Pedagogical Practices, Curriculum Development, and Student Experiences within Postsecondary Music Education: A Systematic Literature Review

Autor/inn/en	Massy, Paul J.; Sembiante, Sabrina F.
Titel	Pedagogical Practices, Curriculum Development, and Student Experiences within Postsecondary Music Education: A Systematic Literature Review
Quelle	In: Research Studies in Music Education, 45 (2023) 3, S.600-615 (16 Seiten)Infoseite zur Zeitschrift PDF als Volltext Verfügbarkeit
Zusatzinformation	ORCID (Sembiante, Sabrina F.)
Sprache	englisch
Dokumenttyp	gedruckt; online; Zeitschriftenaufsatz
ISSN	1321-103X
DOI	10.1177/1321103X221128172
Schlagwörter	Teaching Methods; Curriculum Development; Meta Analysis; Educational Change; Research Reports; Educational Experience; Music Education; Foreign Countries; Culturally Relevant Education; Student Characteristics; Performance; Music Activities; Postcolonialism + Suchen Sie Ihr Suchwort? Teaching method; Lehrmethode; Unterrichtsmethode; Curriculum; Development; Curriculumentwicklung; Lehrplan; Entwicklung; Meta-analysis; Metaanalyse; Bildungsreform; Research report; Forschungsbericht; Bildungserfahrung; Musikerziehung; Ausland; Achievement; Leistung; Musikalische Aktion; Post colonialism; Postkolonialismus
Abstract	This systematic literature review seeks to examine the pedagogical practices, professional relationships, and curricular development that impact teachers' and students' experiences in the postsecondary music education field as well as the theoretical frameworks and methodological design guiding the inquiry of included studies. A literature search following the Preferred Reporting Items for Systematic Reviews and Meta-Analyses (PRISMA) guidelines was undertaken, resulting in a sample of 14 studies from across eight countries and conducted between 2010 and 2020. Patterns in the findings across studies were found with regard to (a) critical pedagogical practices, (b) responsive pedagogical practices, (c) student experiential and institutional value mis/matches, and (d) the affordances of music education curricular revision. From this comprehensive review of the literature, research in this area indicates a postcolonial shift aiming to decenter traditional Western music and forefront more culturally relevant, community-based, student-responsive musical constructs and/or practices. This synthesis of results reveals synergy in the direction and research objectives of the music performance and teaching and learning fields, often separated, but mutually benefited when bridged together within an intersecting space. (As Provided).
Anmerkungen	SAGE Publications. 2455 Teller Road, Thousand Oaks, CA 91320. Tel: 800-818-7243; Tel: 805-499-9774; Fax: 800-583-2665; e-mail: journals@sagepub.com; Web site: https://sagepub.com
Erfasst von	ERIC (Education Resources Information Center), Washington, DC
Update	2024/1/01