Andrew Goodrich

Andrew Goodrich

Assistant Professor of Music, Music Education

Believing in the autonomy of the individual, Andrew Goodrich explores the multi-faceted nature of peer mentoring in music education. Through his research, Goodrich contributes to an increased understanding of how music teachers can facilitate peer mentoring, and how students can contribute their voices to meaningful learning in the music classroom and ensemble rehearsal space. Recent articles by Goodrich portray the many dimensions of how peer mentoring can aid with issues of diversity, access, equity, and inclusion. These publications focus on how music teachers and students can co-create brave spaces for learning, such as aiding LGBTQIA+ students with developing resilience and their sexual identity, and how racialized students can lead learning in the music classroom to help instill anti-racism in school settings. Goodrich’s body of peer mentoring research provides the basis for his forthcoming book Peer Mentoring in Music Education: Developing Effective Student Leadership (Routledge).

As a university music teacher education faculty member, Goodrich is committed to excellence in teaching and scholarship, and these two aspects of his profile are intertwined with each other. His teaching practice and scholarship in music teacher education involve seeking opportunities for students to guide learning in the music classroom that range from exploring the role of peer mentoring to reconsidering the roles of teacher and student in teaching and learning in preservice music teacher development. Additional research interests include community music and teaching practices in jazz education. Goodrich publishes research in top-tier music education journals including The Journal of Research in Music Education, Music Education Research, the International Journal of Music Education, the Journal of Music Teacher Education, the Bulletin of the Council for Research in Music Education, Action, Criticism, and Theory for Music Education (forthcoming), and Update: Applications of Research in Music Education. Recent chapter publications include The Oxford Handbook of Compassion and Care in Music Education (Oxford University Press), Teaching School Jazz: Perspectives, Principles, and Strategies (Oxford University Press), The Oxford Handbook of Preservice Music Teacher Education (Oxford University Press), and co-author with Keith Kelly in Listening to Voices Seldom Heard: Perspectives and Narratives in Music Education (Springer).

Goodrich serves on the editorial boards of the International Journal of Community Music and Journal of Popular Music Education, and recently concluded an eight year tenure on the Advisory Board for the Music Educators Journal (2012-2020). Goodrich also serves as a guest reviewer for Psychology of Music, International Journal of Music Education, Bulletin of the Council for Research in Music Education, International Journal of Music in Early Childhood, and Psychomusicology: Music, Mind, and Brain. Goodrich considers bridging scholarship and practice highly important, and his position as the “Jazz and Contemporary Music” editor for the Massachusetts Music Educators Journal provides him with opportunities to accomplish this goal.

Recent Publications
  • Dansereau, D., Goodrich, A., Hendricks, K., Smith, T., Vu, K. (2022, online first). Reaching to transgress: A critical self-study of a teacher education program. Journal of Music Teacher Education. 1-15.
  • Smith, T., Hendricks, K., Goodrich, A., & Kos, R. (2021). Balancing string instruction in an instrumental lab setting. An intrinsic evaluative case study. String Research Journal, 11, 19-38.
  • Goodrich, A. (2021). Online peer mentoring and remote learning. Music Education Research, 23(2), 256-269.
  • Goodrich, A. (2021). Peer mentoring in an extracurricular music class. International Journal of Music Education, 39(4), 410-423.
  • Goodrich, A. (2020). Counterpoint in the music classroom: Creating an environment of resilience with peer mentoring and LGBTQIA+ students. International Journal of Music Education, 38(4), 582-592.
  • Goodrich, A., & Icenogle, B. (2020). Blurred lines: Reconsidering our roles as teacher and learner. Visions of Research in Music Education, 34. Retrieved from
  • Goodrich, A. (2019). Spending their leisure time: Adult amateur musicians in a community band. Music Education Research, 21(2), 174-184.
  • Goodrich, A., Bucura, E. & Stauffer, S. (2018). Peer mentoring in a university methods class. Journal of Music Teacher Education, 27(2), 1-16.
  • Goodrich, A. (2018)Peer mentoring and peer tutoring among K-12 students: A Literature review. Update: Applications of Research in Music Education, 36(2), 1-9.