- Commentary Critical Reflections and Future Action
- Politics, Policy, and Music Education
- Instrumental Teachers and Their Students: Who's in the Driver's Seat?
- University Professors and the Entrepreneurial Spirit
- Pride and Professionalism in Music Education
- Pondering the Grand Experiment in Public Music Education
- Music Education and Some of Its Subfields: Thoughts about Future Priorities
- Music Education: An Unanswered Question
- Improving Primary Teaching: Minding the Gap
- International Music Education: Setting up a Global Information System
- The Responsibility of Research in Defining the Profession of Music Education
- Constructing Communities of Scholarship in Music Education
- Internationalizing Music Education
- Emotion in Music Education
- Music Education from a Slightly Outside Perspective
- Research Issues in Personal Music Identification
- Preparation, Perseverance, and Performance in Music: Views from a Program of Educational Psychology Research
- Music Therapy in Schools: An Expansion of Traditional Practice
- Embracing New Digital Technologies: Now and into the Future
- Challenges for Research and Practices of Music Education
- All Theoried Up and Nowhere to Go
- Make Research, Not War: Methodologies and Music Education Research
- The Preparation of Music Teacher Educators: A Critical Link
- Music and the Arts: As Ubiquitous and Fundamental as the Air We Breathe
- There is Nothing Complex about a Correlation Coefficient
- Dewey's Bastards: Music, Meaning, and Politics
Abstract and Keywords
This article suggests the music teacher educators have failed their students over the years by not doing more to teach them about systematic inquiry. Professional curiosity has not been encouraged in novice teachers. It suggests that weaving the research mindset into music education instruction could have made a difference in the way research impacts on practice today.
Peter R. Webster holds master-s and doctoral degrees in music education from the Eastman School of Music. His teaching as a professor at Northwestern University includes responsibilities for courses in philosophy of music education, graduate research, music technology, assessment, and creative thinking in music. He supervises the doctoral program in music education. He has presented at many state, national, and international meetings and is a frequent keynote speaker. His published work includes over 70 articles and book chapters on technology, music cognition, and creative thinking in music which have appeared in journals and handbooks in and outside of music. He is an editorial board member for several prestigious journals and has severed as an editor for several projects. Webster is co-author of Experiencing Music Technology, 3rd edition Update (Cengage/Schirmer, 2008). He is the author of Measures of Creative Thinking in Music, an exploratory tool for assessing music thinking using quasi-improvisational tasks.
Access to the complete content on Oxford Handbooks Online requires a subscription or purchase. Public users are able to search the site and view the abstracts and keywords for each book and chapter without a subscription.
If you have purchased a print title that contains an access token, please see the token for information about how to register your code.