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On the quality of professional development in the United States: Examining music educators’ experiences, sentiments, and emotions
International Journal of Music Education ( IF 0.462 ) Pub Date : 2021-06-04 , DOI: 10.1177/02557614211019149
Brian C Wesolowski, Michael A Alsop, Myriam I Athanas, Levi H Dean

The purpose of this study was to develop a valid and reliable assessment tool to measure music educators’ participation in and perceptions of their high-quality professional development (PD) experiences. A sample of 450 in-service music educators across the United States completed a 78-item rating scale embedded within 10 domains reflecting high-quality PD criteria: (a) content, (b) evidence/research, (c) coherence, (d) relevance, (e) active learning, (f) application, (g) collaboration, (h) reflection, (i) feedback, and (j) duration. Participants also answered the open-ended question, “What are some adjectives you would use to describe your overall professional development experiences?” Data were analyzed using Rasch measurement analyses and sentiment analyses. Results indicated an overall acceptable data-to-model fit, with the content domain reflecting most participation and the duration domain reflecting least participation. Bias analyses suggested that music educators received systematically different quality PD experiences based upon their teaching area and/or grade-level emphases. Participants had an overall positive sentiment of their PD experiences, which positively correlates with the level of quality PD they experienced (r = 0.42, p < .05). The most frequent emotions of the participants were trust and joy. Implications for the development and programming of PD in the field of music education are discussed.



中文翻译:

论美国专业发展的质量:检验音乐教育者的经历、情感和情感

本研究的目的是开发一种有效且可靠的评估工具,以衡量音乐教育者对其高质量专业发展 (PD) 体验的参与和看法。美国 450 名在职音乐教育工作者的样本完成了嵌入 10 个领域的 78 项评分量表,反映了高质量的 PD 标准:(a) 内容,(b) 证据/研究,(c) 连贯性,(d ) 相关性,(e) 主动学习,(f) 应用,(g) 协作,(h) 反思,(i) 反馈,以及 (j) 持续时间。参与者还回答了开放式问题:“您会使用哪些形容词来描述您的整体职业发展经历?” 使用 Rasch 测量分析和情感分析对数据进行分析。结果表明总体上可接受的数据模型拟合,内容域反映了最多的参与,而持续时间域反映了最少的参与。偏见分析表明,音乐教育者根据他们的教学领域和/或年级重点,系统地获得了不同质量的 PD 体验。参与者对他们的 PD 经历总体上持积极态度,这与他们经历的质量 PD 水平呈正相关(r  = 0.42,p  < .05)。参与者最常见的情绪是信任和喜悦。讨论了音乐教育领域 PD 的发展和编程的影响。

更新日期:2021-06-05
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