Researchers are increasingly interested in the psychological and sociological processes by which college students develop competence and confidence as musicians. We surveyed 454 undergraduate music majors enrolled in one of three NASM-accredited music schools in the US. Participants completed a questionnaire that addressed beliefs about influential people and experiences, occupational roles within music, and music career commitment. Studio teachers were viewed as the strongest musician and teacher role models, studio teachers and parents had the most positive influence on pursuit of a music degree, and most performance-related activities were considered extremely important. People and experiences merged to exert influence through multiple contexts (both within and outside the music school environment), and occupational identity was multi-dimensional in nature (corresponding to different musical roles/occupations). Social influences, as well as teacher and musician identity, contributed to music career commitment prediction. We found evidence of some institutional differences and strong degree program effects, implying that decisions about which music school to attend and degree program(s) to pursue may have important consequences for socialization and occupational identity construction. We concluded that the presence of diverse but mutually supportive socialization structures may facilitate the integration of music, teacher and scholar identities among undergraduate music majors.

The purpose of this study was to examine the occupational identity development of undergraduate music education majors as they participated in a yearlong authentic context learning (ACL) experience situated within a professional development school (PDS). Five undergraduate music education majors enrolled in either a string pedagogy class or an instrumental methods class were required to teach in the band or string projects at the PDS. The authors utilized a multiple case study method and collected data from interviews, observations, and participant written reflections. The transformation of data included transcribing interviews and indexing student reflections. The authors identified four emergent themes: the development of general pedagogical knowledge, knowledge of self, performer/teacher symbiotic outcomes, and professional perspectives. The impact of the perceived positive or negative ACL experiences as well as interactions with peers was mediated by either adaptive or maladaptive participant responses to ACL experiences. Participants’ descriptions fit the framework of an extended apprenticeship of what the authors labeled a critical apprenticeship of observation. Based on these findings, they developed a conceptual diagram in order to describe the impact of the ACL experiences on teacher occupational identity development.

Large-scale functional genomics studies for malaria vaccine and drug development will depend on the generation of molecular tools to study protein expression. We examined the feasibility of a high-throughput cloning approach using the Gateway system to create a large set of expression clones encoding Plasmodium falciparum single-exon genes. Master clones and their ORFs were transferred en masse to multiple expression vectors. Target genes (n = 303) were selected using specific sets of criteria, including stage expression and secondary structure. Upon screening four colonies per capture reaction, we achieved 84% cloning efficiency. The genes were subcloned in parallel into three expression vectors: a DNA vaccine vector and two protein expression vectors. These transfers yielded a 100% success rate without any observed recombination based on single colony screening. The functional expression of 95 genes was evaluated in mice with DNA vaccine constructs to generate antibody against various stages of the parasite. From these, 19 induced antibody titers against the erythrocytic stages and three against sporozoite stages. We have overcome the potential limitation of producing large P. falciparum clone sets in multiple expression vectors. This approach represents a powerful technique for the production of molecular reagents for genome-wide functional analysis of the P. falciparum genome and will provide for a resource for the malaria resource community distributed through public repositories.

The purpose of this study was to survey assessment and grading practices employed by secondary music teachers throughout the southwestern region of the United States. Three main research questions guided the study: (1) What types of school district frameworks and classroom contexts are secondary music teachers operating within? (2) Which specific assessment and grading practices are employed most commonly by secondary music teachers? (3) Do any contextual or individual difference variables influence secondary music teachers' assessment and grading practices? Two mailings yielded 352 total usable questionnaires (36%) with a sampling error of +/-5%. Participants reported that their school districts emphasized letter grades and that music course grades were equally weighted with other course grades in calculating student grade point averages and generating credit toward graduation. Yet, music teachers seldom received administrative guidance or altered assessment approaches due to standards-based curriculum adoption. Participants based grades on a combination of achievement and non-achievement criteria, with non-achievement criteria receiving greater weight in determining grades. Although instructional time, number of students taught, and number of concert performances prepared/ given had no substantive relationship with assessment decisions, grading practices were influenced by teaching level and teaching specialization.

The purpose of this study was to explore factors that may affect string teachers' career decisions. Six hundred string teachers were mailed a questionnaire designed to elicit responses about multiple factors and projected career plans in 1 year and in 5 years, and 304 teachers responded. The majority of teachers planned to remain in their positions the following year, whereas only half planned to remain in their positions in 5 years. Analyses indicated that work culture, perceptions about music's importance in the curriculum, satisfaction with student characteristics, psychological factors, and teacher socioeconomic background may affect immediate career plans. Further analyses indicated that work culture, satisfaction with student characteristics, psychological factors, and teaching experience were related to long-term career plans. In the Year 1 discriminant analysis, Stayers was the only group adequately classified. In the Year 5 analysis, Stayers were classified most accurately. Migrators and Leavers were classified slightly above the level of chance.