{'fraction_non_alphanumeric': 0.016602809706257982, 'fraction_numerical': 0.006385696040868455, 'mean_word_length': 5.6440677966101696, 'pattern_counts': {'":': 0, '<': 0, '<?xml version=': 0, '>': 0, 'https://': 0, 'lorem ipsum': 0, 'www.': 0, 'xml': 0}, 'pii_count': 0, 'substrings_counts': 0, 'word_list_counts': {'cursed_substrings.json': 0, 'profanity_word_list.json': 0, 'sexual_word_list.json': 0, 'zh_pornsignals.json': 0}}
Philosophy and Advocacy: An Examination of Preservice Music Teachers' Beliefs

Study participants included 137 undergraduates from six universities who were enrolled in either an introductory music education class, a music education methods class, or music student teaching. A 75-item questionnaire was administered at the beginning and end of the semester. Questionnaire items assessed participants' beliefs about the validity or truthfulness of various music education philosophy statements, as well as their beliefs about the effectiveness of using such statements to advocate for school music programs. On average, all philosophy statements were viewed as being at least more true than false, and most statements were rated at least moderately effective for music program advoca-