In response to recent concern regarding music education major retention and as an effort to contribute to the “lives of teachers” scholarship in music education, the primary research question for this study was: How do undergraduate students describe their lived experiences within the instrumental music education community? Data included a questionnaire from sophomore, junior, and senior undergraduate students ( N = 34); researcher journals; 12 undergraduate student interviews; an undergraduate student focus group; and 6 study team meetings. What the authors learned from this inquiry is organized by the following themes: (a) participants perceive themselves as “different” from other music students; (b) participants perceive music education to be “different” within the music school; and (c) participants’ musician/ teacher identity changed throughout their experience.

Teachers' careers are often considered to consist of two parts: pre-service and in-service. Inservice refers to the entire time between a teacher's entry and exit from the profession. Recent research suggests teachers' careers actually consistent of several parts, known as phases or stages and, collectively, as the career cycle. This further suggests that as they pass through different stages, teachers' professional development needs may change. This article presents a review of literature on the career cycle, examines the portion known as the "second stage," and discusses the policy and professional development implications for music teachers.

In recent years, professional development has become a topic of an increasing amount of research. However, studies are often general in nature or focused on beginning teachers specifically. Recently, researchers have begun to explore professional development over the course of a teacher’s entire career. The purpose of this study was to investigate the professional development needs of a particular population of experienced teachers: those known as second-stage teachers, commonly defined as teachers who have experience of 4 to 10 years and have passed the “survival years.” Research questions were as follows: (a) How do second-stage music teachers describe their professional development experiences? and (b) How do second-stage music teachers perceive their professional development needs? Findings are organized into the following themes: forms of professional development, professional development needs at different times, obstacles to professional development, and concerns about a lack of professional development.

The purpose of this study was to examine teacher perceptions ( N = 9) of the effect of the Master of Music (MM) in Music Education degree on teaching practice and student (P—12) achievement. Research questions included: (1) How do graduates discuss the connections between their teaching practices and their coursework? (2) What changes in P—12 musical achievement do they perceive may be effects of graduate education? Data sources included: an online survey, participant journals, and individual interviews. All data sets were reviewed and coded for common themes. Findings suggest that participants discussed music performance, connecting research with practice, and a ‘re-interaction’ with undergraduate content as they drew connections between their MM studies and teaching practice. Participants did believe there was a relationship between the graduate degree and student achievement; however, they were unable to pinpoint a direct link. We also discuss: (1) the thesis or exam as a powerful connection between coursework and teaching practice; (2) the value of the community of learners in a MM program; and (3) questions regarding the development of an identity as a teacher/scholar.

Choice of instrument is among the most important factors in determining the course of a student's music education. Instrument selection can be a lengthy process accomplished through a variety of factors. The stereotyping of instruments by gender can, unfortunately, be one of those factors. The association of gender with particular instruments can significantly influence a student in choosing an instrument, thereby resulting in numerous negative consequences— including fewer instrument choices, limited ensemble participation, and peer disapproval. The purpose of this literature review is to examine recent scholarship on this issue and make recommendations for future investigation and possible interventions. By examining post-1996 literature, this article demonstrates that this issue still affects music education; it discusses recent aspects of the issue; and it proposes areas for further inquiry.