practice were not present in the data

collected in this study.

6. The music teacher education program admits no more students to their programs than

can be assured quality field experiences.



3. Neutral—5 responses; 11.36%





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6A.What is the number of undergraduate music education majors at your

institution?

1. 1-49—5 responses; 2.27%

2. 50-99—5 responses; 2.27%

3. 100-149—25 responses; 56.8%

4. 150-199—3 responses; 6.82%

5. 200+—1 response; 2.27%


6B.What is the approximate number of undergraduate music education majors

participating in early field experience in a typical semester?

1. 1-4—2 responses; 4.55%

2. 5-9—4 responses; 9.09%

3. 10-14—3 responses; 6.82%

4. 15+—35 responses; 79.55%

7. What is the approximate number of school sites utilized during a typical semester?

1. 1-4—4 responses; 9.09%

2. 5-9—11 responses; 25.00%

3. 10-14—10 responses; 22.73%

4. 15+—15 responses; 34.09%


The preceding responses indicated that in most of the programs participating in the

study, large numbers of students were participants in early field experiences, and the

75

respondents expressed agreement with their programs’ ability to provide a wide selection

of field experience sites in quality programs.

Music Teacher Candidate Preparation for Early Field Experience

8. The music teacher education program screens applicants thoroughly in regard to their

commitment to teaching, requiring evidence that the applicant displays the moral and

ethical responsibilities necessary to enter the field.




4. Disagree—no responses

5. Strongly disagree—no responses


9. The music teacher education program is characterized by the conditions for learning that

future teachers are to establish in their own schools and classrooms, serving as a model for

candidates.







76

10. The music teacher education program is infused with the commitment of teachers to

ensure equitable access to the best possible K-12 education for all children and youths.






6. Not applicable—1 response; 2.27%


The preceding three questions and the responses provided to them indicated that the

participants in the survey agreed that their programs were committed to screening teacher

education applicants, establishing model field situations and providing the best possible

opportunities for both their students and those populations served by them.

11. The music teacher education program involves future teachers in the issues of tension

between the rights and interests of individual parents and interest groups and the role of

schools.





5. Strongly disagree—1 response; 2.27%

6. Not applicable—2 responses; 4.55%


77

Additional comments included: “They are sprinkled throughout courses,” “I’m not

sure what issues you’re talking about,” “All music ed courses and field experiences,” and

“See courses listed above.” The majority of respondents agreed that this Postulate was

being satisfied by their programs.

11A. In what courses are these issues addressed?



















78
























79

Internship I senior



Again, the titles of courses satisfying this Postulate diverge after the sophomore

year. The majority of respondents indicated that the issues of individual and parent

interests as contrasted with the goals of the school were addressed in their teacher

education programs.

12. The music teacher education program involves future teachers in understanding

alternatives to the current school model, the assumptions underlying alternatives, and how

to effect needed changes in school organization.







12A.In what classes are these issues addressed?







80
























81
















Internship I senior



13. The music teacher education program engages future teachers in the study of conflicts

between daily classroom practice and the research and theory supporting other options.




82





13A.In what courses are these issues addressed?



















83























Internship I senior

84



Many of the courses that present alternatives to the current school model are the

same courses reported to involve field experiences and address issues of conflict between

entities. A majority of the courses were also reported to occur during the freshman and

sophomore years.

14. The music teacher education program is conducted in such a way that teachers inquire

into the nature of teaching and schooling by way of research and assume that they will do

so as a natural aspect of their careers.















85
















Elementary General Music Methods sophomore




Foundations of Instrumental Music junior


Elementary Music Methods junior


86

Instrumental Music in the Elementary School junior














Elementary Methods and Materials junior




Advanced Methods in Secondary Instrumental Music junior



Vocal and Choral Methods senior

Beginning Band Methods senior

87




Elementary/Middle School Instrumental Methods senior



Internship I senior



Additional comments included:

“Inquiry is a part of all education courses.”

“Hopefully, all.”

“All courses at the junior and senior levels.”

“All music ed courses.”

While inquiry may seem to some to be an inherent part of all courses in education

and music education, Goodlad asserted that there must be a concerted effort to address

inquiry as a specific topic in coursework and to interweave it with the training of teachers.

Evaluation of Candidates

15. The music teacher education program ensures that all music teacher candidates possess

or acquire the literacy and critical-thinking abilities associated with the concept of an

educated person.



88

3. Neutral—1 response; 2.27%





16. The music teacher education program encourages candidates to move beyond being

students of concepts and methods to become teachers who inquire into the nature of

teaching.



3. Neutral—1 response; 2.27%













89






















Internship I senior

90

Additional comments included:

“All courses in the junior and senior years.”

“All music ed courses.”

“All methods courses.”

Goodlad presented the movement from methods courses to practitioners concerned

with nature of learning as a central concept in his writings. Most of the respondents

indicated that this was being accomplished in their programs.

17. The music teacher education program is characterized by a socialization process

through which candidates move from their student identity to a collaborative, inquiry-

oriented approach to teaching.














91





















Internship I senior



92

Music Education Conducting Practicum senior

Foundations of Secondary Instrumental Instruction senior

Socialization as an aspect of the teacher training program was espoused by Goodlad

and by others. The practice of teacher socialization was reported to be used in a wide array

of courses by the respondents.

Program Evaluation

18. The music teacher education faculty is responsible and accountable for continuously

evaluating and improving programs.








19. School site classroom teachers are included in program evaluation and improvement.








93

20. The teacher education program rewards efforts to continuously improve and tolerates

no shortcuts intended to ensure a supply of teachers.







Respondents were almost evenly divided on the topic of accountability and

evaluation of their programs. Goodlad’s Postulates hold continuous evaluation and

accountability as a primary responsibility of the teacher education program, as well as for

public school programs. One respondent indicated that school site cooperating teachers

were not included in the process; with Goodlad’s model including cooperating teachers as

essential members of the teacher education program, their input is necessary to program

evaluation and improvement. Further research should examine the extent to which the

cooperating teacher is included in program assessment and evaluation.

Contact with Graduates

21. The music education faculty is responsible and accountable for facilitating the entry of

graduates into teaching careers.





94



22. The music teacher education program maintains contact with graduates for the purpose

of program evaluation and revision.







23. The music teacher education program maintains contact with graduates for the purpose

of easing the critical early years of transition into teaching.








24. The institution continually assesses individual and collaborative roles of participants in

supporting lifelong teaching careers characterized by professional growth, service, and

satisfaction.

95








As well as including classroom teachers in program development and assessment,

Goodlad stressed the need for the participation of program graduates in assessment,

evaluation, and revision. Participants indicated satisfaction at the departmental level, yet

positive responses were lower when referring to the institution at large, a theme which

pervaded the study.

In examining all of the responses to survey items, a pattern emerged, including

satisfaction with departmental programs, with a lower degree of satisfaction at the level of

top administration, as evidenced by a lower percentage of positive responses and a higher

percentage of neutral or negative responses.

Adapted from: Goodlad, John I., Educational Renewal: Better Teachers, Better Schools

(San Francisco: Jossey-Bass, 1994), pp. 72-93.

96

CHAPTER 5

FINDINGS












[Postulates 3, 4, 5, 7, 9, 10]








97







[Postulates 17, 18, 19, 20]

The responses indicated that although most respondents felt that their music

teacher preparation programs were adhering to the Postulates, there was a pattern of

disagreement with the view of the teacher education program and its concurrent support

and promotion by the administration of the college or university at large as a major

responsibility of the institution. Possible issues involved in the support and promotion of

the teacher education program included compensation for cooperating teachers; the

number of faculty for whom teacher education was the primary assignment; and the

number of full time music education faculty as compared to the number of music

education majors in the program; the number of students engaged in early field

experiences, and the number of early field experience sites utilized during a typical

semester.

The respondents comprised a representation of all sizes and classifications of

institutions, though the largest number of respondents indicated that their schools served

15,000 or more students. This majority was expected in the design of the study, given that

the choice of schools included the flagship institution of each state, the next largest

institution meeting the criteria set forth in the study design, and an additional school in

98

the states in which there were two schools with almost equal student populations in

addition to the other criteria for selection for the study, (i.e., membership in NASM and

NCATE and offering Bachelor of Music Education or comparable degree programs at the

baccalaureate level). Over half of the institutions were reported to be in Carnegie

Classifications I and II, offering degree programs through the doctorate. All institutions

participating in the study offered a wide range of programs at the baccalaureate level,

with over half of the degrees conferred being in the field of liberal arts by the schools

which reported having no graduate programs.

Almost half of the respondents indicated “disagree” or “strongly disagree” when

presented with the statement that the teacher education program is viewed by their

institution as a major role in society and that the program is adequately supported and

promoted by the institution’s leadership. Additionally, 25% of the respondents stated that

field experience cooperating teachers are not compensated for their supervision of music

teacher education students. Further studies can and should examine the reasons for this

perception, particularly in terms of the percentage of the university population served by

the teacher education program. An important question to be answered would be the

existence of parity with other pre-professional programs and if that parity did not exist,

what steps could be taken to establish and maintain that essential balance. Examination of

funding, means of program promotion, staffing and other issues of institutional support

would yield a greater understanding of the perception of the administrative view of the

teacher education program as a major factor in the institutional mission of the university.

Collaborative planning was reported by the respondents as an integral part of the

early field experience. The most common formats used for planning between university

99

faculty and cooperating teachers in the field were group orientation meetings, workshops

for cooperating teachers, and frequent meetings between university faculty and

cooperating teachers during the field experience quarter or semester. Though

collaborative planning took place, the responsibility for authorship of the goals, aims,

objectives and assessment criteria resided chiefly with the university faculty. Both

university faculty members and cooperating teachers evaluated field experience

participants, using criteria set by the university faculty. Many of the respondents reported

that their institutions solicited feedback from the classroom cooperating teacher in order

to examine and refine the field experience. In Goodlad’s view, the university faculty and

the cooperating teachers would collaborate at every level of teacher training, from the

design of courses, setting of goals, aims, objectives and assessment criteria to evaluation

of students and programs. By including all supervisors equally, a true collaboration

would result, with the responsibility for program design and evaluation being shared by

the university-school site collaborative team.

Field experiences were reported to be both separate courses and embedded

activities in methods courses. In most of the responses, an array of field experiences

existed for the music education major, at all levels of schooling and in both education and

music education courses. The reputation of the cooperating teacher was the most often

utilized criterion for the selection of the field experience placement site, followed by the

proximity to the university campus. None of the respondents indicated membership in a

partner school, key school, demonstration school, or other entity where a formal

collaboration served as the determining factor for field experience placement choices. In

Goodlad’s Postulates, specific sites for partnership would need to be identified and

100

chosen. The partnership would be formalized, with the school site serving as a laboratory

school in which field experience participants would work in conjunction with their

methods coursework. This arrangement currently exists in many forms, including the

Professional Development School, the key school, the partner school and the laboratory

school, all of which use intensive collaborative planning between the university faculty

and the school site classroom teachers. This planning extends beyond the current trend of

visits by the university supervisor to a true partnership where all supervisors identify

needs, goals and evaluation criteria and methods.

Prior to the field experience, most of the respondents indicated that preparation

included careful screening of the applicants in regard to literacy skills, personal attributes

and commitment to teaching. Further studies would examine more deeply the amount and

type of activities included in this screening process. The literature yields descriptions of

teacher candidate interviews as being a widely popular mode of applicant screening, but

no one format of candidate evaluation has emerged as the central mode of determination

for a potential teacher’s success in the teacher education program.

Issues of conflict within the school system and educational alternatives to the

current school model were reported to be addressed in a combination or courses, both at

the inception of the teacher education program and throughout the sequence of courses.

The manner in which these issues are addressed was reported to be different at each

institution. Further studies should examine the place that conflict between the school’s

mission and the interests of individual entities and groups occupies in the curriculum, and

whether the curriculum afford these issues a place in the coursework, especially

considering the responses that such issues are “sprinkled throughout courses.”

101

Alternatives to the current school model should be studied as well, especially as such

alternatives become more widely known, particularly in the areas of home schooling,

charter schools and dedicated magnet schools.

Research is often included in course materials, from the early, introductory

courses through the internship and field experience stand-alone courses and into the

student teaching semester. The amount and type of research activities should be

examined in further studies, as well as the methods for incorporating research into the

undergraduate curriculum. The current study did not elaborate upon the function of

research in the undergraduate teacher training program. According to Goodlad, research

should play an integral part in the teacher education program, in order to supplement the

learning in the university classroom and to enhance the field experience activities.

Contact with graduates was frequently cited as a source of information for the

purposes of program assessment, evaluation and planning. This contact was reported to

serve dual purposes: for the good of the music teacher education program in collecting

feedback and suggestions, and to assist graduates as they make the transition from student

to colleague.

Additional research would yield insight into the nature and frequency of alumni

contact, from the possible use of exit surveys given in many institutions to an ongoing

effort to solicit alumni feedback in evaluating and refining existing programs, as well as

offering new experiences of benefit to all participants in the program.

102

CHAPTER 6

DISCUSSION AND CONCLUSIONS

Based on survey responses, the institutions participating in the study adhered to

Goodlad’s Postulates in the areas of field experience preparation, variety of experiences

and collaborative planning. Coursework supported the issues raised in the Postulates in

terms of program assessment, preparation for school reform and alternatives, and contact

with graduates.

An issue of disagreement with Postulate 1 concerned the respondents’ view of the

teacher education program as a major responsibility to society and the promotion and

advancement of the program by the top leadership of their institution. This is expressed in

Goodlad’s Postulate 2 in terms of faculty rewards, and in Postulate 3 in terms of

autonomy, budget and staffing considerations, and the authority to make clear and

immediate decisions regarding their programs. Goodlad’s Postulate 4 enumerates the

need for a group of faculty members for whom teacher education is their top priority.

According to the present study, many of the field experience supervising faculty

members in responding institutions are not full time music education faculty. Further

studies should examine faculty loads in terms of music education duties as compared to

other assignments within the department. Another topic for study would be inquiry

regarding a cohesive system of screening students for entry into the program, monitoring

their progress through the program or maintaining contact with graduates as they move

into the field as full time teachers. The roles of school in society are reported to be

103

addressed in the curriculum in a variety of courses and formats. Postulate 5 calls for a

more systematic method of instruction by faculty members to acquaint the future teacher

to the comprehensive role of schools in society and the possible conflicts that may arise

as the needs of the school are compared to the belief systems of its constituents.

Postulate 7 calls for the assessment of literacy and critical thinking skills

possessed by its graduates and, if needed, taking steps to ensure that the skills are in place

prior to graduation from the program. Most of the respondents agreed that this was taking

place, though the study did not address exactly how and when this assessment is made.

Postulate 8 espouses the need for teacher education programs to encourage and support

teacher education candidates as they move beyond the methods course into an inquiry-

oriented approach to the nature of teaching and learning. This was reported to be the case

in the majority of responding institutions, raising the question of exactly how and when

this transition occurs.

The shift in identity from the self-oriented student to the other-oriented concept

essential to teaching is the focus of Postulate 9. Corresponding survey items indicated

that most of the respondents saw their programs as meeting this need, though the specific

activities fostering the development of this self view were outside the focus of the study.

Modeling standards in classroom environment, as described in Postulates 10 and

Eleven, were present in the programs participating in the study. Also present were the

topics of educational reform, alternatives to the current educational models, and

conflicting viewpoints as contained in Postulates 12 and 13. These topics are addressed in

the diverse settings offered to teacher education candidates as enumerated in Postulates

15 and 16.

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The mission of the teacher education program continues beyond graduation from

the institution, to issues of certification, licensing and the involvement of all participants

in the program in an ongoing effort to continuously evaluate and improve programs, as

Goodlad espouses in Postulates 17, 18, 19, and 20. Through participation of all members

of the education community, the institution may then take the leadership role in

establishing and maintaining the program which will in turn educate, support and nurture

teachers at every stage of their professional lives, from their entrance into the program to

possible service as a cooperating teacher for the next generation of music teacher

candidates.

Areas in need of further examination included the ongoing collaboration with

cooperating teachers as well as the placement of the teacher education program at the

forefront of the institutional mission of the college or university. Since Goodlad’s

Postulates are numerous and address so many aspects of the teacher education program,

the responses to this study should be used as a point of reference for deeper inquiry into

the specific issues raised by Goodlad.

Despite the overall positive responses regarding departmental mission, there was

a recurring pattern of responses indicating neutral or negative views of institutional

promotion and support of the teacher education program. Further studies should gather

data comparing the number of students in the teacher education program to the

percentage of students in other areas of study in order to determine whether allotments of

resources, promotion and support are comparably distributed among the areas. Individual

institutions can and should take steps to ensure that the top administration of the

institution recognizes and understands the many activities and purposes of the teacher

105

education program. By increasing its visibility to the institution at large, the teacher

education program can ensure its place at the forefront of the institution’s purpose.

Collaboration between the university and the school site, while currently present

in many forms, can and should be expanded and deepened. Goodlad’s recommendation

establishes formalized partnerships with school sites, with cooperating teachers serving

as adjunct faculty members at the university. This collaboration would ensure an ongoing

relationship between the entities, with benefits for all: the cooperating teacher would

receive remuneration and status commensurate with his or her role as well as access to

new research and teaching methods. The university would benefit from the frequent

contact with daily school activities, allowing both students and faculty to put methods

and theories into regular practice.

The extent to which the Postulates are being employed by the participants in the

study is two-fold: on a departmental level, the Postulates are being satisfied in the areas

of coursework, providing many and varied opportunities for experience and in exploring

current educational issues, and in program assessment, evaluation and reform; on an

institutional level, there is progress to be made in the areas of visibility to the

administration of the college or university and in the resources and personnel allotted to

the teacher education program.

With the Postulates being so numerous and addressing so many facets of the

teacher education program, this study presented an overview of the extent to which

Goodlad’s Postulates are being utilized by the participating music teacher education

departments. With this wide view of the programs being established, the next step in the

process would be to examine the individual sections in the study for a deeper

106

understanding of each facet of the music teacher education program. Future studies

would explore institutional support for the music teacher education program, logistical

concerns of the field experience, the placement of field experience in the curriculum,

music teacher candidate preparation for early field experience, evaluation of candidates

both prior to and during the early field experience, program evaluation, and contact with

graduates for the purpose of program evaluation and reform.

107

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127

APPENDIX A

Pilot Study


1. Total student population of university:

__ Less than 5000 students __ 5000-10000 students __10000-15000 students

__ 15000-20000 students __ 20000-25000 students __ more than 25000 students

2. Classification of college/university:

__ Research university __ Regional university __ State university

__ State college


3. The music teacher education program is viewed by the institution as a major responsibility to

society and is adequately supported and promoted by the institution’s top leadership.

5 - strongly agree 4 - agree 3-neutral 2 - disagree 1 - strongly disagree

0 - not applicable

3A. Do cooperating teachers in the school site classroom receive remuneration for their

supervision of field experience participants?

___ yes

___ no


___ School/Department of Education at the university

___ School/Department of Music at the university

___ State funds

128

3C. Collaborative planning between university faculty and school site

supervisors [check all that apply]:

__General group orientation for school site cooperating teachers

__ Group planning between university faculty and cooperating teachers

__ Monthly planning meetings between university faculty and cooperating teachers

__ Quarter/semester meetings between university faculty and cooperating teachers

__ Conferences between individual faculty and cooperating teachers during the field experience

__ Other [please elaborate]:

______________________________________________________________________________

______________________________________________________________________________

______________________________________________________________________________

______________________________________________________________________________

3D. Responsibility for authorship of early field experience guidelines/syllabi/goals and aims:

__ University faculty

__ Cooperating teachers

__ Both

3E. Responsibility for evaluation of early field experience participants:



__ Both

129


education is their primary assignment.


0 - not applicable

4A. Number of music education faculty:

__ 1-5 __ 5-10 __ 10-15 __ more than 15

4B. Number of music education faculty whose assignment includes supervising pre-student

teaching field experience:

__ 1-5 __ 5-10 __ 10-15 __ more than 15

Logistical Concerns

5. The music teacher education program assures for each candidate the availability of a wide

array of laboratory settings for simulation, observation and hands-on experiences in exemplary

schools.


0 - not applicable

5A. Total clock hour requirements for early field experience in the undergraduate music

education curriculum:

__ 1-5 __ 6-10 __ 11-15 __ more than 15

5B. Titles of courses that currently involve a field experience component and the year that they

are taken:

Course Title Year

________________________________ freshman sophomore junior senior

130








5C. Selection of school sites - rank in order from highest priority to lowest:

__ Proximity to university campus

__ Reputation of cooperating teacher

__ Membership in a formalized collaboration with the university, I.e. lab school, partner school,

etc.


______________________________________________________________________

______________________________________________________________________

6. The music teacher education program admits no more students to their programs than can be

assured quality field experiences.


0 - not applicable

6A. Number of undergraduate music education majors:

__ 1-50 __ 50-100 __ 100-150 __ 150-200 __ more than 200

131

6B.Approximate number of undergraduate music education majors participating in early field

experience per semester:

__ 1-5 __ 5-10 __ 10-15 __ more than 15

7. Approximate number of school sites utilized during a typical semester:

__ 1-5 __ 5-10 __ 10-15 __ more than 15


8. The music teacher education screens applicants thoroughly in regard to their commitment to

teaching, requiring evidence that the applicant displays the moral and ethical responsibilities

necessary to enter the field.


0 - not applicable



candidates.


0 - not applicable

10. The music teacher education program is infused with the commitment of teachers to ensure

equitable access to the best possible K-12 education for all children and youths.


0 - not applicable

132


between the rights and interests of individual parents and interest groups and the role of schools.


0 - not applicable


Course Title Year









12. The music teacher education program involves future teachers in understanding alternatives

to the current school model, the assumptions underlying alternatives, and how to effect needed

changes in school organization.


0 - not applicable

12A. In what classes are these issues addressed?

Course Title Year



133










0 - not applicable


Course Title Year









134

14. The music teacher education program is conducted in such a way that teachers inquire into

the nature of teaching and schooling by way of research and assume that they will do so as a

natural aspect of their careers.


0 - not applicable


Course Title Year










15. The music teacher education program ensures that all music teacher candidates possess or

acquire the literacy and critical-thinking abilities associated with the concept of an educated

person.


0 - not applicable

135

16. The music teacher education program encourages candidates to move beyond being students

of concepts and methods to become teachers who inquire into the nature of teaching.


0 - not applicable


Course Title Year








17. The music teacher education program is characterized by a socialization process through

which candidates move from their student identity to a collaborative, inquiry-oriented approach

to teaching.


0 - not applicable


Course Title Year




136





Program Evaluation




0 - not applicable



0 - not applicable

20. The teacher education program rewards efforts to continuously improve and tolerates no

shortcuts intended to ensure a supply of teachers.


0 - not applicable





0 - not applicable

137

22. The music teacher education program maintains contact with graduates for the purpose of

program evaluation and revision.


0 - not applicable


easing the critical early years of transition into teaching.


0 - not applicable



satisfaction.


0 - not applicable

Adapted from: Goodlad, John I., Educational Renewal: Better Teachers, Better Schools (San

Francisco: Jossey-Bass, 1994), pp. 72-93.

138

APPENDIX B

Cover Letter for Study

Dear Colleague:

You are invited to participate in a research study titled “The Relationship Between John

Goodlad’s Twenty-One Postulates and Early Field Experiences in Music Teacher

Education ” conducted by Lauren Ringwall, Hugh Hodgson School of Music, University

of Georgia, 706.340.5809 under the direction of Dr. Mary Leglar, Hugh Hodgson School

of Music, University of Georgia, 250 River Road, Athens, Georgia 30602.

The purpose of this research study is to determine whether John Goodlad’s Postulates are

being used directly or indriectly in the design and administration of music teacher

education programs in the United States and, if they are, whether there are identifiable

trends and demographic or situational correlates to this spread.

If you should choose to participate in this study, your participation will involve the

following:

• Completing an online survey that includes basic demographic questions and that

asks whether you might use certain terms in different situations. Please note that

you may consider some of these terms offensive and may, therefore, wish to

choose not to participate in this research.

Completion of the survey is expected to take a maximum of 20 minutes. Please note that

Internet communications are insecure and there is a limit to the confidentiality that can be

guaranteed due to the technology itself. However, once I receive the completed surveys, I

will store them in a locked cabinet in my office and will destroy them and any names and

contact information that I have by June, 2006. Any information that is obtained in

connection with this study and that can be identified with you will remain confidential

except as required by law. If you are not comfortable with the level of confidentiality

provided by the Internet, please feel free to print out a copy of the survey, fill it out by

hand, and mail it to me at the address given below, with no return address on the

envelope.

Your participation in this study is completely voluntary. You may withdraw at any time

without penalty, or skip any questions you feel uncomfortable answering. Closing the

survey window will erase your answers without submitting them. Additionally, you will

be given a choice of submitting or discarding your responses at the end of the survey.

If you have any questions do not hesitate to ask now or at a later date. You may contact

Lauren Ringwall at 706.340.5809 or [email protected].

Thank you for the invaluable help that you are providing by participating in this research

study.

139

Sincerely,

Lauren Ringwall

c/o Mary Leglar

Hugh Hodgson School of Music

University of Georgia

250 River Road

Athens, Georgia 30602

[email protected]

706.340.5809

Additional questions or problems regarding your rights as a research participant should be addressed to The

Chairperson, Institutional Review Board, University of Georgia, 612 Boyd Graduate Studies Research Center, Athens,

Georgia 30602-7411; Telephone (706) 542-3199; E-Mail Address [email protected].

By completing the survey you are agreeing to participate in the research.

Please begin the survey now by clicking on the "Go to survey" button below.

140

APPENDIX C

Survey


1. What is the total student population of your college or university?

__ Less than 5000 students __ 5000-10000 students __10000-15000 students

__ 15000-20000 students __ 20000-25000 students __ more than 25000 students

2. What is the Carnegie Classification of your college or university?

__ Doctoral/Research Universities—Extensive: These institutions typically offer a wide range

of baccalaureate programs, and they are committed to graduate education through the doctorate.

During the period studied, they awarded 50 or more doctoral degrees per year across at least 15

disciplines.

__ Doctoral/Research Universities—Intensive: These institutions typically offer a wide range

of baccalaureate programs, and they are committed to graduate education through the doctorate.

During the period studied, they awarded at least 10 doctoral degrees per year across three or

more disciplines, or at least 20 doctoral degrees per year overall.

__ Master's Colleges and Universities I: These institutions typically offer a wide range of

baccalaureate programs, and they are committed to graduate education through the master's

degree. During the period studied, they awarded 40 or more master’s degrees per year across

three or more disciplines.

__Master's Colleges and Universities II: These institutions typically offer a wide range of

baccalaureate programs, and they are committed to graduate education through the master's

degree. During the period studied, they awarded 20 or more master's degrees per year.

141

__ Baccalaureate Colleges—Liberal Arts: These institutions are primarily

undergraduate colleges with major emphasis on baccalaureate programs. During the

period studied, they awarded at least half of their baccalaureate degrees in liberal arts

fields.

__Baccalaureate Colleges—General: These institutions are primarily undergraduate

colleges with major emphasis on baccalaureate programs. During the period studied, they

awarded less than half of their baccalaureate degrees in liberal arts fields.

__ Baccalaureate/Associate's Colleges: These institutions are undergraduate colleges

where the majority of conferrals are below the baccalaureate level (associate's degrees

and certificates). During the period studied, bachelor's degrees accounted for at least ten

percent of undergraduate awards.

[Adapted from The Carnegie Classification of Institutions of Higher Education, 2000 Edition]


3. The music teacher education program is viewed by the institution as a major responsibility to

society and is adequately supported and promoted by the institution’s top leadership.


0 - not applicable

3A. Do cooperating teachers in the school site classroom receive remuneration for their

supervision of field experience participants?

___ yes

___ no

142


___ School/Department of Education at the university

___ School/Department of Music at the university

___ State funds

3C. What is the most commonly used format for collaborative planning between

university faculty and school site supervisors at your institution?

__General group orientation for school site cooperating teachers

__ Group planning between university faculty and cooperating teachers

__ Monthly planning meetings between university faculty and cooperating teachers

__ Quarter/semester meetings between university faculty and cooperating teachers

__ Conferences between individual faculty and cooperating teachers during the field experience


______________________________________________________________________________

______________________________________________________________________________

______________________________________________________________________________

3D. Who is responsible for the authorship of early field experience

guidelines/syllabi/goals and aims?



__ Both

143

3E. Who is responsible for the evaluation of early field experience participants?



__ Both


education is their primary assignment .


0 - not applicable

4A. What is the number of full time music education faculty at your institution? _____

4B. What is the number of music education faculty whose assignment includes

supervising pre-student teaching field experience? _____

Logistical Concerns

5. The music teacher education program assures for each candidate the availability of a wide

array of laboratory settings for simulation, observation and hands-on experiences in exemplary

schools.


0 - not applicable

5A. What are the total clock hour requirements for early field experience in the

undergraduate music education curriculum? _____

5B. What are the titles of courses that currently involve a field experience component and

the year that they are taken?



144








5C. What is the most commonly used criterium for the selection of school sites?

__ Proximity to university campus

__ Reputation of cooperating teacher

__ Membership in a formalized collaboration with the university, I.e. lab school, partner school,

etc.


______________________________________________________________________

______________________________________________________________________

6. The music teacher education program admits no more students to their programs than can be

assured quality field experiences.


0 - not applicable

6A. What is the number of undergraduate music education majors at your institution?

__ 1-49 __ 50-99 __ 100-149 __ 150-199 __ 200+

145

6B.What is the approximate number of undergraduate music education majors

participating in early field experience in a typical semester?

__ 1-4 __ 5-9 __ 10-14 __ 15+

7. What is the approximate number of school sites utilized during a typical semester?

__ 1-4 __ 5-9 __ 10-14 __ 15+


8. The music teacher education screens applicants thoroughly in regard to their commitment to

teaching, requiring evidence that the applicant displays the moral and ethical responsibilities

necessary to enter the field.


0 - not applicable



candidates.


0 - not applicable

10. The music teacher education program is infused with the commitment of teachers to ensure

equitable access to the best possible K-12 education for all children and youths.


0 - not applicable

146


between the rights and interests of individual parents and interest groups and the role of schools.


0 - not applicable








12. The music teacher education program involves future teachers in understanding alternatives

to the current school model, the assumptions underlying alternatives, and how to effect needed

changes in school organization.


0 - not applicable

12A. In what classes are these issues addressed?







147






0 - not applicable











14. The music teacher education program is conducted in such a way that teachers inquire into

the nature of teaching and schooling by way of research and assume that they will do so as a

natural aspect of their careers.


0 - not applicable

148








15. The music teacher education program ensures that all music teacher candidates possess or

acquire the literacy and critical-thinking abilities associated with the concept of an educated

person.


0 - not applicable

16. The music teacher education program encourages candidates to move beyond being students

of concepts and methods to become teachers who inquire into the nature of teaching.


0 - not applicable








149



17. The music teacher education program is characterized by a socialization process through

which candidates move from their student identity to a collaborative, inquiry-oriented approach

to teaching.


0 - not applicable









Program Evaluation




0 - not applicable

150



0 - not applicable

20. The teacher education program rewards efforts to continuously improve and tolerates no

shortcuts intended to ensure a supply of teachers.


0 - not applicable





0 - not applicable


program evaluation and revision.


0 - not applicable


easing the critical early years of transition into teaching.


0 - not applicable

151



satisfaction.


0 - not applicable

Adapted from: Goodlad, John I., Educational Renewal: Better Teachers, Better Schools

(San Francisco: Jossey-Bass, 1994), pp. 72-93.

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