Recommended Reading

Access & Inclusion in Music Education

Alegrado, A. & Winsler, A. (2020). Predictors of taking elective music courses in middle school among low-SES, ethnically diverse students in Miami. Journal of

Research in Music Education, 0(00), 1-26. doi: 10.1177/0022429420908282

Allsup, R. E. (2015). Our “both/and” movement. Music Educators Journal, 102(2), 85-86. doi: 10.1177/0027432115613327

Barrett, J. R. (2020). Policy at the intersection of curriculum and music teacher agency. Music Educators Journal, 107(1), 37-42. doi: 10.1177/0027432120939646

Bledsoe, R. N. (2015). Music education for all? Music Educators Journal, 28(2), 18-22. doi: 10.1177/1048371314549888

Cassidy, J. W. & Colwell, C. M. (2012). University students’ perceptions of an inclusive music production. Journal of Music Teacher Education, 21(2), 28-40. doi: 10.1177/1057083711411714

Chaleroy, A., Frederiksen, J., Jensen, A., McKenna, S. & Thomas, A. (2012). Child development and arts education: A review of current research and best practice. The College Board. Retrieved from: https://www.nationalartsstandards.org/sites/default/files/College%20Board%20Research%20-%20Child%20Development%20Report.pdf

Clauhs, M., Beard, J., & Chadwick, A. (2017). Increasing access to school music through modern band. School Music News: The official publication of the New York State School Music Association, 81(4), 24-28. Retrieved from https://www.researchgate.net/‌publication/321873901_Increasing_Access_to_School_Music_through_Modern_Band

Clauhs, M., Franco, B., & Cremata, R. (2019). Mixing it up: Sound recording and music production in school music programs. Music Educators Journal, 106(1), 55-63. doi: 10.1177/0027432119856085

The College Board. (2012). Child Development and Arts Education: A review of Current Research and Best Practices. National Arts Standards. Retrieved from: https://www.nationalartsstandards.org/sites/default/files/College%20Board%20Research%20-%20Child%20Development%20Report.pdf

Cook Ross. (2019). Diversity, Equity, Inclusion, & Access: Current State Study. Findings & Recommendations Report. National Association for Music Education. Retrieved from: https://nafme.org/wp-content/files/2020/01/NAfME_DEIA_Executive-Summary_2019.pdf

Culp, M. E. & Clauhs, M. (2020). Factors that affect participation in secondary school music: Reducing barriers and increasing access. Music Educators Journal, 106(4), 43-49. doi: 10.1177/0027432120918293

Culp, M. E. & Salvador. (2017, December 17). Embracing human difference in music education: Suggestions for honoring diversity in music classrooms [Blog post]. Retrieved from https://nafme.org/embracing-human-difference-music-education/

Elpus, K. (2013). Is it the music or is it selection bias? A nationwide analysis of music and nonmusic students’ SAT scores. Journal of Research in Music Education, 61(2), 175-194. doi: 10.1177/0022429413485601

Elpus, K. (2014). Evaluating the effect of no child left behind on U.S. music course enrollments. Journal of Research in Music Education, 62(3), 215-233. doi: 10.1177/0022429414530759

Elpus, K. (2015a). Music teacher licensure candidates in the United States: A demographic profile and analysis of licensure examination scores. Journal of Research in Music Education, (63)3, 314-335. doi: 10.1177/0022429415602470

Elpus, K. (2015b). National estimates of male and female enrollment in American high school choirs, bands and orchestras. Music Education Research, 17(1), 88-102. doi: 10.1080/14613808.2014.972923

Elpus, K. & Abril, C. R. (2011). High school music ensemble students in the United States: A demographic profile. Journal of Research in Music Education, 59(2), 128-145. doi:10.1177/0022429411405207

Elpus, K. & Abril, C. R. (2019). Who enrolls in high school music? A national profile of U.S. students, 2009-2013. Journal of Research in Music Education, 67(3), 323-338. doi: 10.1177/0022429419862837

Fuelberth, R. V., & Laird, L. E. (2014). Tools and stories: Preparing music educators for successful inclusive classrooms through universal design for learning. In VSA Intersections: Arts and Special Education Exemplary Programs and Approaches (pp. 159-182). Retrieved from https://www.kennedy-center.org/education/vsa/resources/ 2013_VSA%20Intersections_Exemplary_Programs_Approaches_2014.pdf

Fuelberth, R. & Todd, C. (2017). “I Dream a World”: Inclusivity in choral music education. Music Educators Journal, 104(2), 38-44. doi: 10.1177/0027432117735875

Gerrity, K. W., Hourigan, R. M. & Horton, P. W. (2013). Conditions that facilitate music learning among students with special needs: A mixed-methods inquiry. Journal of Research in Music Education, 61(2), 144-159. doi: 10.1177/0022429413485428

Hammel, A. & Hourigan, R. (2017). Teaching music to students with special needs: A label-free approach (2^nd ed.). Oxford, UK: Oxford University Press

Hourigan, R. (2009). Preservice music teachers’ perceptions of fieldwork experiences in a special needs classroom. Journal of Research in Music Education, 57(2), 152–168. doi:10.1177/0022429409335880

Jellison J. A. & Draper, E. A. (2015). Music research in inclusive school settings 1975–2013. Journal of Research in Music Education, 62(4), 325–31. doi: 10.1177/0022429414554808

Kinney, D. W. (2008). Selected demographic variables, school music participation and achievement test scores of urban middle school students. Journal of Research in Music Education, 56(2), 145-161. doi:10.1177/0022429408322530

Kinney, D. W. (2009). Selected nonmusic predictors of urban students’ decisions to enroll and persist in middle school band programs. Journal of Research in Music Education, 57(4), 334-350. doi:10.1177/0022429409350086

Kinney, D. W. (2019). Selected nonmusic predictors of urban students’ decisions to enroll and persist in middle and high school music ensemble electives. Journal of Research in Music Education, 67(1), 23-44. doi: I0.1177/0022429418809972

Kratus, J. (2007). Music education at the tipping point. Music Educators Journal 94(2), 42-48. doi: 10.1177/002743210709400209

Lind, V. R. & McKoy, C. (2016). Culturally responsive teaching in music education. New York, NY: Routledge.

Malley, S. D. (2014). Students with disabilities and the core arts standards: Guiding principles for teachers. Washington, D.C.: John F. Kennedy Center for the Performing Arts. Retrieved from: https://www.nationalartsstandards.org/sites/default/files/Guiding%20Principles%20for%20Inclusion.pdf

McKoy, C. L. (2013). Effects of selected demographic variables on music student teachers’ self-reported cross-cultural competence. Journal of Research in Music Education, 60(4), 375-394. doi: 10.1177/0022429412463398

Parsad, B., & Spiegelman, M. (2012). Arts education in public elementary and secondary schools: 1999-2000 and 2009-10. National Center for Education Statistics. Washington, DC: United States Department of Education. Retrieved from: https://nces.ed.gov/ pubs2012/2012014rev.pdf

Salvador, K. (2010). Who isn’t a special learner? A survey of how music teacher education programs prepare future educators to work with exceptional students. Journal of Music Teacher Education, 20(1), 27–38. doi:10.1177/1057083710362462

Salvador, K. & Kelly-McHale, J. (2017). Music teacher educator perspectives on social justice. Journal of Research in Music Education, 65(1), 6-24. doi:10.1177/0022429417690340

Shaw, J. (2012). The skin that we sing: Culturally responsive choral music education. Music Educators Journal, 98(4), 75-81. doi: 10.1177/0027432112443561

Shaw, J. (2015). “Knowing their world”: Urban choral music educators’ knowledge of context. Journal of Research in Music Education, 63(2), 198-223. doi: 10.1177/0022429415584377

Shaw, J. (2016). “The music I was meant to sing”: Adolescent choral students’ perceptions of culturally responsive pedagogy. Journal of Research in Music Education, 63(2), 198-223. doi: 10.1177/0022429415627989

VanWeelden, K. (2011). Accommodating the special learner in secondary general music classes. General Music Today, 24(3), 39–41. doi: 10.1177/1048371310396707

VanWeelden, K. & Whipple, J. (2005). The effects of field experience on music education majors’ perceptions of music instruction for secondary students with special needs. Journal of Music Teacher Education, 14(2), 62–70. doi:10.1177/10570837050140020109

VanWeelden, K. & Whipple, J. (2014). Music educators’ perceived effectiveness of inclusion. Journal of Research in Music Education, 62(2), 148-160. doi: 10.1177/0022429414530563

Wall, M. P. (2018). Does school band kill creativity? Embracing new traditions in instrumental music. Music Educators Journal, 107(1), 51-56. doi: 10.1177/0027432118787001

Walter, J. S. (2018). Global perspectives: Making the shift from multiculturalism to culturally responsive teaching. General Music Today, 31(2), 24–28. doi: 10.1177/ 1048371317720262

Williams, D. A. (2011). The elephant in the room. Music Educators Journal, 98(1), 51–57. doi: 10.1177/0027432111415538

Talent & Intelligence

Bloom, B. (1985). Developing talent in young people. New York, NY: Ballantine.

Duckworth, A. (2016). Grit: The power of passion and perseverance. New York, NY: Scribner.

Duckworth, A. L., Peterson, C., Matthews, M. D., & Kelly, D. R. (2007). Grit: Perseverance and passion for long-term goals. Journal of Personality and Social Psychology, 92(6), 1087-1101. doi: 10.1037/0022-3514.92.6.1087

Dweck, C. S. (2006). Mindset: The new psychology of success, how we can learn to fulfill our potential. New York, NY: Ballantine Books.

Ericsson, A. & Pool, R. (2016). Peak: Secrets from the new science of expertise. New York, NY: Houghton Mifflin Harcourt Publishing Company.

Gardner, H. (2011). Frames of Mind: The theory of multiple intelligences with a new introduction by the author. New York, NY: Basic Books.

Tsay, C. J. & Banaji, M. R. (2011). Naturals and strivers: Preferences and beliefs about sources of achievement. Journal of Experimental Social Psychology, 47(2), 460-465. doi: 10.1016/j.jesp.2010.12.010

Equity in Education

Gay, G. (2018). Culturally responsive teaching: Theory, research, and practice. New York, NY: Teachers College Press.

Howard, T. (2010). Why race and culture matter in schools: Closing the achievement gap in America’s classrooms. New York, NY: Teachers College Press.

Muhammad, A. (2015). Overcoming the achievement gap trap: Liberating mindsets to effect change. Bloomington, IN: Solution Tree Press.