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There is a decades-long history of music education researchers examining characteristics and skills associated with effective teaching and assessing how preservice music teachers develop those competencies. Building on studies of pedagogical content knowledge and the professional opinions of experienced music educators, researchers are now attempting to identity a body of core music teaching practices. We asked experienced in-service music teachers (N = 898) to think about the skills beginning music teachers must possess to investigate how respondents rated and ranked selected core music teaching practices in terms of their relative importance. Developing appropriate relationships with students, modeling music concepts, and sequencing instruction were the top core teaching practices identified by the group. Results provide insights into knowing, naming, and framing a set of core teaching practices and offer a common technical vocabulary that music teacher educators might use as they design curricula and activities to develop these foundational skills.

The pedagogical content knowledge framework has been used to decipher the complexities of teaching by integrating subject matter knowledge with knowledge of teaching and knowledge of learners. Researchers in math, English, and history have modified this framework to identify core teaching practices within their disciplines. Core teaching practices are those that novices can begin to master and have a direct impact on student success. We developed a preliminary list of core practices in music using a Delphi panel approach. This panel of public school and college teachers with expertise in band, choir, orchestra, and elementary music found that "modeling," "sequencing instruction," and "deconstructing musical concepts" were core teaching practices that apply across a wide variety of teaching and learning contexts. The panel felt "developing knowledge of and relationships with students" was important for in-service teachers, but other practices should be developed first by novice teachers.

To examine music education faculty members' promotion and tenure experiences, we interviewed (N = 9) and surveyed (N = 124) music teacher educators (MTEs) who were pretenure or tenured within the past 3 years. Findings highlighted MTE's perceptions of evaluative criteria and standards, mentoring programs and experiences, professional identity, and work-life balance. We found that MTEs valued three aspects of their professional identity: teacher educator, researcher, and musician, although most reported that music activities did not count as scholarly activities. We also found that MTEs need multiple mentors: someone familiar with institutional tenure policy and expectations and MTEs within and/or outside of the same institution. MTE survey respondents (70%) reported feeling stress related to the tenure process. Male respondents were more likely to feel satisfied (63%) with the balance of teaching, research, and service than female respondents (33%), and more likely to feel satisfied with the balance achieved between personal life and professional life (57%) than their female counterparts (36%).

This review of the literature examines the process of matching students with band instruments as presented in academic research journals and practitioner publications. While some directors may evaluate the potential impact of students' physical characteristics such as lip size and shape, teeth and jaw structure, body build, and so forth, other sources have cited the importance of fine- and gross-motor coordination, aural skills acuity, music aptitude, timbre preference, motivation, personality, and environmental influences. A few empirical studies have suggested a positive impact on student achievement and retention when professional educators assist students in selecting instruments. Despite conflicting information, helping students match their gifts to specific instruments deserves careful study and more attention from those who assist students in selecting instruments. Motivation to play a particular instrument is a strong factor in predicting success and persistence. Some suggestions for possible approaches to clear up some of the ambiguity are provided.

The purpose of this case study was to describe how one band director used pedagogical content knowledge while working with beginning-band students to help them develop the skill of playing brass lip slurs. Data were generated from (1) video recordings of each class over two different weeks during the school year, (2) "think aloud" interviews in which the teacher described what educational actions and decisions the teacher was making, and (3) detailed observation notes. I used cognitive task analysis to develop a concept map illustrating components of pedagogical content knowledge the teacher used during instruction. The teacher combined content knowledge, knowledge of students, and curriculum knowledge providing examples of how pedagogical content knowledge manifests itself in teaching beginning band. Examining the teacher's pedagogical content knowledge revealed core teaching practices that may be useful for music teacher educators to understand and develop.

In this descriptive study, I investigated the pedagogical content knowledge of 206 undergraduate music education students by presenting video recordings of beginning band students playing excerpts from their class method books. I asked these preservice educators to identify performance problems and offer potential solutions to the causes of those problems. Participants had difficulty articulating the differences between performance problems and the underlying causes of the problems. The most common solutions for performance problems were generalized recommendations to "address" or "work on" the problems. Several participants made assumptions about the student performers' background, teachers, and attitudes without supporting data. Music education students need assistance in developing specific techniques to address common performance problems. Additional implications for music teacher education are offered based on the study results.

Pedagogical content knowledge, the particular ways that teachers understand their subjects in order to instruct others, has been described and explored in the math and science education fields in some depth, yet little research exists illustrating this concept in music instruction. I used a descriptive approach to explore expert beginning band teachers' thinking as they viewed videotaped performances of sixth-grade instrumental music students in their first year of instruction. I categorized the expert teachers' comments using models of pedagogical content knowledge from previous research in other subject areas in order to understand how music teachers use these skills. Teachers in the study each demonstrated a clear mental image of what they wanted to see and hear in student performances, and each used modeling, comparison, and questioning techniques to develop awareness skills in their students. The findings have implications in teacher education and teacher development in music. (Contains 1 table, 1 figure, and 1 note.)

Music teacher concerns have been described using case studies, surveys, and mixed methods, but no research exists that compares music teachers' online interactions with professional development offerings or how these online discussions may evolve over the school year. I used a content analysis approach (Neuendorf, 2002) to describe 6,430 topics in an online open discussion forum for band directors and the professional development sessions (N = 215) offered by one state's music educators' association and bandmasters' association in 1 calendar year. Music repertoire, employment, festival rules and procedures, program administration, and work environment were chief conversation topics for this group of directors. Directors of beginning bands had specialized conversations differing from their peers. As directors moved through the calendar year, their top concerns evolved from music repertoire to festival rules, employment, and program administration. Professional development sessions mostly involved ensemble or individual pedagogy and program administration. [ABSTRACT FROM AUTHOR]

The purpose of this descriptive survey study was to investigate trends, characteristics, beliefs, and music-making practices of band and orchestra teachers. Respondents (N = 791) indicated that they taught band (n = 525) and/or orchestra fn = 381) at the elementary (n = 306), middle school (n = 493), and/or high school fn = 401) levels. These teachers reported that they (a) played their instruments more frequently for their least-advanced students than for their most-advanced students, (b) most frequently used modeling for their least-advanced students to demonstrate technique and model tone quality, and (c) most frequently used modeling for their most-advanced students to demonstrate musicality or musical style. Directors who played string instruments were more likely than their wind and percussion counterparts to report modeling for their most- advanced students. We also found that middle school directors claimed to model most frequently compared to elementary and high school directors. Respondents valued modeling most for being an effective teaching tool but also found that modeling promoted student engagement and motivation and was a relationship-building tool. Almost all of our respondents f94.9%) reported playing their primary instruments outside of the classroom, and the most frequent reasons were that it was part of their identity, it kept their performing skills sharp in order to model for students, and it contributed to personal satisfaction and well-being. Orchestra directors were more likely to play outside the classroom than band teachers, and orchestral string players were more likely to play outside the classroom than wind, percussion, piano, or guitar principals. [ABSTRACT FROM AUTHOR]

The article discusses a study whose purpose was to investigate the pedagogical content knowledge (PCK) of piano teachers by measuring their responses to researcher-created stimuli.

Classroom management, presentation, and organization skills are significant predictors in the success or failure of teachers regardless of subject. Elements of this type have been categorized in the literature as general pedagogical knowledge (GPK). The purpose of this quantitative study is to determine if a relationship exists between music teachers' rankings of importance for GPK variables and the variables related to primary teaching assignment, grade level, teaching experience, and school size. Band and orchestra directors (N = 173) ranked the variables organize and plan instruction; develop rules, routines, procedures, handbooks, etc.; enforce classroom rules promptly and consistently; and develop relationships with students highest of all GPK variables. Some of the findings in this study suggest that band and orchestra directors may approach their time in classrooms differently based on their teaching assignment and grade level. Results give an insight into the specific nature of classroom management as it relates to music settings. [ABSTRACT FROM AUTHOR]

The article provides an overview of a study which investigated the perceptions of secondary school band and orchestra teachers on the significance of knowledge and skill categories to professional success in the U.S. It used a framework modeled after professor L. S. Schulman and it determined that there were no significant differences in the rankings of the categories among various subgroups. It indicated that results confirmed that applicability of Schulman's model to education and it has implications for undergraduate, graduate and continuing professional education.

This paper reports on a project that was designed to study changes in total water budget with implementation of brush control in two adjacent mesquite-dominated experimental sites, wherein one site received brush control treatment and the other served as an untreated site. The two sites, each consisting of about 80 ha (200 ac), are located within the North Concho River watershed near San Angelo, Texas. Evapotranspiration (ET) from the sites was measured with the eddy covariance technique beginning in April 2005. The field data indicated that the measured ET at the mesquite-treated site was lower than that of the untreated site during the mesquite growing season (May to October). For instance, the largest difference in ET (about 25%) in measured ET between the treated and untreated sites was recorded during the peak niesquite growingseason in 2008.The higher ETmeasured at the untreated site suggests that there is great potential for increasing water yield by eliminating the water uptake by mesquite trees, through a brush control approach in the North Concho River watershed. For example, based on 952 daily ET measurements (from 9:00 am. to 6:30 p.m.), the experimental data indicated that during the four-year study, the mesquite-dominated untreated site had a net consumption of over 46 mm (1.8 in) more water than the treated site. In addition, extrapolation of the data set to include all days during the four-year study (1,370 days) indicated that the untreated site had a potential net consumption of about 71 mm (2.8 in) more water compared to the treated site. Truncation of the data set to include measurements obtained during only the months within the mesquite growing season (May to October) indicated that the untreated site had consumed more than 58 mm (2.3 in) more water than the treated site based on 513 daily measurements obtained during the four-year study. Extrapolation of the data set to account for missing values within the growing season (732 days) indicated that water consumption at the untreated site would be expected to potentially exceed that of the treated site by 90 mm (3.5 in) during the growing season months over the four year period. [ABSTRACT FROM AUTHOR]

Background/aims: The use and costs of health care rise substantially in the months prior to death, and although the use of palliative care services may be expected to lead to less costly care, the evidence is mixed. We analysed the costs of care over the last year of life and the extent to which these are associated with the use and duration of specialist palliative care (SPC) for decedents who died from cancer or another life-limiting illness., Methods: The decedents were participants in a cohort study of older residents of the state of New South Wales, Australia. Using linked survey and administrative health data from 2007 to 2016, two cohorts were identified: n = 10,535 where the cause of death was cancer; and n = 11,179 where the cause of death was another life-limiting illness. Costs of various types were analysed with separate risk-adjusted linear regression models for the last 1, 3, 6, 9 and 12 months before death and for both cohorts. SPC was categorised according to time to death from first contact with the service as 1-7 days, 7-30 days, 30-180 days and more than 180 days., Results: SPC use was higher among the cancer cohort (30.0%) relative to the non-cancer cohort (4.8%). The mean costs over the final year of life were AU$55,037 (SD 45,059) for the cancer cohort and AU$35,318 (SD 41,948) for the non-cancer cohort. Earlier use of SPC was associated with higher costs over the last year of life but lower costs in the last 1 and 3 months for both cohorts. Initiating SPC use more than 180 days before death was associated with a mean difference relative to the no SPC group of AU$15,590 (95% CI 10,617 to 20,562) and AU$13,739 (95% CI 733 to 26,746) over the last year of life for those dying from cancer and another illness, respectively. The same differences over the last month of life were - AU$2810 (95% CI -  3945 to -  1676) and - AU$4345 (95% CI -  6625 to - 2066). Admitted hospital care was the major driver of costs, with longer SPC associated with lower rates of death in hospital for both cohorts., Conclusion: Early initiation of SPC was associated with higher costs over the last year of life and lower costs over the last months of life. This was the case for both the cancer and non-cancer cohorts, and appeared to be largely attributed to reduced hospitalisation. Although further investigation is required, our results suggest that expanding the availability of SPC services to provide more equitable access could enable patients to spend more time at their usual place of residence, reduce pressure on inpatient services and facilitate death at home when that is preferred., (© 2023. The Author(s).)

Clinical guidelines typically recommend a combination of chemotherapy, radiotherapy and surgery for the management of newly diagnosed rectal cancer. However, standard-of-care treatment may be high risk or not feasible after prior treatment for prostate cancer. Very few case reports describe outcomes or treatment options in this instance. The aim of the present retrospective study was to determine local treatment patterns and outcomes in patients with this diagnosis. The study population consisted of patients with rectal cancer who were treated at Westmead Hospital (Western Sydney, Australia) between January 2008 and January 2020, and had a background of previously treated or synchronous prostate cancer. A review of electronic medical records was conducted and a descriptive analysis was performed. In total, 15 (6.4%) male patients with rectal cancer had a synchronous or previously treated prostate cancer. Stage II, III and IV rectal cancer was recorded in 60.0, 26.7 and 13.3%, respectively. Overall, 8 patients had previously received definitive intent radiotherapy and did not receive neoadjuvant radiotherapy for their rectal cancer. After a median follow-up time of 2.4 years, 25.0% had experienced loco-regional recurrence and the overall survival rate was 87.5%. A total of 3 patients with higher-stage disease underwent neoadjuvant chemotherapy without radiotherapy, resulting in three R0 resections and no recurrences, at the time of data cut-off. At the centre in the present study, prior prostate cancer affected treatment decisions for newly diagnosed rectal cancer. Neoadjuvant chemotherapy was well tolerated and is an option for patients with stage III disease. Outcomes in patients who did not receive neoadjuvant radiotherapy were acceptable but with high rates of loco-regional recurrence. These findings provide some guidance for other clinicians when making decisions regarding treatment of this challenging disease., Competing Interests: The authors declare that they have no competing interests., (Copyright © 2022, Spandidos Publications.)

Background: Expression of programmed cell death ligand 1 (PD-L1) on tumor cells with or without immune cells is widely reported in clinical trials of programmed cell death receptor 1 (PD-1) blockade in metastatic non-small cell lung cancer. Various cutpoints have been studied., Methods: We performed a systematic search of MEDLINE, EMBASE, and conference proceedings up to December 2019 for randomized and nonrandomized clinical trials of anti-PD-1 or anti-PD-L1 monotherapy in metastatic non-small cell lung cancer. We retrieved data on objective response rate (ORR), 1-year and 2-year progression-free survival (PFS), and 2-year and 3-year overall survival (OS) in various PD-L1 subgroups. Results were pooled and analyzed based on different cutpoints, with nonrandomized comparisons made with pooled chemotherapy outcomes., Results: A total of 9810 patients in 27 studies were included. In treatment-naïve patients, benefits with PD-1 blockade over chemotherapy were seen in ORR in patients having PD-L1 50% or greater, in 2-year OS for PD-L1 1% or greater, and in 1-year PFS, 2-year PFS, and 3-year OS for unselected patients. First-line PD-1 blockade compared with chemotherapy demonstrated higher ORR, 2-year PFS, and 3-year OS if PD-L1 was 50% or greater; lower ORR, higher 2-year PFS, and similar 3-year OS if PD-L1 was 1%-49%; and lower ORR, similar 1-year PFS, and lower 2-year OS if PD-L1 was less than 1%. In previously treated patients, PD-1 blockade demonstrated similar or superior outcomes to chemotherapy in all PD-L1 subgroups., Conclusions: PD-L1 should guide the choice of PD-1 blockade vs chemotherapy in treatment-naïve patients. In previously treated patients, PD-1 blockade provides a favorable outcome profile to chemotherapy in all PD-L1 subgroups., (© The Author(s) 2021. Published by Oxford University Press.)

This article makes the case for why higher education institutions should take the teaching of peacebuilding seriously. It is co-authored by a team from four countries (Bosnia and Herzegovina, Rwanda, Colombia and the United Kingdom) who were involved in a small international research project looking at "Pedagogies for Peacebuilding". Together they are trying to answer questions about the legitimacy of bringing these discussions into higher education and lecturer/student relationships. The authors discuss the spaces in which peacebuilding can be usefully considered within higher education curricula; the significance of higher education in helping young people develop habits of peace; and how the citizens and leaders of the future might be helped to understand the meaning and importance of peacebuilding. In the course of their argument, the authors consider the intention and impact of different pedagogical approaches., (© UNESCO Institute for Lifelong Learning and Springer Nature B.V. 2021.)