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dc.contributor.authorBell-McRoy, Zandra Tahanna
dc.date.accessioned2015-06-05T04:30:19Z
dc.date.available2015-06-05T04:30:19Z
dc.date.issued2014-12
dc.identifier.otherbell-mcroy_zandra_t_201412_edd
dc.identifier.urihttp://purl.galileo.usg.edu/uga_etd/bell-mcroy_zandra_t_201412_edd
dc.identifier.urihttp://hdl.handle.net/10724/31386
dc.description.abstractThe purpose of this study was to determine whether and how multicultural music education is included in the music teacher preparation degree programs of NASM-accredited colleges and universities. A secondary purpose was to gain insight into the attitudes of music teacher educators regarding the inclusion of multicultural music education in music teacher education programs. The following research questions guided the study: 1) How is multicultural music education included in the curricular requirements of music teacher education degree programs of NASM-accredited colleges and universities? 2) How is multicultural music education included in the instructional practices of music teacher educators at selected NASM-accredited colleges and universities? 3) What are music teacher educator attitudes regarding the inclusion of multicultural music education in music teacher preparation programs at NASM-accredited colleges and universities? A two-phase research design was used. The first phase consisted of the examination of bulletins, catalogs, and syllabi from 536 NASM-accredited colleges and universities. It was found that multicultural content is included in the music teacher preparation degree requirements of the vast majority of institutions, but there remains a need for improvement in the manner in which it is included. The second phase consisted of twelve semi-structured interviews with music teacher educators from NASM-accredited institutions of varying size, geographic location, and type. From the data, three large-scale themes were derived pertaining to: 1) the manner in which music teacher educators include multicultural music education in their instruction and the related challenges, 2) music teacher educators’ attitudes regarding the need for multicultural music education in music teacher preparation programs, 3) music teacher educators’ attitudes regarding the problems facing multicultural music education in music teacher preparation programs. Findings revealed that music teacher educators include multicultural music education in their instruction in three ways: 1) exposure, 2) classroom activities, and 3) cultural immersion. Music teacher educators believe that multicultural music education is a needed part of music teacher preparation, but implementation can prove to be difficult due to time constraints and one’s own lack of experience with multicultural music education.
dc.languageeng
dc.publisheruga
dc.rightspublic
dc.subjectMulticultural Music Education
dc.subjectMusic Teacher Preparation
dc.subjectMusic Teacher Educator
dc.subjectDiversity
dc.subjectWorld Music
dc.subjectInstruction
dc.subjectAttitude
dc.subjectInclusion
dc.titleMulticultural music education in the music teacher preparation programs of NASM-accredited colleges and universities
dc.typeDissertation
dc.description.degreeEdD
dc.description.departmentSchool of Music
dc.description.majorMusic Education
dc.description.advisorRoy Legette
dc.description.committeeRoy Legette
dc.description.committeeStephen Valdez
dc.description.committeeMary Leglar
dc.description.committeeRoy Kennedy


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