
Contents
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Introduction Introduction
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Accreditation, Certification, and Curricular Mandates Accreditation, Certification, and Curricular Mandates
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Cultural Challenges Cultural Challenges
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Recommendations Recommendations
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Closing Closing
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References References
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14 Policy and Higher Education
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Published:March 2017
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Abstract
Chapter synopsis: This chapter addresses regulatory expectations and cultural challenges to the development of policy research in the preparation of music teachers and how to improve the state of policy research in music education. It argues that lack of development in policy research and engagement in music education is partially a cultural problem—particularly given ingrained values, pre-existing relationships, known procedures, and ways of thinking learned in university schools of music. The reader will have the opportunity to engage with meso level policy analysis, as the chapter uses accreditation and certification requirements specific to music teacher education to make a larger commentary on the status of policy thought within higher education in music. The author claims that the culture of university schools of music is antithetical to the kinds of thinking needed for policy research and makes recommendations for music education faculty to mitigate its impact on music education majors.
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