- “How Are You?” Centering Student Voices in Music Education September 2021 In my first Wisconsin School Musician article as chair of the Wisconsin Society for Music Teacher Education, I present the case for music teaching and learning that prioritizes student narratives and experiences in the development of assessments, particularly in the area of music teacher education. Read More
- A Content Analysis of Music Teacher Student Learning Objectives in Michigan September 2021 Together with Dr. Ryan Shaw, we examined 35 student learning objectives submitted by music teachers across the state of Michigan and found most to be performance-based and notation-based, while musical creativity and response were almost completely absent. Our work can be found in the Bulletin of the Council for Research in Music Education. Read More
- Music Teacher Perceptions of Evaluation: A Case Study of the Tennessee Fine Arts Portfolio Model August 2021 Currently in press with Arts Education Policy Review, this study examined the perceptions of two music teachers regarding the two different means of teacher evaluation (student test scores and TNFAPM) used within the state of Tennessee. Themes included administrative support, feedback, authenticity, and scores. Read More
- (In)visible Power: A Critical Policy Analysis of EdTPA February 2021 In this study, I used critical policy analysis to examine the history and policies associated with edTPA in music education. This study also was awarded the David J. Teachout Graduate Student Scholarship and was published in Arts Education Policy Review. Read More
- Music Teacher Education and edTPA: A Case Study August 2020 For my published dissertation, I used critical policy analysis as a lens for investigating how a music teacher education program implemented the edTPA. Read More
- Policy as an International Concept: A Review of Policy and the Political Life of Music Education September 2019 Published in Arts Education Policy Review, I provided an overview of Schmidt and Colwell’s 2017 book, described emerging themes such as power and agency, perform-centered policies, and comprehensive music education. I concluded by offering suggestions for demystifying music education policy. Read More
- (In)visible Power: A Critical Policy Analysis of EdTPA (Presentation) September 2019 In this study, I used critical policy analysis to examine the history and policies associated with edTPA in music education. This study also received the highest rating of any SMTE graduate student proposal in 2019 and was awarded the David J. Teachout Graduate Student Scholarship. Read More
- Evaluation and Assessment: Is There a Difference? May 2019 Published in the Michigan Music Educator, I provided an overview of policies, systems, and definitions of music teacher assessment and evaluation used in education. I also consider how grassroots efforts in music education may serve to improve how we conceptualize evaluation and assessment policies. Read More
- Music Teacher Perceptions of Assessment, Evaluation, and Effectiveness March 2019 Presented at ISAME7, this study examined music teacher perceptions of evaluation from the perspective of those who have used portfolio-based evaluation in Tennessee. Connections to previous research, results, and implications were discussed. Read More
- Music Teacher Assessment and Critical Race Theory May 2018 Presented at NIME6, this study presented a narrative account of Jasmine, a Black, female, award-winning high school band director teaching in a majority-Black school. Jasmine’s narrative emphasizes achievement, acknowledges systemic racism, encourages collaboration, problematizes color-blind assessments, and highlights the value of feedback in music education. Read More
- Music Teacher Perceptions of Assessment March 2018 Presented at the NAfME research conference, this study examined perceptions of two music teachers regarding the two different means of teacher evaluation (student test scores and TNFAPM) used within the state of Tennessee. Themes included administrative support, feedback, authenticity, and scores. Read More
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