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Margaret Schmidt
Researcher at Arizona State University
Publications - 21
Citations - 461
Margaret Schmidt is an academic researcher from Arizona State University. The author has contributed to research in topics: Music education & Student teaching. The author has an hindex of 8, co-authored 20 publications receiving 430 citations. Previous affiliations of Margaret Schmidt include St. Cloud State University.
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Learning from Teaching Experience: Dewey's Theory and Preservice Teachers' Learning.
TL;DR: The authors explored the value that six preservice teachers attributed to peer teachers and found that they learned more from teaching experience than from course work, and concluded that teaching experience is more valuable than course work.
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Four women's stories of “failure” as beginning teachers
Margaret Schmidt,J. Gary Knowles +1 more
TL;DR: This article examined the difficulties these women encountered, focusing on their own perceptions of those problems, and identified alternative patterns of supervision which might have allowed these capable women to do more than "survive" their initial teaching experiences, and argued for more gender-balanced conceptions of teachers' growth and development.
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Mentoring and being mentored: The story of a novice music teacher's success
TL;DR: This paper examined the growth of Jelani, a failing novice teacher who successfully received tenure following his third year of teaching, whose progress seemed related to the quality of his relationships with different mentors.
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Influences on Career Choice Among Music Education Audition Candidates: A Pilot Study
David A. Rickels,Kimberly H. Councill,William E. Fredrickson,Michelle J. Hairston,Ann M. Porter,Margaret Schmidt +5 more
TL;DR: For instance, this paper found that the types of experiences participants had in teaching roles at the time of their college audition, supporting other research suggesting that such experiences may increase interest in a music teaching career.
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Preservice String Teachers' Lesson-Planning Processes An Exploratory Study
TL;DR: In this paper, a yearlong qualitative study is presented of 10 undergraduate preservice teachers' lesson planning for the classes and/or individual lessons they taught in a university string project.