As popular music education programs become more common, it is essential to determine what kinds of professional development experiences that are designed to help teachers include popular music into their music education classrooms are effective—keeping in mind that the inclusion of popular music in K–12 classrooms requires a change not only in instrumentation and repertoire but also pedagogical approaches. This study examined the effects of a popular music professional development initiative on more than 600 New York City urban music teachers’ musicianship, their pedagogy, and their leadership skills throughout one school year. Results revealed increases in all three areas, most notably in teachers’ musicianship. The study also showed an increase in teachers’ positive perceptions about their music programs, specifically, their level of excitement about the state of their music program and that their music program was more effective at meeting their students’ needs than it had been previously.

随着流行音乐教育计划变得越来越普遍，有必要确定旨在帮助教师将流行音乐纳入他们的音乐教育教室的哪种专业发展经验是有效的—请记住，将流行音乐纳入K-12课堂不仅需要改变乐器和曲目，还需要改变教学方法。这项研究检查了流行音乐专业发展计划对一个学年中600多名纽约市城市音乐教师的音乐才能，他们的教学法和领导技巧的影响。结果显示，这三个方面的增长均有所提高，最显着的是教师的音乐素养。研究还显示，教师对音乐课程的积极看法有所增加，特别是，