Abstract
Music teaching lies at the intersection of policy, research, and practice. An awareness of policy context and how policies affect teachers is essential for those in the music education profession. In particular, such an understanding can allow teachers to better adapt to and implement policies so that they might maintain and grow their programs and feel more satisfied in their jobs. This review of literature investigates scholarly literature published in music education research journals with implications for teachers’ classroom practice and their professional lives. It includes studies of resources, organizations, and educational reform, teachers and teaching, institutions and actors, and access, in addition to descriptions of policy. Implications for teachers related to policy awareness, access for all students to a variety of musical activities, and music education advocacy are discussed.
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