About me. . .

Mitchell Robinson is associate professor and chair of music education, and coordinator of the music student teaching program at Michigan State University. Robinson has held previous appointments as assistant professor and coordinator of the music education area at the University of Connecticut; assistant professor of school and community music education at the Eastman School of Music in Rochester, N.Y.; and director of wind activities and wind ensemble conductor at the University of Rochester. Robinson’s public school teaching experience includes 10 years as an instrumental music teacher, music department facilitator and high school assistant principal in Fulton, N.Y.

 

Robinson was awarded the 1997 Reston Prize from Arts Education Policy Review for his analysis of arts education policy, and the 1999 Research Award from the International Network of Performing and Visual Arts Schools. He served as Editor of the Music Educators Journal, and has also served on the editorial/advisory boards of Arts Education Policy Review, the Journal of Music Teacher Education, the Bulletin of the Council for Research in Music Education, the Music Educators Journal, the International Journal of Education and the Arts, Research and Issues in Music Education, and the Desert Skies Research Symposium.

 

Referred to as a "courageous truth-teller...and a fighter for public schools and teachers" by preeminent education historian Diane Ravitch, Robinson's scholarship is focused on music education and education policy, beginning teacher mentoring, and school-college collaboration. His publications have appeared in Arts Education Policy Review, Music Educators Journal, Bulletin of the Council for Research in Music Education, Journal of Music Teacher Education, American Music Teacher, and the American School Board Journal. He was a chapter author for Great Beginnings for Music Teachers: Mentoring and Supporting New Teachers, published by MENC: The National Association for Music Education in 2003, and contributed a chapter to Teaching Music in the Urban Classroom, Volume 2: A Guide to Survival, Success, and Reform, published by Rowman & Littlefield Education. Robinson also contributed two chapters to the new Oxford Handbook of Qualitative Research in American Music Education, wrote the chapter on music (Music Teaching and Learning in a Time of Reform) for What Every Principal Needs to Know: Instructional Leadership for Equitable and Excellent Schools, which was published recently by Teachers College Press, and contributed a chapter (A Tale of Two Institutions: Or . . .Myths and Musings on Work/Life Balance) for On The High Wire: Education Professors Walk Between Work And Parenting, recently published by Information Age Press.

 

Robinson also served for two years as scholar-in-residence for music for the Connecticut State Department of Education, where his work focused on beginning music teacher induction and support. A founding member of the Instrumental Music Teacher Educators Association (IMTE), Robinson received B.F.A. degrees in music education and trumpet performance from the State University of New York at Buffalo, the M.M.Ed. from Hartt School of Music, a Certificate of Advanced Study in Educational Administration from the State University of New York-Oswego, and a Ph.D. in music education from the Eastman School of Music. He also pursued post-graduate studies in music education and conducting at Northwestern University.

 

Dr. Robinson lives in Okemos, MI, with his wife Cathy, an elementary music teacher, their two sons, Jacob and Drew, and Buddy the Dog.

 

Selected Publications

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The Inchworm and the Nightingale: On the (Mis)use of Data in Music Teacher Evaluation and Music Education Research
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Book Chapters

 

Robinson, M. (2015).  A Tale of Two Institutions: Or . . .Myths and Musings on Work/Life Balance.  In Theoharis, G. and Dotger, S. (Eds.), On The High Wire: Education Professors Walk Between Work And Parenting.  NY: Information Age Press.

 

Robinson, M. (2014).  Changing the Conversation: Considering Quality in Music Education Qualitative Research. In Conway, C. (Ed.), Oxford Handbook of Qualitative Research in American Music Education.  NY: Oxford University Press.

 

Robinson, M. (2014).  The Politics of Publication: Voices, Venues and Ethics. In Conway, C. (Ed.), Oxford Handbook of Qualitative Research in American Music Education.  NY: Oxford University Press.

 

Robinson, M. (2012).  Music Teaching and Learning in a Time of Reform.  In Theoharis, G. and Brooks, J. (Eds.), What Every Principal Needs to Know to Create Equitable and Excellent Schools.  NY: Teachers College Press.

 

 

Articles

 

Robinson, M. (2015).  The Inchworm and the Nightingale: On the (Mis)use of Data in Music Teacher Evaluation.  Arts Education Policy Review, 116, (1), 9-21.

From the Band Room to the General Music Classroom: Why Instrumentalists Choose to Teach General Music. (accepted for publication). Bulletin of the Council for Research in Music Education, 2010.

From Competition to Collaboration: Lessons from the “Second Chair.” Research Studies in Music Education, 30, (2), 202-208, 2008.

The impact of beginning music teacher assessment on the assessors: Notes from experienced teachers.  Bulletin of the Council for Research in Music Education, 164, 49-60, 2005.

A tensegretic theory of school-college collaboration in music education. Arts Education Policy Review, 106, (3), 9-18, 2005. 

Volume II of Teaching Music in the Urban Classroom: A Guide to Survival, Success, and Reform, published by MENC: The National Association for Music Education in 2006. Robinson’s chapter for this book focused on creating and sustaining partnerships between schools and colleges in urban settings.

Great Beginnings for Music Teachers: Mentoring and Supporting New Teachers, published by MENC: The National Association for Music Education in 2004. Robinson wrote four chapters for the book on topics including alternative certification, high stakes testing, and matching new teachers to mentors.

Family

Jacob, in Spartan Stadium.
Jacob, in Spartan Stadium.
Drew, getting ready for his 3rd grade concert.
Drew, getting ready for his 3rd grade concert.
Buddy the Dog with Jacob.
Buddy the Dog with Jacob.
The boys.
The boys.