Tevis L Tucker

Tevis L Tucker

Tevis L Tucker

Graduate Research Assistant

Applied Developmental Psychology: Student persistence within school music electives

Tevis is a fifth-year doctoral student in George Mason’s Applied Developmental Psychology Program. He graduated with honors from the University of Central Florida in 2019 with a Bachelor of Science in Psychology. Tevis has been working in Dr. Adam Winsler’s lab, as well as the Mason Arts Research Center (MasonARC), during his time at GMU. Tevis’ research interests are at the intersection of music education and arts education policy, with his current work focusing on student persistence within middle and high school band, orchestra, choir, and guitar classes.

Selected Publications

Tucker, T. L. & Winsler, A. (2023). Who takes music with them when they transition to high school? Journal of Research in Music Education, 71(1), 22–48. https://doi.org/10.1177/00224294221121053

Ammerman, A., & Tucker, T. L. (2023). I’m home! Inventive strategies for growing your program. In A. Ammerman (Ed.), The music teacher’s guide to recruitment and retention (pp. 145–171). GIA Publications.

Winsler, A., Rozell, N., Tucker, T. L., & Norvell, G. (2023). Earlier mastery of English predicts 5th grade academic outcomes for low-income dual language learners in Miami, USA. Bilingualism: Language and Cognition, 1–14. Advance online publication. https://doi.org/10.1017/S136672892300007X

Courses Taught

PSYC 313: Child Development (Instructor; 2 Semesters)

PSYC 301: Research Methods in Psychology (Instructor; 2 Semesters)

PSYC 314: Adolescent Development (Instructor; 1 Semester)

PSYC 320: Psychological Tests and Measurements (Lab TA; 4 Semesters)

PSYC 490/491/492: Psychology Honors Research I/II/III (Lecture TA; 3 Semesters)

PSYC 304: Principles in Learning (Lab TA; 1 Semester)

PSYC 301: Research Methods in Psychology (Lecture TA; 1 Semester)

Education

MA in Psychology, George Mason University

BS in Psychology, University of Central Florida

Recent Presentations

Ammerman, A., Bollino, A., Gigliotti, R., & Tucker, T. L. (2024, January 10–13). You can’t teach empty chairs: Recruitment and retention to build your program. [Paper presentation and clinic]. Florida Music Education Association 2024 Professional Development Conference, Tampa, FL, United States.

Ammerman, A., Bollino, A., Barton, T., Black, L., Vaughn, C., Tucker, T. L., Frye, J., Kilkenny, J., Gottlieb, B., & Neel, M. (2023, December 20–23). You can’t teach empty chairs: Recruitment and retention strategies that actually work! [Paper presentation and clinic]. The Midwest Clinic: International Band and Orchestra Conference 77th Annual Convening, Chicago, IL, United States.

Gigliotti, R., Bollino, A., Tucker, T. L., & Ammerman, A. (2023, November 16–18). BOOMING!: Recruitment and retention strategies for massive program growth [Paper presentation and clinic]. Virginia Music Educators Association 2023 Professional Development Conference, Richmond, VA, United States.

Young, D. L., Stutesman, M. G., Alegrado, A. N., & Tucker, T. L. (2023, April 24). Systematic review of racial-ethnic diversity and sampling bias in major arts journals [Poster presentation]. Research on Equity via the Arts in Childhood (REACH) Lab's 2023 Inaugural Convening, Philadelphia, PA, United States.

Winsler, A., Alegrado, A. N., Tucker, T. L., & Stein, J. (2023, March 23–25). Does taking arts electives predict later academic outcomes and suspensions for previously suspended middle schoolers? In M. Menzer (Chair), At-risk, justice-involved, and traumatized youths: Outcomes of engagement in the arts [Symposium]. Society for Research in Child Development (SRCD) Biennial Meeting, Salt Lake City, UT, United States.

Tucker, T. L., & Winsler, A. (2022, November 2–6). Between music-type differences in who takes music to high school [Poster presentation]. National Association for Music Educators (NAfME) 2022 National Conference, Washington, DC, United States.

Tucker, T. L., & Winsler, A. (2022, October 7). Please don’t stop the music: Predictors of band, chorus, guitar, and orchestra persistence into high school [Poster presentation]. Mason Arts Research Center (MasonARC) 2022 Conference, Fairfax, VA, United States.

Young, D. L., Tucker, T. L., Alegrado, A. N., & Stutesman, M. G. (2022, June 7–8). Centering arts around all students: Deconstructing oppressive legacies of dance and music education [Paper presentation]. Center for Cultural Art’s 2022 Arts, Entrepreneurship, and Innovation (AEI) Research Conference, Indianapolis, IN, United States.

Tucker, T. L., Alegrado, A. N., & Winsler, A. (2021, April 7–9). Who takes music with them when they transition to high school? In K. Elpus (Chair), Using large-scale longitudinal data to understand music student outcomes in diverse school contexts [Symposium]. Society for Research in Child Development (SRCD) Biennial Meeting. (Online)

Winsler, A., Alegrado, A. N., & Tucker, T. L. (2021, April 7–9). Arts in middle school predict high school academic outcomes: More years of arts are better. In M. Menzer (Chair), Longitudinal, experimental, and population-based studies on the impact of arts engagement on child development [Symposium]. Society for Research in Child Development (SRCD) Biennial Meeting. (Online)

Tucker, T. L., Alegrado, A. N., & Winsler, A. (2020, August 2–7). Who takes music with them when they transition to high school? In K. Elpus (Chair), Using large-scale longitudinal data to understand music student outcomes in diverse school contexts [Symposium]. International Society for Music Education (ISME) 34th Biennial World Conference, Helsinki, Finland. (Conference canceled due to COVID-19 outbreak)

In the Media

National Endowment for the Arts (2023, February 16). NEA Quick Study podcast episode: What factors predispose 8th graders to persist with music education when they enter high school? [Media release]. https://www.arts.gov/stories/research-quick-study/quick-study-february-16-2023