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9780190671402

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Colleen Conway is Professor of Music Education at The University of Michigan. She has published over 90 research articles in music education. Book publications include: Great Beginning for Music Teachers: A Guide to Mentoring and Induction (2003); Handbook for the Beginning Music Teacher (2006); Teaching Music in Higher Education (2009); Handbook for the Music Mentor (2010); Handbook of Qualitative Research in American Music Education (2014) and Musicianship-Focused Curriculum and Assessment (2015). Kristen Pellegrino is Associate Professor of Music Education at the University of Texas at San Antonio and President-Elect of American String Teachers Association. Her degrees are from the University of Michigan (Ph.D. in music education and M.M. in violin performance/chamber music performance) and the Eastman School of Music (B.M. in music education and applied violin). Many of her 27 scholarly publications focuses on music teacher identity (preserivce, inservice, and music teacher educators), although she has published about other topics, including curriculum and assessment, qualitative methods, and teaching improvisation and composition to college students. Ann Marie Stanley is Associate Professor of Music Education at Louisiana State University. Before her LSU appointment in August 2016, Dr. Stanley was Associate Professor of Music Education at the Eastman School of Music where she served on the faculty from 2007-2016. Dr. Stanley received the Ph.D. in Music Education from University of Michigan in 2009. Before entering academia, she taught public school general music in California. Dr. Stanley has written on musical collaboration, qualitative research methodology, and music teacher professional development and curriculum in Arts Education Policy Review, Bulletin for the Council for Research in Music Education, and Research Studies in Music Education. In the last three years she has authored four book chapters: one in The Oxford Handbook of Qualitative Research in American Music Education (2013), one in Musicianship-Focused Curriculum and Assessment (2014), one in Visions of Music Teacher Education (2015) and one in Polyvocal Professional Learning through Self-study (2016). Her chapter on professional development for elementary music teachers will appear in Engaging Musical Practices: A Sourcebook for Elementary General Music (2018). Chad West is Associate Professor at Ithaca College. His degrees are from University of Michigan (Ph.D.), University of Georgia (M.M.Ed.), and Arizona State University (B.M.). He has eight years of experience as a public school band director and served as the Associate Conductor of the Atlanta Wind Symphony. Dr. West's research has been published in the Journal of Research in Music Education, Bulletin of the Council for Research in Music Education, Arts Education Policy Review, Journal of Music Teacher Education, Journal of Historical Research in Music Education, Applications of Research in Music Education, Music Educators Journal, and Contributions to Music Education. He is a contributing author for The Oxford Handbook of Qualitative Research in American Music Education, as well as Curriculum and Assessment in Music. He is a frequent presenter at state, national, and international music education conferences on the topics of preservice music teacher education, popular music education, and beginning band pedagogy. He serves on the editorial review boards of Music Educators Journal and the Journal of Music Teacher Education, and serves as Reviews Editor for the Journal of Popular Music Education.

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