Experimenters observed the number of sport-team-identified fans who contributed money to charity workers before and after 6 football games. Charity workers were identified as supporters of 1 of the 2 teams competing, or of neither team. Consistent with predictions, more fans contributed to in-group than to out-group-supporting charity workers. In addition, charity workers identified with either team received a higher frequency of contributions from fans of both teams together after the game relative to before; this pattern was reversed among charity workers not identified with a team. This unexpected finding suggests an increased salience of a general sport-fan identification after the game relative to before. Finally, fans of winning teams in particular contributed more to any charity worker (i.e., collapsed across in-group, out-group, and neutral supporters) after the game than before, but this pattern was reversed among fans of losing teams. This final finding is discussed with reference to both self-categorization theory and the literature on mood and prosocial behavior.

The purpose of this research was to examine LGBTQ-inclusive strategies used by practicing music educators in the United States. Participants ( N = 300) in a nonprobabilistic sample completed a survey inquiring as to their comfort using LGBTQ-inclusive strategies in a school music class, their perceptions of barriers to LGBTQ inclusion, and whether they had received training related to LGBTQ issues. Self-identified heterosexual respondents were requested to complete an additional set of questions to determine their attitudes toward lesbians and gay men. Additional questions were used to capture demographic data including (1) years of teaching experience, (2) school and community types, and (3) racial, ethnic, gender, and sexual identity. Results revealed that respondents self-identifying as heterosexual generally held positive attitudes toward lesbians and gay men. Results suggest that music teacher participants in this study were aware of heterosexist language in their learning environments and likely to discourage this type of classroom behavior. Overall, respondents appeared not to be worried about the various stakeholders (administrators, parents, and colleagues) in their educational environment. The majority of music teachers surveyed indicated that they received no pre-service training (91.3%, n = 274) and no in-service training (87.3%, n = 262) relevant to LGBTQ inclusion. Respondents who had received in-service training, however, were more comfortable discussing LGTBQ issues in their classrooms and promoting LGBTQ awareness in their schools. Findings from this study suggest that in-service professional development related to LGBTQ issues may increase the use of LGBTQ-inclusive strategies used in music classrooms.

Progress monitoring and data-based intervention decision making have become key components of providing evidence-based early childhood special education services. Unfortunately, there is a lack of tools to support early childhood service providers' decision-making efforts. The authors describe a Web-based system that guides service providers through a decision-making process informed by child performance on Infant and Toddler IGDIs (Individual Growth and Development Indicators), the provider's professional judgment, and information from the child's primary caregiver. Using a case example, the authors describe how a service provider integrates the system into an existing service delivery model. Finally, they describe barriers and potential solutions to implementation within the context of a traditional early childhood service delivery model and implications for policy and practice.

The purpose of this study was to examine the relationship between time spent in nonperformance and critical thinking activities in high school choral rehearsals. Eighteen rehearsal observations were collected from public school music programs. Observed rehearsal behaviors were coded into three categories of nonperformance activity: lower-order thinking, critical thinking, and nonspecific activity. Results indicated that the mean rehearsal time spent in all nonperformance activities was 53.89%, with 45.96% focused on lower-order thinking skills, 6.36% in critical thinking skills, and 1.57% in nonspecific activities, including off-task behavior and silence. A significant positive correlation was found between the amount of time spent in nonperformance activities and time spent engaged in critical thinking skills. No significant correlation was found between the level of ensemble in which students were enrolled and percentage of time spent in activities that required the use of critical thinking skills. Findings suggest that amount of time spent using critical thinking skills in high school choral rehearsals may be influenced by a variety of factors, including rehearsal techniques and learning objectives used by master teachers.

Music is important to the development of multidimensional future adults. Students have self-reported the value of music in their lives. Music educators, therefore, have a unique opportunity to create inclusive learning environments. Music learning objectives are often rooted in development of rehearsal techniques and performance skills. However, teachers also impart personal values to students in the process. Diversity in contemporary school classrooms is represented by a variety of characteristics, including sexual orientation. Analysis of survey data indicates that a large percentage of lesbian, gay, bisexual, transgender, and questioning (LGBTQ) students are verbally and physically harassed at school. Teachers are often the first line of defense in situations involving harassment at school. This article is a synthesis of strategies for inclusion of LGBTQ issues in the music classroom, from research literature and oral histories.