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Abstract
Music education preparation programs have the responsibility of preparing future music educators to be effective in culturally and racially diverse educational settings, including developing knowledge, dispositions, and skills that will impact the students in their future classrooms. The purpose of the first study (see Chapter 2) was to examine preservice music educators’ value around culturally responsive pedagogy through the development and validation of a culturally responsive pedagogy practices evaluation scale. The Culturally Responsive Pedagogy Perspectives of Preservice Music Educators Scale is based on a four-point Likert-type scale including 67 criteria assigned to three culturally responsive pedagogy domains. Implications for preservice music educator preparation, preparation programming, and the validity, reliability and fairness of measures are discussed. The purpose of the second study (see Chapter 3) was to examine the congruency of value for culturally responsive practices between preservice music educators and music area experts. The Culturally Responsive Pedagogy Perspectives of Preservice Music Educators Scale was used to evaluate the areas of congruency between music area experts in culturally responsive pedagogy and preservice music educators, discovering areas in which preservice music educators might need more experience and training. Areas of high congruency could also be evaluated, giving an idea of where music area (Gay, 2018; Kelly-McHale & Abril, 2015; Kindall-Smith, 2006; Ladson-Billings, 1995a, 1995b, 2009; Lind & McKoy, 2016) experts and preservice music educators are congruent in their value of culturally responsive practices. Implications for diagnostic use for individual preservice music educators as well as for music education preparation programs are discussed.
The purpose of Chapter 4 was to provide a critical framework that can be used to evaluate music curricula. The framework offers critical questions music educators can ask to create musical experiences that are more personally meaningful while also affirming and validating the cultural practices of all students. Along with critical questions, this chapter provides a curriculum evaluation cycle that can be used to continually reflect upon the instructional approaches, materials, assessments, objectives, and standards included in a music curriculum.