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

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    Date Issued
    2018-10
    Publisher Version
    10.1177/8755123318758837
    Author(s)
    Kos, Ronald P.
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    Permanent Link
    https://hdl.handle.net/2144/39145
    Version
    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/10.1177/8755123318758837
    Abstract
    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.
    Collections
    • CFA: School of Music: Scholarly Papers [53]
    • BU Open Access Articles [3730]


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