We are thrilled to announce the publication of a new research paper in the prestigious, peer-reviewed journal Music Education Research, showcasing the enduring impact of Music in Me (MiM). This paper, titled “Enduring impacts of collaborative workplace music mentoring for early childhood generalist teachers, music mentors and students,” provides compelling evidence of the program’s effectiveness in revitalizing music education in early childhood settings.
The paper, authored by leading music education experts Dr. Margaret S. Barrett and Dr. Katie Zhukov, is based on a follow-up study conducted one year after the initial implementation of the MiM program. The authors bring a wealth of experience and knowledge to this research. Dr. Barrett, Head of the Sir Zelman Cowen School of Music and Performance at Monash University, is renowned for her research on creative pedagogies, ecological artistic citizenship, and expertise across the lifespan. Dr. Zhukov, a Research Fellow at Monash University, has extensively published on instrumental music teaching, sight-reading, performance anxiety, and music careers, and her work is recognised internationally.
This in-depth study involved interviews with teachers, mentors, and principals from five participating schools, representing diverse socioeconomic backgrounds. It explored the lasting effects of the program on teaching practices, student engagement, and school culture.
One of the key findings highlighted in the paper is the program’s unique focus on “collaborative self-development”. This approach, which fosters a partnership between mentor and mentee, has been praised by teachers and mentors alike. As one teacher shared, “The mentor was prepared to support me along the way on my journey. Sending emails, sending inquiries and they got back to you and were able to support you in whatever way.” This sentiment is echoed by a mentor who noted, “I was always in a situation where I was learning from them as much as they were learning from me.”
Beyond fostering a supportive learning environment, the study demonstrates that MiM has had a tangible impact on classroom practices. Teachers reported feeling more confident in their ability to deliver engaging music lessons and integrate music into the school day. One teacher shared, “I now see myself as capable of running music, I am able to teach music and to help colleagues with it as well. I would be happy to run a choir and I had no musical background to start off with.”
The research also revealed that MiM’s benefits extend far beyond music education. Principals noted significant improvements in students’ overall confidence, behaviour, and engagement in learning. As one principal observed, “The program has been of great benefit, just people appreciating the change that music can make to students, especially those who have limited English. Student confidence definitely improved.”
The publication of this research paper in Music Education Research, a leading international journal, underscores the significance of MiM’s contribution to the field of music education. The study’s findings not only validate the program’s effectiveness but also provide valuable insights for educators and policymakers seeking to revitalize music education in their own contexts.
We are incredibly proud of the impact Music in Me continues to have on teachers, students, and school communities. We invite you to read the full research paper.
Download a copy of the article here.
Citation: Margaret S. Barrett & Katie Zhukov (18 Oct 2024): Enduring impacts of collaborative workplace music mentoring for early childhood generalist teachers, music mentors and students, Music Education Research, DOI: 10.1080/14613808.2024.2416244
