hi, i'm nick
about me
My name is Nicholas Roseth (hear it pronounced), and I am an assistant professor and coordinator of music education at Bucknell University in Lewisburg, PA.
At Bucknell, I primarily teach music education majors preparing to become K-12 music teachers. My teaching is grounded in my own experience as a middle school instrumental music teacher and teacher mentor in Colorado, where I taught band, orchestra, jazz band, class piano, class guitar, and STOMP.
My research explores inclusion, well-being, creativity, and the role of the physical classroom environment in teaching and learning. I have presented this work at music education conferences ranging from regional to international, and published in journals including the Journal of Music Teacher Education, Journal of Research in Music Education, Psychology of Music, Bulletin of the Council for Research in Music Education, and the Music Educators Journal. I also serve on the editorial committee for the Journal of Research in Music Education.
I hold a BM in Music Education from Susquehanna University, an MME from the University of Colorado Boulder, and a PhD in Music Education from Indiana University Bloomington.
news
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Website redesigned using Claude.ai and Visual Studio, and moved hosting to Neocities.org. Loving the new simpler design!
publications
- Roseth, N. E., & Blackwell, J. (in press). Teacher use and perceptions of feedback on student creativity tasks. Journal of Research in Music Education. doi.org/10.1177/00224294251407632
- Roseth, N. E., & Blackwell, J. (in press). Preparing music teachers to give effective feedback on creative tasks. PMEA News.
- Roseth, N. E. (2026). On ensemble setup, engagement, connection, and culture. Music Educators Journal, 112(4), 21–25. doi.org/10.1177/00274321261434958
- Roseth, N. E. (2026). PROSPERing in music: A positive education framework for flourishing. Music Educators Journal, 112(3), 40–47. doi.org/10.1177/00274321261419435
- Roseth, N. E. (2025). A survey of secondary choir teachers' immediacy, ensemble setup, and use of classroom space. UPDATE: Applications of Research in Music Education, 43(4), 38–48. doi.org/10.1177/87551233241256353
- Roseth, N. E. (2025). Prepare, present, and practice: A framework for developing conceptual understanding and musical independence through method books. Teaching Music.
- Roseth, N. E. (2025). Welcoming space [Invited contributor to a "Jam Session" column]. Teaching Music.
- Roseth, N. E. (2024). Workplace well-being and classroom space: An exploratory survey of K-12 music teachers. Bulletin of the Council for Research in Music Education, (241), 75–88. doi.org/10.5406/21627223.241.04
- Roseth, N. E. (2024). Immediacy, ensemble setup, and use of classroom space: A quasi-experimental study among secondary instrumental teachers. Psychology of Music, 52(5), 503–518. doi.org/10.1177/03057356231212350
- Roseth, N. E. & Blackwell, J. A. (2023). Relationships between well-being and teaching adaptability among music teacher educators: A snapshot of the 2020-21 academic year. Journal of Music Teacher Education, 32(2), 86–100. doi.org/10.1177/10570837221120762
- Roseth, N. E. (2023). Flourishing in the music classroom. PMEA News, 88(2), 64–66. view.publitas.com/pmea/pmea-news-winter-2024
- Roseth, N. E. (2020). A survey of secondary instrumental teachers' immediacy, ensemble setup, and use of classroom space in Colorado and Indiana. Journal of Research in Music Education, 68(3), 305–327. doi.org/10.1177/0022429420944227
- Roseth, N. E. (2019). Establishing reliability and validity of a tool for large ensemble teacher use of space and interactions. Research & Issues in Music Education, 15(1), 1–30. commons.lib.jmu.edu/rime/vol15/iss1/6
- Roseth, N. E. (2019). Features of university environments that support well-being as perceived by lesbian, gay, bisexual, and questioning undergraduate music and art students. Journal of Research in Music Education, 67(2), 171–192. doi.org/10.1177/0022429418825146
- Blackwell, J. & Roseth, N. E. (2018). The use of problem-based learning in a woodwind methods course: An action research study. Journal of Music Teacher Education, 28(1), 55–69. doi.org/10.1177/1057083718769262
- Miksza, P., Blackwell, J., & Roseth, N. E. (2018). Self-regulated music practice: Microanalysis as a data collection technique and inspiration for pedagogical intervention. Journal of Research in Music Education, 66(3), 295–319. doi.org/10.1177/0022429418788557
recent work
- Workplace well-being and classroom space: An exploratory survey of K-12 music teachers
- Teacher use and perception of feedback on student creative tasks
- Teacher use and perception of feedback on student creative tasks view
- Well-being and teaching adaptability among music teacher educators: A snapshot of the 2020-2021 academic year view
- Immediacy, ensemble setup, & use of classroom space: A quasi-experimental study of secondary band and orchestra teachers view
- Survey of secondary instrumental teachers in Indiana and Colorado: Immediacy, ensemble setup, and use of classroom space view
- An exploratory analysis of lesbian, gay, bisexual, and questioning music and art students' perceived institutional support of well-being view