Although "entrepreneurship" has become a movement in arts career preparation programs, its application for school-based music educators remains unclear. This article suggests that "intrapreneuring"--entrepreneurial practice within large organizations--better encapsulates the balance of innovation and affiliation that teachers…

Drawing from inquiry on human motivation can serve to inform seasoned educators in questing for a more individualized form of professional development. Experienced music teachers who have moved beyond the formative stages benefit from crafting self-defined experiences that satisfy needs-based states. Research in self-determination theory reveals…

This article explores career opportunities in the United States Army available to recent high school or college graduates trained as instrumental musicians. Two current U.S. Army musicians share their journeys to the military ranks. The recruitment process, training requirements, professional opportunities, and day-to-day life of a musician in a…

A trained music educator accepted a band paraprofessional position and discovered some of the challenges inherent in the role. Certified for K-12 music, he was hired part-time in a large suburban instrumental music program. The job, although interesting and challenging, did not pay enough to sustain him financially. Other music educators warned…

In the annals of twentieth-century music education, it is curious that two women with similar names figured prominently in the pages of "Music Educators Journal". Their professional careers overlapped, and, because both were devoted to general music education, they may, at first glance, appear to be the same person. The truth, however, is…

There is so much to learn about each branch of music education that most teachers continue on a narrow path throughout their careers. Since Henry Ford started the first mass-production assembly line in the early 1900s, there has been a tendency for people in American society to specialize, and some educational leaders strongly recommend that…

What happens between the first year and the thirty-fifth year of a music teacher's career? Six music educators met in private and group sessions to discuss issues related to this question. (AM)

Problems encountered by women conductors and composers in their struggles toward achievement and recognition are discussed. (RM)

The precedents set by contemporary women conductors, the models they represent, and the contributions they have made to music constitute significant reasons for them to remain the focus of attention that will confirm their place in musical history. (RM)

Offers suggestions that music teachers can follow for successful interviews when seeking a first teaching job or contemplating a career move. Presents the employment search of a student to examine an introductory videotape and preparations for interviews through simulations. Stresses maintaining positive attitudes. Suggests printed and videotaped…

Presents a series of questions those aspiring to teach music education at the university level should ask themselves. The questions cover a broad range of topics including academic reputation and job placement, importance of teaching experience, physical and emotional factors, and faculty recommendations. Each question is answered thoroughly. (MJP)