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Through personal career retrospect, Schmidt connects shifts in society and teacher education with evolving understandings of music learning and teaching, emphasizing community, historical context, and the value of individual contributions.",{"@graph":14,"@context":73},[15,34,56],{"@type":16,"itemListElement":17},"BreadcrumbList",[18,23,27,31],{"item":19,"name":20,"@type":21,"position":22},"https://docshare.wps.com","Home","ListItem",1,{"item":24,"name":25,"@type":21,"position":26},"https://docshare.wps.com/document/","Document",2,{"item":28,"name":29,"@type":21,"position":30},"https://docshare.wps.com/document/research-report/","Research & 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does Schmidt question the point of music education research?","Question",{"text":63,"@type":64},"She describes the emotional pull of engaging with others who share similar questions, alongside frustration about limited time, and asks whether research can meaningfully change the human condition.","Answer",{"name":66,"@type":61,"acceptedAnswer":67},"How does Schmidt use her life timeline to discuss educational progress?",{"text":68,"@type":64},"She compares expectations at ages 16, 21, 30, 40, and 50 with changes she observes, arguing that the world has evolved during her nearly 50 years as a teacher and teacher educator.",{"name":70,"@type":61,"acceptedAnswer":71},"What major shifts does Schmidt describe in teacher education research?",{"text":72,"@type":64},"She notes that researchers increasingly incorporated ideas from other domains and countries, challenged the “banking” model of teaching, and placed greater focus on how learners’ experiences inside and outside school influence 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 \nCONTEMPLATIONS ON MUSIC EDUCATION On the Value of Research and Community, or What Good Does Research Do?  \nAddressing questions of interest through research is assumed to contribute to changes that lead to improvement in the human condition  . Most music teacher educators have experienced elation in reading or talking with others interested in similar questions as well as frustration with a lack of time to enjoy exploring those questions  . From the pressure of this apparent treadmill, it is tempting to ask what is the point? Can a few research studies really make a difference? Dr . Margaret Schmidt, Professor Emerita from Arizona State University, reflects on changes in the past 30 years of educational research, with a challenge to consider what each individual might contribute to the continued evolution of our understandings of music learning and teaching  .  \nChanges in life bring opportunities to reflect. As an elementary and middle school student, I thought that when I became 16, I would know everything. When I turned 16, I thought maybe I would feel “grown up” at 21. At 21, I decided probably 30 would be the magic time. At 40, I began to see articles musing that at 40, one had to admit to being “middle-aged” and, on the day of my 50th birthday, AARP found me (I do not know how they do it) and welcomed me to the benefits of being a “senior citizen.” Recently, I retired, which is bringing new views of my place in the world.  \nA benefit of thinking about my career retrospectively is that it permits me to take a longer view of trends and to better understand things in historical context. As I’ve aged, I have begun to thoroughly enjoy reading histories, because I have realized those historical figures were just people like us, trying to do the best they could with the knowledge and understandings they had at the time. For a fun read, skim Edward Bailey Birge’s (1928) history of music education. A founding member of the Music Supervisors National Conference (MSNC), Birge does not try to  \nContributions to Music Education  \npresent a particularly impartial interpretation of discussions ofthe issues of his day held at meetings of MSNC (the forerunner of MENC and NAfME) . Personalities and arguments then were eerily similar to those we encounter today. Similarly, the stories I hear on National Public Radio or read about in the newspaper (now you know I am a real dinosaur) remind us that contentiousness in Congress goes back to the days of drafting the Constitution and has historically included even less polite name-calling than we experience today.  \nIt would be possible to make such observations and wonder if we ever make any progress. If the adage “The more things change, the more they are the same”holds any truth, we might be tempted to despair. Yet from my vantage point as a“senior citizen”(even if I don’t feel like one), I can see that the world has changed and evolved during my almost 50 years as an elementary-middle school orchestra teacher and teacher educator. When I was in elementary school, women could rarely hold credit cards in their own name. In my hometown, African Americans could not choose to live anywhere they could afford to buy a house. Our elementary school had music and art instruction once a month, taught by specialists who traveled to all the city’s elementary schools. After college, my first car cost $3600 new. (However, for context, the year’s salary for my first teaching job was $7600.)  \nThings have also evolved in teacher education, albeit slowly. In the 1960s and 1970s, U.S.-based educational researchers began gradually to incorporate work by researchers in other domains and nations (e.g., philosophers and educators such as John Dewey and Paolo Freire, psychologists Jean Piaget and Lev Vygotsky, as well as sociologists, ethnographers, and British educational researchers) . The","cbCaiio4LuqkQhE2","https://ap.wps.com/l/cbCaiio4LuqkQhE2","pdf",489328,"English","# CONTEMPLATIONS ON MUSIC EDUCATION\n## On the Value of Research and Community, or What Good Does Research Do?\n## Personal Retrospective on Change in Music Learning and Teaching","[{\"question\":\"Why does Schmidt question the point of music education research?\",\"answer\":\"She describes the emotional pull of engaging with others who share similar questions, alongside frustration about limited time, and asks whether research can meaningfully change the human condition.\"},{\"question\":\"How does Schmidt use her life timeline to discuss educational progress?\",\"answer\":\"She compares expectations at ages 16, 21, 30, 40, and 50 with changes she observes, arguing that the world has evolved during her nearly 50 years as a teacher and teacher educator.\"},{\"question\":\"What major shifts does Schmidt describe in teacher education research?\",\"answer\":\"She notes that researchers increasingly incorporated ideas from other domains and countries, challenged the “banking” model of teaching, and placed greater focus on how learners’ experiences inside and outside school influence learning.\"}]","CONTEMPLATIONS ON MUSIC EDUCATION - On the Value of Research and Community, or What Good Does Research Do? | PDF",1792090371,18]