Relevant bibliographies by topics / Advocating for music education

Contents

  1. Journal articles
  2. Dissertations / Theses
  3. Books
  4. Book chapters
  5. Conference papers
  6. Reports

Academic literature on the topic 'Advocating for music education'

Author: Grafiati
Published: 5 June 2025
Last updated: 2 August 2025

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Journal articles on the topic "Advocating for music education"

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Turyamureeba, Silaji. "Integrating Music Education into the Curriculum for Cognitive Developmen." RESEARCH INVENTION JOURNAL OF RESEARCH IN EDUCATION 4, no. 3 (2024): 50–54. http://dx.doi.org/10.59298/rijre/2024/435054.

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Music education has long been recognized for its benefits in enhancing cognitive development in children. This paper examines the role of music as an essential component of the educational curriculum, emphasizing its impact on cognitive abilities such as memory, language, and mathematical skills. Drawing on theoretical frameworks, including Multiple Intelligences and Social Development Theory, the research highlights the importance of music in cultivating cognitive functions, such as problem-solving, language skills, and emotional regulation. Empirical studies have shown that students exposed
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Silveira, Jason M. "Perspectives of a Transgender Music Education Student." Journal of Research in Music Education 66, no. 4 (2018): 428–48. http://dx.doi.org/10.1177/0022429418800467.

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The purpose of this study was to present a narrative account of one gender-variant music student and his experiences as a music education major at a small private college. The question guiding this study was as follows: In what ways can one transgender music education student’s lived experiences and identity development inform discourse in the music education community? A semistructured interview protocol was used, with approximately 14 weekly one-on-one meetings with the student. The student was allowed to share his perspectives as a transgender student throughout public school and leading to
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Hines, Jasmine. "Incorporating intersectional musicality within the classroom: Black feminism through Nina Simone and Janelle Monáe." Journal of Popular Music Education 4, no. 3 (2020): 311–28. http://dx.doi.org/10.1386/jpme_00034_1.

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In an age of social justice advocacy within education, the work of Black women continues to be excluded from the hegemonic educational canon despite the long history of Black feminists advocating for the eradication of systemic oppressive systems in education. By examining the livelihoods and music created by Black feminist musicians, music educators may begin to reflect on how Black women’s positionality within society has had a direct influence on the music they created within a White culturally dominant society. The purpose of this article is to conceptualize how the intersectional musicali
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Ruiz-Resto, José Valentino, Chris Shelton, Edward White, and Thaddaeus Bourne. "Advocating for Intrapreneurship in Arts Entrepreneurship Education: Developing a New Generation of Innovative Professionals." Open Journal of Music Education 1, no. 1 (2023): 27–46. http://dx.doi.org/10.61629/ojme.v1i1.24.

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This research aims to propose a set of eight arts-based intrapreneurial projects for higher education, tailored to arts entrepreneurship students. The projects, designed for a 16-week timeframe (except one project requiring 21 weeks), provide project descriptions, learning objectives, assessment criteria, and resource requirements. To ensure feasibility and relevance, the researcher conducted semi-structured interviews with three experts in the field, including a project manager and creative director from a leading video production agency, an audio engineer and music producer in a multinationa
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Di Paolo, Alessio, and Michele Domenico Todino. "Inclusive Music Education in the Digital Age: The Role of Technology and Edugames in Supporting Students with Special Educational Needs." Encyclopedia 5, no. 3 (2025): 102. https://doi.org/10.3390/encyclopedia5030102.

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Inclusive music education refers to the use of musical experiences and practices as tools for promoting participation, equity, and meaningful engagement among all learners, including those with Special Educational Needs (SEN). Music education has long been recognized not only for its value in emotional expression and cultural transmission but also for its cognitive and relational benefits. This entry examines the inclusive and transformative potential of music, highlighting how it can foster equitable, accessible, and culturally relevant learning environments. Drawing from pedagogy, neuroscien
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Pu, Jiarui, Abdul Rahman Bin Safian, and Mohd Nizam Bin Nasrifan. "Higher-Order Thinking Skills in Music Education: A Comprehensive Analysis." Grenek Music Journal 13, no. 2 (2024): 182–91. https://doi.org/10.24114/grenek.v13i2.62780.

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Researchers have continued to urge the importance of strengthening students' higher-order thinking skills (HOTS) as a key factor for education. Researchers in the field of music education are actively advocating for the enhancement of HOTS among students. To advance research in this area, a thorough and comprehensive literature review is necessary. This review synthesized existing findings to elucidate how HOTS can enhance musical education and performance and offer insights into effective pedagogical strategies. By systematically examining the integration of HOTS in musical contexts, pointing
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Rui, Zhuang, and Wong Huey Yi Colleen Wong. "Melody Beyond Keys: Navigating the Dynamics of Online Piano Proficiency Courses in Music Education." International Journal of Religion 5, no. 5 (2024): 576–91. http://dx.doi.org/10.61707/3hhgfc55.

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The transition to online piano proficiency courses in music education, spurred by the need for adaptability in digital environments, marks a pivotal change in pedagogical approaches. This study employs qualitative methods, analyzing interviews with educators and students to explore the dynamics of online piano learning. Findings reveal that while such courses enhance accessibility and offer new learning opportunities, they also present challenges, including technological barriers and the absence of direct physical guidance. The research underscores the importance of developing specialized onli
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Harrison, Scott, and Catherine Grant. "Chasing a moving target: perceptions of work readiness and graduate capabilities in music higher research degree students." British Journal of Music Education 33, no. 2 (2016): 205–18. http://dx.doi.org/10.1017/s0265051715000261.

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Recent efforts to increase workplace readiness in university students have largely centred on undergraduates, with comparatively few strategies or studies focusing on higher research degree candidates. In the discipline of music, a wide diversity of possible career paths combined with rapidly changing career opportunities makes workplace readiness a moving target. Drawing on qualitative and quantitative data from semi-structured interviews, dialogue forums, an online survey and pre-existing literature, this paper explores perceptions of higher degree research (HDR) music students about their w
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Bao, Li, and Pitsanu Boonsrianan. "Teaching Resource of Chengdu Popular Music for Fostering Literacy and Cultural Education in China." International Journal of Education and Literacy Studies 12, no. 1 (2024): 230–37. http://dx.doi.org/10.7575/aiac.ijels.v.12n.1p.230.

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Chengdu’s popular music, with its profound historical and cultural significance, serves as an educational resource at the intersection of music, literacy, and cultural education. This research aims to propose guidelines for the teaching resource of Chengdu popular music for fostering literacy and cultural education. Located in the culturally diverse Sichuan Province, Chengdu boasts a rich tapestry of musical traditions, from folk to hip-hop, making it an ideal research site. Two key informants, experts in folk and hip-hop music, provide valuable insights into Chengdu’s musical evolution. Data
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Pyasi, Pragya. "A Comparative Study of Emotional Quotients of University Students in Music and Non-Music Disciplines." Sangeet Galaxy e-Journal 13, no. 2 (2024): 275–84. https://doi.org/10.5281/zenodo.7054833.

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&nbsp; &nbsp;<em>This study investigates the relationship between musical training and Emotional Intelligence (EI) among undergraduate and postgraduate students from diverse academic disciplines across six universities in India. The primary objectives are to assess EI levels in students trained and not trained in Indian Classical Music and to examine the influence of gender and type of musical training on EI. A sample of 130 students was divided into two groups: those with compulsory musical association for five years or more and those without musical exposure. Data was collected using a valid
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Dissertations / Theses on the topic "Advocating for music education"

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Self, Michelle A. "Advocating for Inclusion of Children with Williams Syndrome." University of Toledo / OhioLINK, 2010. http://rave.ohiolink.edu/etdc/view?acc_num=toledo1290217489.

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Evanshen, Pamela, Tracey Crowe, Angela Baum, et al. "Leading the Way and Advocating for Quality Through Early Childhood Teacher Education." Digital Commons @ East Tennessee State University, 2018. https://dc.etsu.edu/etsu-works/4342.

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Madelene, Henriksgård. "Leave No One Behind in Education: Advocating for disability rights in Nepal." Thesis, Malmö universitet, Fakulteten för kultur och samhälle (KS), 2020. http://urn.kb.se/resolve?urn=urn:nbn:se:mau:diva-22656.

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Despite international regulations such as the Convention of the Rights of the Child andthe Convention on the Rights of Persons with Disabilities and the global SustainableDevelopment Goals in Agenda 2030, everyone does not have the same rights toeducation. Children with disabilities are the most marginalised and excluded groups insociety and also overrepresented among those who are not in school. Disability rightsadvocates are advocating for children with disabilities having the right to education anddiscovering new ways of making their voices heard through digital media. This degreeproject ex
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Adams, Melanie Alicia. "Advocating for educational equity| African American citizens' councils in St. Louis, Missouri, from 1864 to 1927." Thesis, University of Missouri - Saint Louis, 2014. http://pqdtopen.proquest.com/#viewpdf?dispub=3621146.

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<p> Whether in slavery or in freedom, African Americans understood the important role education played in their quest towards citizenship. As enslaved people, they risked their lives to learn to read and write so they would be prepared when freedom came their way. As free people, they continued to strive for an education that would move them beyond their prescribed station in life. Throughout the history of African Americans, they actively pursued their educational aspirations instead of patiently waiting for them to be granted. </p><p> The research associated with educational agency before
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French, Wendy L. "A role of the rural elementary principal| Increasing reading literacy in third graders living in poverty through advocating community partnerships." Thesis, Northwest Nazarene University, 2014. http://pqdtopen.proquest.com/#viewpdf?dispub=3643019.

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<p> Bridging the achievement gap for elementary students living in poverty can be accomplished by creating relationships with community partnerships. It is also reasonable to believe that the role of the elementary principal has the potential for building capacity with community partners, while also improving student achievement for young readers through advocating these partnerships. For the purpose of this case study, mixed-methods afforded an in-depth investigation of this role. The theoretical framework of community partnership expert, Joyce Epstein, was woven into this study to explore th
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Pounders, Cherise. "Social Justice Leadership| Advocating Equity, Access and Opportunity for Black Students Attending Urban High-Poverty Elementary Schools." Thesis, Pepperdine University, 2018. http://pqdtopen.proquest.com/#viewpdf?dispub=10685504.

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<p> The purpose of this qualitative phenomenological study was to explore and describe the lived experiences and perspectives of 4 elementary school principals and 4 instructional leaders committed to social justice practices who have improved and sustained grade level performance in reading with Black students for the duration of 3 consecutive years.</p><p> Four research questions guided this study and included: What strategies are used by elementary principals and instructional leaders to advance equity, access, and opportunity, to improve core teaching and curriculum, address barriers fac
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Thorgersen, Ketil. "Music from the Backyard : Hagström's Music Education." Doctoral thesis, Luleå tekniska universitet, Institutionen för musik och medier, 2009. http://urn.kb.se/resolve?urn=urn:nbn:se:su:diva-40056.

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Forari, Antonia. "The voices of Cypriot music education : a sociology of music education." Thesis, University College London (University of London), 2005. http://discovery.ucl.ac.uk/10006665/.

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Monitoring the processes through which upper secondary music education in Cyprus is constructed calls for articulation of the meanings of four groups of key actors. These actors are involved in music education's journey from education policy contexts to curriculum contexts. They include, firstly, the policymakers of the Cyprus Ministry of Education, who form policy and present this as curriculum ideologies, mainly in the official rhetorical curriculum. Second, the music inspector (for which there is only one post in Cyprus) has the main responsibility of interpreting, adapting and embodying th
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Dunn, Anne Maureen. "Music education : an adult education perspective." Thesis, University College London (University of London), 1989. http://discovery.ucl.ac.uk/10019700/.

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Young, Sharon M. "Music teachers' attitudes, classroom environments, and music activities in multicultural music education /." The Ohio State University, 1996. http://rave.ohiolink.edu/etdc/view?acc_num=osu148794066543544.

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Books on the topic "Advocating for music education"

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Kumar, Naresh. Music education. Adroit Publishers, 2004.

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João, Hermida, and Ferreo Mariana, eds. Music education. Nova Science, 2009.

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Fletcher, Peter. Education and music. Oxford University Press, 1987.

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Nadolinskaya, Tat'yana, Lyudmila Rapackaya, and Igor' Krasil'nikov. Music education technologies. INFRA-M Academic Publishing LLC., 2022. http://dx.doi.org/10.12737/1171998.

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The textbook reveals the theoretical foundations of the use of music education technologies in secondary schools. The ways of implementing technologies in various types of musical activity are described and characterized, the main methods of diagnosing the musical development of schoolchildren are revealed, the ways of interaction of musical and theatrical pedagogy in regular and extracurricular activities are revealed, the multifunctional nature of the professional activity of a teacher-musician based on the use of integrated theatrical technologies is shown. The manual includes six chapters,
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Kelman, Kristina. Entrepreneurial Music Education. Springer International Publishing, 2020. http://dx.doi.org/10.1007/978-3-030-37129-6.

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Feldman, Evan, Ari Contzius, Mitchell Lutch, Katarzyna (Kasia) Bugaj, and Frank L. Battisti. Instrumental Music Education. Routledge, 2020. http://dx.doi.org/10.4324/9780429028700.

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Louise, Head, and Throp Claire, eds. Music education yearbook. Rhinegold, 1999.

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Arts Council of Great Britain. Music education policy. Arts Council of Great Britain, 1986.

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Department of Education and Science. Arts education: Music. Stationery Office, 2000.

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Green, Lucy. Music, gender, education. Cambridge University Press, 1997.

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Book chapters on the topic "Advocating for music education"

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Treacy, Danielle Shannon, Sapna Thapa, and Suyash Kumar Neupane. "“Where the Social Stigma Has Been Overcome”: The Politics of Professional Legitimation in Nepali Music Education." In The Politics of Diversity in Music Education. Springer International Publishing, 2021. http://dx.doi.org/10.1007/978-3-030-65617-1_9.

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AbstractThis chapter explores the actions musician-teachers in the extremely diverse and complex context of the Kathmandu Valley imagine that might hold potential for contesting and altering processes of marginalisation and stigmatisation in Nepali society. The empirical material was generated in 16 workshops involving 53 musician-teachers and guided by the Appreciative Inquiry 4D model (e.g. Cooperrider et al. Appreciative inquiry handbook: for leaders of change. Crown Custom, Brunswick, 2005). Drawing upon the work of Arjun Appadurai, we analysed the ways in which engaging the collective ima
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Hammond, Michael, and Jerry Wellington. "Advocating." In Education research. Routledge, 2019. http://dx.doi.org/10.4324/9780429426629-6.

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Karczmarczyk, Diana, and Sara T. Pappa. "Advocating: Working Toward Change." In Health Education and Promotion. Routledge, 2024. http://dx.doi.org/10.4324/9781003504320-6.

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Plaat, Felice Van Der. "Advocating EFA in Zambia." In Campaigning for “Education for All”. SensePublishers, 2012. http://dx.doi.org/10.1007/978-94-6091-879-7_8.

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Corwith, Susan, and Chin-Wen Lee. "Advocating for Implementation." In NAGC Pre-K–Grade 12 Gifted Education Programming Standards, 2nd ed. Routledge, 2022. http://dx.doi.org/10.4324/9781003236863-12.

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Hilgersom, Selma. "Advocating Public Education in Indonesia." In Campaigning for “Education for All”. SensePublishers, 2012. http://dx.doi.org/10.1007/978-94-6091-879-7_9.

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Dockweiler, Katherine A. "Local Education Agencies." In Advocating for Mental Health Supports in Schools. Routledge, 2023. http://dx.doi.org/10.4324/9781003308515-20.

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Dockweiler, Katherine A. "State Education Agencies." In Advocating for Mental Health Supports in Schools. Routledge, 2023. http://dx.doi.org/10.4324/9781003308515-17.

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Dockweiler, Katherine A. "Institutes of Higher Education." In Advocating for Mental Health Supports in Schools. Routledge, 2023. http://dx.doi.org/10.4324/9781003308515-18.

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King, Andrew. "Audio Education." In Music, Technology, Innovation. Routledge, 2024. http://dx.doi.org/10.4324/9781003041474-13.

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Conference papers on the topic "Advocating for music education"

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Raphael, Christopner. "Face the Music: Summarizing Unscripted Music Practice from Audio." In 6th International Special Session on Computer Supported Music Education. SCITEPRESS - Science and Technology Publications, 2025. https://doi.org/10.5220/0013493800003932.

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D'Acierno Canonici Cammino, Maria Rosaria. "Music in Education and in Therapy." In 28th World Multi-Conference on Systemics, Cybernetics and Informatics. International Institute of Informatics and Cybernetics, 2024. http://dx.doi.org/10.54808/wmsci2024.01.325.

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Tóth-Bakos, Anita. "MUSIC EDUCATION AND MUSIC THERAPY." In International Technology, Education and Development Conference. IATED, 2016. http://dx.doi.org/10.21125/inted.2016.0135.

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A, Osman. "Advocating for the Rights of Care-Leavers in Egypt." In 5th World Conference on Arts, Humanities, Social Sciences and Education. Eurasia Conferences, 2024. http://dx.doi.org/10.62422/978-81-968539-1-4-023.

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According to Egyptian law, orphaned youth in care homes must transition out of care at 18, regardless of their readiness or support. Consequently, they bear the weight of managing their lives alone, addressing accommodation, education, health, finances, and legal matters without assistance. Integration into society proves challenging due to stigma, compounded by a non-inclusive labor market. Lacking proper education and training, these youth struggle to compete professionally and lack access to quality care promoting resilience and well-being. To address these challenges, Sanad, an organizatio
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Zhang, Hao. "Aesthetic Education of Vocal Music Teaching in Music Education." In 2018 8th International Conference on Social science and Education Research (SSER 2018). Atlantis Press, 2018. http://dx.doi.org/10.2991/sser-18.2018.4.

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Tóth-Bakos, Anita, and Agáta Csehiová. "MUSIC AND BRAIN – MUSIC TRAINING TRANSFER." In International Technology, Education and Development Conference. IATED, 2016. http://dx.doi.org/10.21125/inted.2016.0136.

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Horsley, Stephanie, and Janice Waldron. "Challenging Music Education." In the 8th International Conference. ACM Press, 2017. http://dx.doi.org/10.1145/3097286.3097329.

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Smith, Peter Mark, Joseph B. Hughes, and Aniek van Kersen. "The Global Society of Peace Engineers — advocating for the profession." In 2021 World Engineering Education Forum/Global Engineering Deans Council (WEEF/GEDC). IEEE, 2021. http://dx.doi.org/10.1109/weef/gedc53299.2021.9657314.

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Redouane, Rabia. "ADVOCATING FOR MOTHER TONGUE AS A MEDIUM OF INSTRUCTION IN MOROCCAN MULTILINGUAL PUBLIC SCHOOLS." In SOCIOINT 2023- 10th International Conference on Education & Education of Social Sciences. International Organization Center of Academic Research, 2023. http://dx.doi.org/10.46529/socioint.202307.

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Hess, Juliet. "Music Education and the Colonial Project: Stumbling Toward Anticolonial Music Education." In 2020 AERA Annual Meeting. AERA, 2020. http://dx.doi.org/10.3102/1567504.

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Reports on the topic "Advocating for music education"

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Näslund-Hadley, Emma, María Mercedes Mateo-Berganza Díaz, Emma Strother, and Danielle S. Parrillo. The Power of Music Education: Unlocking the Talent of Latin American and Caribbean Youth. Inter-American Development Bank, 2023. http://dx.doi.org/10.18235/0005159.

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The IDB supports youth empowerment through music education in Latin America and the Caribbean. This note draws on conversations with beneficiaries, project team leaders, and partner organizations about music as an engine of social inclusion and economic development. It highlights successful initiatives, including a program focused on music entrepreneurship among young people in Colombia, an all-female orchestra and a choir for women's rights in Guatemala, young luthiers crafting stringed instruments in Peru, and a program preventing violence through music education for children and their famil
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Dairianathan, Eugene, Larry Francis Hilarian, Peter Stead, Chee Hoo Lum, and Hoon Hong Ng. Learning through popular music, lessons for the general music programme syllabus in Singapore. National Institute of Education, Nanyang Technological University, Singapore, 2024. https://doi.org/10.32658/10497/27422.

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This project sought to investigate the identity, role and function of popular music within classroom-based education in Singapore. Popular music is characterised by: (i) lnterdisclplinarity (music, dance, poetry, theatre, etc); (ii) It suffuses the lives of school-going youth in their out-of-school curriculum. (iii) Skill acquisition is frequently gained through more informal learning than is usual in institutional settings (Green, 2002). (iv) Participation in popular music by various communities seems to cut across ethnic, religious and age boundaries, which makes popular music participation
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Loveless, Jerry. The Use of Music as a Pedagogical Tool in Higher Education Sociology Courses: Faculty Member Perspectives and Potential Barriers. Portland State University Library, 2000. http://dx.doi.org/10.15760/etd.1100.

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Zuo, Lingyan, Fengting Zhu, Rui Wang, Hongyan Shuai, and Xin Yu. Music intervention affects the quality of life on Alzheimer’s disease: a meta-analysis. INPLASY - International Platform of Registered Systematic Review and Meta-analysis Protocols, 2021. http://dx.doi.org/10.37766/inplasy2021.12.0055.

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Review question / Objective: Inclusion criteria: population: 1) A randomized controlled study on the impact of music intervention on the QOL of patients with AD; 2) The participants in this study is patients with AD; 3) There is no significant difference among age, gender and education background in sorted groups before analysis which make these groups comparable; intervention: 1)Intervention Modality Music-based intervention; comparison: 1) All data were sorted into two groups: the music intervention group and the control group without any music intervention; outcome: 1) The indicators evalua
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Cojocaru, Stefan, Ovidiu Bunea, Daniela Cojocaru, Catalina Neculau, and Alin Adrian Patrascu. Gender Equality. Conditions for Ensuring Gender Equality in Education. Expert Projects, 2023. http://dx.doi.org/10.33788/qie.23.02.

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This study focuses on the concept of gender equality in education, examining the role of national and European Union legislation, as well as international frameworks like the United Nations' CEDAW, in promoting gender parity. The research analyzes the structural causes of gender inequalities and discrimination, highlighting how societal norms and individual stories about gender contribute to these disparities. Special attention is given to barriers in achieving educational equity, considering both access to education and the learning process itself. Additionally, the study explores the signifi
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Orning, Tanja. Professional identities in progress – developing personal artistic trajectories. Norges Musikkhøgskole, 2018. http://dx.doi.org/10.22501/nmh-ar.544616.

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We have seen drastic changes in the music profession during the last 20 years, and consequently an increase of new professional opportunities, roles and identities. We can see elements of a collective identity in classically trained musicians who from childhood have been introduced to centuries old, institutionalized traditions around the performers’ role and the work-concept. Respect for the composer and his work can lead to a fear of failure and a perfectionist value system that permeates the classical music. We have to question whether music education has become a ready-made prototype of ce
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Parker, David. Scaling Tutoring: Five Key Factors to Benefit More Students. Inter-American Development Bank, 2023. http://dx.doi.org/10.18235/0005111.

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The text highlights the significance of tutoring in education, stating that no other intervention in educational research has a comparable impact. Due to this impact, education advocates worldwide are advocating for scaling tutoring to address learning inequalities exacerbated by the global pandemic. The optimism for scaling tutoring is based on two key assumptions. First, it assumes that tutoring will remain effective when scaled up. Second, it assumes that scaling tutoring is feasible. The author describes the 5 key factors for scaling up tutoring programs: (1) a well-specified theory of cha
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Ali, S. M. Zulfiqar, and Siban Shahana. The Quality Crisis: New Evidence on Learning In Primary Education in Bangladesh. Bangladesh Institute of Development Studies, 2024. http://dx.doi.org/10.57138/bemw2865.

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Aimed at understanding the current competencies of students to inform sector strategies for recovery and future resilience, the study evaluated over 62,000 students across 1,661 government primary schools (GPSs), revealing profound insights into the pandemic's impact on primary education. The methodology, inspired by ASERs and NSAs, involved a multi-faceted analysis, including individual question performance, content domain-based analysis, and composite score assessment, to provide a nuanced understanding of third and fourth-grader student abilities across various cognitive levels, from basic
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Theodory, Maram, and Costantini Giada. Women's Participation in HE and Socio-economic Development. Institute of Development Studies, 2024. http://dx.doi.org/10.19088/k4dd.2024.014.

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This rapid evidence review synthesises data on women's participation in higher education (HE) across Middle East North Africa (MENA), Sub-Saharan Africa, and Southeast Asia, examining its impact on socio-economic development in middle- and low-income countries (MICs and LICs). Drawing on UNESCO, World Bank, and OECD sources, it underscores the positive correlation between women's HE participation and socio-economic development while addressing barriers they encounter. Case studies from Egypt, Thailand, and Kenya illustrate these impacts regionally. The review concludes by advocating for enhanc
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Kibler, Amanda, René Pyatt, Jason Greenberg Motamedi, and Ozen Guven. Key Competencies in Linguistically and Culturally Sustaining Mentoring and Instruction for Clinically-based Grow-Your-Own Teacher Education Programs. Oregon State University, 2021. http://dx.doi.org/10.5399/osu/1147.

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Grow-Your-Own (GYO) Teacher Education programs that aim to diversify and strengthen the teacher workforce must provide high-quality learning experiences that support the success and retention of Black, Indigenous, and people of color (BIPOC) teacher candidates and bilingual teacher candidates. Such work requires a holistic and systematic approach to conceptualizing instruction and mentoring that is both linguistically and culturally sustaining. To guide this work in the Master of Arts in Teaching in Clinically Based Elementary program at Oregon State University’s College of Education, we condu
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