Virtual Professional Learning Communities: A Case Study in Rural Music Teacher Professional Development
Author:
Affiliation:
1. Minot State University, ND, USA
2. Sidney (MT) Public Schools, MT, USA
Abstract
Publisher
SAGE Publications
Subject
Music,Education
Link
http://journals.sagepub.com/doi/pdf/10.1177/10570837221077430
Reference24 articles.
1. Battersby S. L. (2019). Reimagining music teacher collaboration: The culture of professional learning communities as professional development within schools and districts. General Music Today, 33(1), 15–23. https://doi.org/10.1177/104837131980653
2. Battersby S. L., Verdi B. (2015). The culture of professional learning communities and connections to improve teacher efficacy and support student learning. Arts Education Policy Review, 116, 22–29. https://doi.org/10.1080/10632913.2015.970096
3. Bautista A., Stanley A. M., Candusso F. (2021). Policy strategies to remedy isolation of specialist arts and music teachers. Arts Education Policy Review, 122(1), 42–53. https://doi.org/10.1080/10632913.2020.1746713
4. Bell-Robertson C. G. (2014). “Staying on our feet”: Novice music teachers’ sharing of emotions and experiences within an online community. Journal of Research in Music Education, 61(4), 431–451. https://doi.org/10.1177/0022429413508410
5. Bowles C. (2002). The self-expressed professional development needs of music educators. Update: Applications of Research in Music Education, 21(2), 35–41. https://doi.org/10.1177/87551233020210020701
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