Assistant Professor of Music Education
Assistant Professor of Music Education
Doctor of Education, Teachers College, Columbia University
Master of Education, Teachers College, Columbia University
Master of Music, Music Theory, Michigan State University
Master of Music, Music Performance, Michigan State University
Bachelor of Music, Music Education, Crane School of Music, SUNY Potsdam
Areas of Expertise:
Social Justice and Equity
Joseph Abramo, Ed. D. is an Assistant Professor of Music Education in the Neag School of Education at the University of Connecticut, where he teaches undergraduate courses in instrumental methods and graduate courses in the theoretical foundations of music education and popular music and informal learning, and supervises student teachers. His areas of research include popular music, music teacher education, gender, cultural studies, race and multiculturalism, disability studies, poststructuralism, and constructivism. He is the co-author of the book Music Teacher Evaluation: A Guide for Teachers in the U.S. published by Oxford University Press. His articles include publications in Music Educators Journal; The Journal of Research in Music Education; The Bulletin of the Council for Research in Music Education; Music Education Research; The Philosophy of Music Education Review; Research Studies in Music Education; The Journal of Music Teacher Education; Action, Criticism, Theory in Music Education; Arts Education Policy Review; Music Education Research International; Qualitative Research in Music Education; and Vision of Research in Music Education. He has also presented at various international, national, and regional conferences. Dr. Abramo serves on the editorial boards and committees of Music Educators Journal; The Bulletin of the Council for Research in Music Education; Journal of Music Teacher Education; Action, Criticism, and Theory for Music Education; Visions of Research in Music; and Journal of Popular Music Education. He is also a Past Chair of the Philosophy Special Research Interest Group of the National Association for Music Education and served as an early reviewer for the new national standards in music. He served on the State Education Department’s Arts Leadership Team, charged with adoption of new arts standards for the state of Connecticut. He also served as a co-chair of Gender Research in Music Education (GRIME) and a co-editor of its on-line, peer-reviewed journal Gender, Education, Music, Society. Dr. Abramo received The Outstanding Emerging Researcher Award from the Center for Music Education Research at the University of South Florida. He holds degrees from Teachers College of Columbia University, Michigan State University, and the Crane School of Music at SUNY Potsdam. He previously served as an Assistant Professor of Music Education at Hartwick College in Oneonta, New York.
Peer-Reviewed Articles and Chapters
Abramo, J. M., & Abramo, M. N. (accepted). Reexamining “gifted and talented” in music education. Music Educators Journal.
Abramo, J. M., & Coates, D. M. (2019). Journal of Qualitative Research in Music Education, 1(1), 29-57.
Campbell, M. R., & Abramo, J. M. (2018). What cooperating music teachers say about educative mentoring: A focus study research project. Research Studies in Music Education, online ahead of print. doi:10.1177/1321103X18773106
Abramo, J. M., & Tan, L. (2017). A cross-cultural interview study of Singaporea and US general music teachers’ “pedagogical creativity.” Bulletin of the Council for Research in Music Education, 214, 41-61.
Abramo, J. M. (2016). The development of “core practices” in music teacher education methods courses. Visions of Research in Music Education, 27, 1-24. doi: 1968-2065
Abramo, J. M., & Campbell, M. R. (2016). Four notions on the qualities of cooperating music teachers. Arts Education Policy Review, 117(2), 117-129. DOI: http://dx.doi.org/10.1080/10632913.2015.1051257
Abramo, J. M. (2015). Learning to teach music in the context of high-needs schools in a post-student teaching internship. Bulletin for the Council of Research in Music Education, 206, 41-59. doi:10.5406/bulcouresmusedu.206.0041
Abramo, J. M. (2015). Negotiating gender, popular culture, and social justice in music education. In P. Schmidt, C. Benedict, G. Spruce, & P. Woodford (Eds.), The Oxford handbook of music education and social justice. New York, NY: Oxford.
Abramo, J. M., & Austin, S. C. (2014). The trumpet metaphor: A narrative of a teacher’s mid-career pedagogical change from formal to informal learning practices. Research Studies in Music Education 36(1) 57–73.
Abramo, J. (2010) Popular music and the guitar classroom. In A. Clements (Ed.) Alternative approaches in music education: Case studies from the field (pp. 15-28). Reston, Va: MENC: the National Association for Music Education.
Bernard, C. F. & Abramo, J. M. (2018). Diversifying Music Educators: Creating Frameworks and Best Practices for Recruiting and Retaining Urban and Rural Students and Students of Color. National Association for Music Education’s Research Projects on Diversity, Equity, and Inclusion in Music Education ($9,999).
Bernard, C. F. & Abramo, J. M. (2017). Diversifying Music Educators: Creating Frameworks and Best Practices for Recruiting and Retaining Urban Students and Students of Color. Funded by the Dean’s Research Incentive Award, Neag School of Education ($4,334).
International Society of Philosophy of Music Education
Consortium on Equity in Music Education (CRÈME International)
International Association for the Study of Popular Music (IASPM)
College Music Society (CMS)
|Phone||860 486 4579|
|Mailing Address||Unit 3033|
|Office Location||Gentry 401B|