The Oxford handbook of philosophical and qualitative assessment in music education

The Oxford handbook of philosophical and qualitative assessment in music education / edited by David J. Elliott, Marissa Silverman, and Gary E. McPherson.

The Oxford Handbook of Philosophical and Qualitative Assessment in Music Education offers global, comprehensive, and critical perspectives on a wide range of conceptual and practical issues in music education assessment, evaluation, and feedback as these apply to various forms of music education wit...

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Bibliographic Details
Other Authors: Elliott, David J. (David James), 1948- (Editor), Silverman, Marissa (Editor), McPherson, Gary (Editor)
Format: eBook
Language:English
Published: New York, NY : Oxford University Press, [2019]
Series:Oxford handbooks.
Subjects:
Music > Instruction and study > Evaluation.
Music > Instruction and study > Evaluation
Online Access:Click for online access

MARC

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245 0 4 |a The Oxford handbook of philosophical and qualitative assessment in music education /  |c edited by David J. Elliott, Marissa Silverman, and Gary E. McPherson. 
264 1 |a New York, NY :  |b Oxford University Press,  |c [2019] 
264 4 |c ©2019 
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505 0 0 |t Philosophical and qualitative perspectives on assessment in music education: Introduction, aims, and overview /  |r David J. Elliott, Marissa Silverman, Gary E. McPherson --  |t Cultural imperialism and the assessment of creative work /  |r Juniper Hill --  |t A music-centered perspective on music therapy assessment /  |r John A. Carpente, Kenneth Aigen --  |t Improvisation, enaction, and self-assessment /  |r Dylan van der Schyff --  |t Institutional music education and ranking as a form of subjectification: The merits of resistance and resilience /  |r Lise C. Vaugeois --  |t Critically assessing forms of resistance in music education /  |r Brent C. Talbot, Hakim Mohandas Amani Williams --  |t An ethical consideration of assessment in music education through the lens of Levinas /  |r Kathryn Jourdan, John Finney --  |t Enter the feedback loop: Assessing music technology in music education with personal bests /  |r Adam Patrick Bell --  |t Could there be Deleuzian Assessment in Music Education? /  |r Lauren Kapalka Richerme --  |t Music as bildning:The impracticability of assessment within the Scandinavian educational tradition /  |r Johan Söderman --  |t Assessment and the dilemmas of a multi-ideological curriculum: The case of Norway /  |r Sidsel Karlsen, Geir Johansen --  |t A Case for Integrative Assessment from a Freirian Perspective /  |r Frank Abrahams --  |t International perspectives on assessment in music education /  |r Alexandra Kertz-Welzel --  |t The assessment of classroom music in the lower secondary school: The English experience /  |r Martin Fautley --  |t Non-regulated assessment in music education: An urban Iranian outlook /  |r Nasim Niknafs --  |t The primacy of experience: Phenomenology, embodiment, and assessments in music education /  |r Andrea Schiavio --  |t Music teacher evaluation, teacher effectiveness, and marginalized populations:?A tale of cognitive dissonance and perverse incentives /  |r Karen Salvador, Janice Krum --  |t Habits of mind as a framework for assessment in music education /  |r Jillian Hogan, Ellen Winner --  |t The McDonald's metaphor: The case against assessing standards-based learning outcomes in music education /  |r John Kratus --  |t Alternative assessment for music students with significant disabilities: Collaboration, inclusion, and transformation /  |r Donald DeVito, Megan M. Sheridan, Jian-Jun Chen-Edmund, David Edmund, Steven Bingham --  |t Philosophy of assessment in popular music education /  |r Bryan Powell, Gareth Dylan Smith --  |t Imagining beyond ends-in-view: The ethics of assessment as valuation in Nepali music education /  |r Danielle Shannon Treacy, Vilma Timonen, Alexis Anja Kallio, Iman Bikram Shah --  |t Assessment as care: A South African perspective /  |r Janelize van der Merwe --  |t Building a culture of ethical, comparable, authentic assessment: Music education in Queensland /  |r Andrew Reid, Julie Ballantyne --  |t The influence of assessment on learning and teaching: Using assessment to enhance learning /  |r Susan Hallam --  |t Evaluation for equality: Applying a classical pragmatist perspective in qualitative assessment in Finnish general music education /  |r Lauri Väkevä -- /  |r Roger Mantie, Beatriz Ilari. 
520 8 |a The Oxford Handbook of Philosophical and Qualitative Assessment in Music Education offers global, comprehensive, and critical perspectives on a wide range of conceptual and practical issues in music education assessment, evaluation, and feedback as these apply to various forms of music education within schools and communities. The central aims of this Handbook focus on broadening and deepening readers' understandings of and critical thinking about the problems, opportunities, spaces and places, concepts, and practical strategies that music educators and community music facilitators employ, develop, and deploy to improve various aspects of music teaching and learning around the world. 
588 0 |a Online resource; title from HTML homepage (Oxford, viewed May 1, 2020). 
504 |a Includes bibliographical references and index. 
650 0 |a Music  |x Instruction and study  |x Evaluation. 
650 7 |a Music  |x Instruction and study  |x Evaluation  |2 fast 
700 1 |a Elliott, David J.  |q (David James),  |d 1948-  |e editor.  |1 https://id.oclc.org/worldcat/entity/E39PBJfWXHK9QKBBQqKRmJTJXd 
700 1 |a Silverman, Marissa,  |e editor. 
700 1 |a McPherson, Gary,  |e editor. 
758 |i has work:  |a The Oxford handbook of philosophical and qualitative assessment in music education (Text)  |1 https://id.oclc.org/worldcat/entity/E39PCG4wm7JKpWkcGygHHpB8bq  |4 https://id.oclc.org/worldcat/ontology/hasWork 
776 0 8 |i Print version:  |t Oxford handbook of philosophical and qualitative assessment in music education.  |d New York, NY : Oxford University Press, [2019]  |z 9780190265182  |z 0190265183  |w (DLC) 2019001334  |w (OCoLC)1083179028 
830 0 |a Oxford handbooks. 
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903 |a OUP-HBMUSIC2019 
994 |a 92  |b HCD 

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