Policy and the K–12 music teacher: a literature review

Date Issued
2018-10Publisher Version
10.1177/8755123318758837Author(s)
Kos, Ronald P.
Metadata
Show full item recordPermanent Link
https://hdl.handle.net/2144/39145Version
Accepted manuscript
Citation (published version)
Ronald P Kos. 2018. "Policy and the K–12 Music Teacher: A Literature Review." Update: Applications of Research in Music Education, Volume 37, Issue 1, pp. 20 - 29. https://doi.org/10.1177/8755123318758837Abstract
Music teaching lies at the intersection of policy, research, and practice. An awareness of policy context and how policies affect teachers is essential for those in the music education profession. In particular, such an understanding can allow teachers to better adapt to and implement policies so that they might maintain and grow their programs and feel more satisfied in their jobs. This review of literature investigates scholarly literature published in music education research journals with implications for teachers’ classroom practice and their professional lives. It includes studies of resources, organizations, and educational reform, teachers and teaching, institutions and actors, and access, in addition to descriptions of policy. Implications for teachers related to policy awareness, access for all students to a variety of musical activities, and music education advocacy are discussed.
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