{"id":{"repo_id":"uiuc","oai_identifier":"oai:www.ideals.illinois.edu:2142/79928"},"canonical_url":"https://search.dev.ndltd.org/etd/uiuc/oai:www.ideals.illinois.edu:2142/79928","repository":{"repo_id":"uiuc","name":"University of Illinois - Urbana-Champaign","base_url":"https://www.ideals.illinois.edu/oai-pmh"},"display":{"title":"Cooperative Relationships Revealed: The Selection and Preparation of Cooperating Teachers in Music Education","abstract":"The purpose of this descriptive study is to illustrate the selection and preparation of cooperating teachers in music teacher education throughout the state of Illinois. Coordinators of student teaching and/or music education professors (N = 19) were surveyed via phone and Internet questionnaires regarding their school's selection practices. There is a reliance on the personal and professional relationships between K-12 and collegiate music educators when selecting music cooperating teachers rather than on the recommendation of school principals (Pearson chi 2 = 14.187, p = .003) as reported throughout the general education literature. Preparation activities are limited to the use of handbooks of student teaching, one-on-one conferences between cooperating teachers and college/university supervisors, and an occasional class or workshop. The second portion of the study interviewed Illinois K--12 music teachers (N = 6) with experience as cooperating teachers to further clarify attitudes and opinions as to the extent and value of the preparation provided to them. Experienced cooperating teachers in music do not feel additional preparation is necessary, although they recommend preparation for first-time cooperating teachers. Selection practices based on previous knowledge of cooperating teacher candidates may in fact decrease the need for preparation in general. Finally, serving as a cooperating teacher and participating in provided preparation activities have the potential to improve the student teaching experience as cooperating teachers are viewed as teacher-educators and full, contributing members of the teacher preparation program. This includes input into the content and structure of methods classes as well as the culminating student teaching practicum where theory and knowledge covered in coursework is put into practice. With this understanding of current procedures for selecting and preparing cooperating teachers in music education, it will be possible to critically improve and inform future practices.","abstract_html":"The purpose of this descriptive study is to illustrate the selection and preparation of cooperating teachers in music teacher education throughout the state of Illinois. Coordinators of student teaching and/or music education professors (N = 19) were surveyed via phone and Internet questionnaires regarding their school's selection practices. There is a reliance on the personal and professional relationships between K-12 and collegiate music educators when selecting music cooperating teachers rather than on the recommendation of school principals (Pearson chi 2 = 14.187, p = .003) as reported throughout the general education literature. Preparation activities are limited to the use of handbooks of student teaching, one-on-one conferences between cooperating teachers and college/university supervisors, and an occasional class or workshop. The second portion of the study interviewed Illinois K--12 music teachers (N = 6) with experience as cooperating teachers to further clarify attitudes and opinions as to the extent and value of the preparation provided to them. Experienced cooperating teachers in music do not feel additional preparation is necessary, although they recommend preparation for first-time cooperating teachers. Selection practices based on previous knowledge of cooperating teacher candidates may in fact decrease the need for preparation in general. Finally, serving as a cooperating teacher and participating in provided preparation activities have the potential to improve the student teaching experience as cooperating teachers are viewed as teacher-educators and full, contributing members of the teacher preparation program. This includes input into the content and structure of methods classes as well as the culminating student teaching practicum where theory and knowledge covered in coursework is put into practice. With this understanding of current procedures for selecting and preparing cooperating teachers in music education, it will be possible to critically improve and inform future practices.","abstract_has_math":false,"creators":["Zemek, Michael D."],"institution":"University of Illinois at Urbana-Champaign","degree_name":"Ed.D.","degree_level":"Dissertation","degree_discipline":"Education","degree_department":null,"school":null,"contributors":["Joe Grant"],"advisors":[],"committee_chairs":[],"committee_members":[],"year":2015,"date_issued":"2015-09-25T19:54:35Z","date_published":"2015-09-25T19:54:35Z","updated_at":"2026-07-22T22:26:13Z","subjects":["Education, Teacher Training"],"languages":["eng"],"rights":[],"rights_urls":[],"identifier_entries":[{"key":"dc:identifier","label":"Identifier","values":["(MiAaPQ)AAI3223760"],"render_values":[{"text":"(MiAaPQ)AAI3223760","href":null,"code":true}]}]},"links":{"outbound_url":"http://hdl.handle.net/2142/79928","outbound_label":"Handle","outbound_source":"dc:identifier"},"metadata_groups":[{"id":"people","label":"People","entries":[{"key":"dc:contributor","label":"Contributor","values":["Joe Grant"]},{"key":"dc:creator","label":"Author","values":["Zemek, Michael D."]}]},{"id":"academic_context","label":"Academic Context","entries":[{"key":"dc:date","label":"Dc Date","values":["2015-09-25T19:54:35Z","10000-01-01","2006"]},{"key":"dc:type","label":"Dc Type","values":["text"]},{"key":"thesis:degree_discipline","label":"Discipline","values":["Education"]},{"key":"thesis:degree_level","label":"Degree Level","values":["Dissertation"]},{"key":"thesis:degree_name","label":"Degree Name","values":["Ed.D."]},{"key":"thesis:institution_name","label":"Thesis Institution Name","values":["University of Illinois at Urbana-Champaign"]}]},{"id":"subjects_keywords","label":"Subjects and Keywords","entries":[{"key":"dc:subject","label":"Dc Subject","values":["Education, Teacher Training"]}]},{"id":"language_rights","label":"Language and Rights","entries":[{"key":"dc:language","label":"Dc Language","values":["eng"]}]},{"id":"identifiers","label":"Identifiers","entries":[{"key":"dc:identifier","label":"Identifier","values":["http://hdl.handle.net/2142/79928","(MiAaPQ)AAI3223760"]}]},{"id":"additional","label":"Additional Metadata","entries":[{"key":"dc:description","label":"Description","values":["The purpose of this descriptive study is to illustrate the selection and preparation of cooperating teachers in music teacher education throughout the state of Illinois. Coordinators of student teaching and/or music education professors (N = 19) were surveyed via phone and Internet questionnaires regarding their school's selection practices. There is a reliance on the personal and professional relationships between K-12 and collegiate music educators when selecting music cooperating teachers rather than on the recommendation of school principals (Pearson chi 2 = 14.187, p = .003) as reported throughout the general education literature. Preparation activities are limited to the use of handbooks of student teaching, one-on-one conferences between cooperating teachers and college/university supervisors, and an occasional class or workshop. The second portion of the study interviewed Illinois K--12 music teachers (N = 6) with experience as cooperating teachers to further clarify attitudes and opinions as to the extent and value of the preparation provided to them. Experienced cooperating teachers in music do not feel additional preparation is necessary, although they recommend preparation for first-time cooperating teachers. Selection practices based on previous knowledge of cooperating teacher candidates may in fact decrease the need for preparation in general. Finally, serving as a cooperating teacher and participating in provided preparation activities have the potential to improve the student teaching experience as cooperating teachers are viewed as teacher-educators and full, contributing members of the teacher preparation program. This includes input into the content and structure of methods classes as well as the culminating student teaching practicum where theory and knowledge covered in coursework is put into practice. With this understanding of current procedures for selecting and preparing cooperating teachers in music education, it will be possible to critically improve and inform future practices.","Made available in DSpace on 2015-09-25T19:54:35Z (GMT). No. of bitstreams: 2 license.txt: 4848 bytes, checksum: 96035ab3f5e1c23cc7138a224ce498bd (MD5) 3223760.pdf: 4691630 bytes, checksum: efe88090753369c1cbec143d6d9f29c1 (MD5) Previous issue date: 2006","Embargo set by: Seth Robbins for item 81210 Lift date: Forever Reason: Restricted to the U of I community idenfinitely during batch ingest of legacy ETDs","Restricted to the U of I community idenfinitely during batch ingest of legacy ETDs","U of I Only","211 p.","Thesis (Ed.D.)--University of Illinois at Urbana-Champaign, 2006."]},{"key":"dc:title","label":"Title","values":["Cooperative Relationships Revealed: The Selection and Preparation of Cooperating Teachers in Music Education"]}]}],"canonical_facts":{"dc:contributor":["Joe Grant"],"dc:creator":["Zemek, Michael D."],"dc:date":["2015-09-25T19:54:35Z","10000-01-01","2006"],"dc:description":["The purpose of this descriptive study is to illustrate the selection and preparation of cooperating teachers in music teacher education throughout the state of Illinois. Coordinators of student teaching and/or music education professors (N = 19) were surveyed via phone and Internet questionnaires regarding their school's selection practices. There is a reliance on the personal and professional relationships between K-12 and collegiate music educators when selecting music cooperating teachers rather than on the recommendation of school principals (Pearson chi 2 = 14.187, p = .003) as reported throughout the general education literature. Preparation activities are limited to the use of handbooks of student teaching, one-on-one conferences between cooperating teachers and college/university supervisors, and an occasional class or workshop. The second portion of the study interviewed Illinois K--12 music teachers (N = 6) with experience as cooperating teachers to further clarify attitudes and opinions as to the extent and value of the preparation provided to them. Experienced cooperating teachers in music do not feel additional preparation is necessary, although they recommend preparation for first-time cooperating teachers. Selection practices based on previous knowledge of cooperating teacher candidates may in fact decrease the need for preparation in general. Finally, serving as a cooperating teacher and participating in provided preparation activities have the potential to improve the student teaching experience as cooperating teachers are viewed as teacher-educators and full, contributing members of the teacher preparation program. This includes input into the content and structure of methods classes as well as the culminating student teaching practicum where theory and knowledge covered in coursework is put into practice. With this understanding of current procedures for selecting and preparing cooperating teachers in music education, it will be possible to critically improve and inform future practices.","Made available in DSpace on 2015-09-25T19:54:35Z (GMT). No. of bitstreams: 2 license.txt: 4848 bytes, checksum: 96035ab3f5e1c23cc7138a224ce498bd (MD5) 3223760.pdf: 4691630 bytes, checksum: efe88090753369c1cbec143d6d9f29c1 (MD5) Previous issue date: 2006","Embargo set by: Seth Robbins for item 81210 Lift date: Forever Reason: Restricted to the U of I community idenfinitely during batch ingest of legacy ETDs","Restricted to the U of I community idenfinitely during batch ingest of legacy ETDs","U of I Only","211 p.","Thesis (Ed.D.)--University of Illinois at Urbana-Champaign, 2006."],"dc:identifier":["http://hdl.handle.net/2142/79928","(MiAaPQ)AAI3223760"],"dc:language":["eng"],"dc:subject":["Education, Teacher Training"],"dc:title":["Cooperative Relationships Revealed: The Selection and Preparation of Cooperating Teachers in Music Education"],"dc:type":["text"],"thesis:degree_discipline":["Education"],"thesis:degree_level":["Dissertation"],"thesis:degree_name":["Ed.D."],"thesis:institution_name":["University of Illinois at Urbana-Champaign"]},"updated_at":"2026-07-22T22:26:13Z"}