RESEARCH INTERESTS

My research agenda is focused on music teacher education, democratic approaches for school music ensembles, and pedagogical approaches to teaching undergraduate courses in vocal and instrumental methods. A foundational aspect of my researcher identity includes examining the ways in which university music faculty, aware that the marketplace seeks broadly prepared music teachers, design programs of study to prepare preservice teachers in more than one musical content area. 

Currently, I am conducting an explanatory sequential mixed methods study of participant perceptions of the effects of Estill Voice Training® (EVT) Figures for Voice Control in a brass pedagogy course (Jordan, 2025d). This longitudinal, multi-year study examines how EVT might be used to develop participants’ proprioception of the vocal tract anatomy and physiology related to playing secondary brass instruments. 

During the Fall of 2025, I will work with a Long Island high school music teacher to examine, via intrinsic case study, what happens when high school band students are invited to choose some of the repertoire they study and perform (Jordan, 2025a). 

My publications illustrate my interests in music teacher agency as well as democratic, student-centered, and culturally responsive approaches to music education that may undergird a life-long engagement with music. My research goals for the next five years include pursuing inquiry in the areas of music teacher education, democratic approaches to music teaching in ensemble-based and other contexts, and the experiences of LGBTQ+ music educators that may highlight issues of access, diversity, equity, and inclusion. I am particularly interested in collaborating with researchers within and outside my institution, and I will remain active in music conferences and symposia.

Updated February 2025