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Appreciative Teaching Practices in Music Therapy Education.

Record Type:	Electronic resources : Monograph/item
Title/Author:	Appreciative Teaching Practices in Music Therapy Education./
Author:	Ravaglioli, Raquel C.
Description:	1 online resource (173 pages)
Notes:	Source: Dissertations Abstracts International, Volume: 84-10, Section: B.
Contained By:	Dissertations Abstracts International84-10B.
Subject:	Pedagogy. -
Online resource:	http://pqdd.sinica.edu.tw/twdaoapp/servlet/advanced?query=30461942click for full text (PQDT)
ISBN:	9798377651284

Appreciative Teaching Practices in Music Therapy Education.
Ravaglioli, Raquel C.

Appreciative Teaching Practices in Music Therapy Education. - 1 online resource (173 pages)

Source: Dissertations Abstracts International, Volume: 84-10, Section: B.

Thesis (Ph.D.)--Ohio University, 2022.

Includes bibliographical references

Currently there are 85 schools that offer a bachelor's degree in Music Therapy and 243 full-time faculty in the United States (American Music Therapy Association, 2022). To be eligible to teach as a full time, undergraduate, music therapy faculty, the American Music Therapy Association (AMTA) requires at least a master's degree and three years of clinical experience. However, education in pedagogical techniques is not currently required.In the broader field of higher education, a vast amount of literature is published about effective teaching methods including student-centered learning and appreciative approaches. Music therapy pedagogues have identified general teaching methods and approaches and instructors may be applying effective teaching approaches. However, there is minimal evidence for specific techniques how these approaches and techniques are being implemented. Therefore, this dissertation is a qualitative case study that investigated effective teaching practices of undergraduate music therapy faculty and how those practices were learned.Literature pertaining to faculty teaching practices and learning these practices in higher education, in addition to appreciative approaches, support the findings from this study. Through data collection from interviews, observations, and artifacts, the findings indicated that effective teaching practices in music therapy were overall student-centered, and that faculty currently teach the way they were taught, through observation and experience. One significant discovery was that all faculty taught within an appreciative framework. Based on the findings, implications are discussed to address the future of music therapy education and clinical training for students as well as how educators are taught.

Electronic reproduction.
Ann Arbor, Mich. :
ProQuest,
2023

Mode of access: World Wide Web

ISBN: 9798377651284Subjects--Topical Terms:

2122828
Pedagogy.
Subjects--Index Terms:

Appreciative educationIndex Terms--Genre/Form:

542853
Electronic books.

Appreciative Teaching Practices in Music Therapy Education.
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504 $a Includes bibliographical references
520 $a Currently there are 85 schools that offer a bachelor's degree in Music Therapy and 243 full-time faculty in the United States (American Music Therapy Association, 2022). To be eligible to teach as a full time, undergraduate, music therapy faculty, the American Music Therapy Association (AMTA) requires at least a master's degree and three years of clinical experience. However, education in pedagogical techniques is not currently required.In the broader field of higher education, a vast amount of literature is published about effective teaching methods including student-centered learning and appreciative approaches. Music therapy pedagogues have identified general teaching methods and approaches and instructors may be applying effective teaching approaches. However, there is minimal evidence for specific techniques how these approaches and techniques are being implemented. Therefore, this dissertation is a qualitative case study that investigated effective teaching practices of undergraduate music therapy faculty and how those practices were learned.Literature pertaining to faculty teaching practices and learning these practices in higher education, in addition to appreciative approaches, support the findings from this study. Through data collection from interviews, observations, and artifacts, the findings indicated that effective teaching practices in music therapy were overall student-centered, and that faculty currently teach the way they were taught, through observation and experience. One significant discovery was that all faculty taught within an appreciative framework. Based on the findings, implications are discussed to address the future of music therapy education and clinical training for students as well as how educators are taught.
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538 $a Mode of access: World Wide Web
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650 4 $a Music. $3 516178
650 4 $a Educational evaluation. $3 526425
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