David Hedgecoth currently serves as associate director/chair of Undergraduate Studies, and is a professor in the Music Education area in the School of Music at The Ohio State University. He leads undergraduate courses in instrumental methods, brass pedagogy, introduction to music education; and graduate courses in qualitative researach and advanced instrumental methods. He is also the Resident Director of the Brazilian Experience Education Abroad Program, a mentor for the Sophomore Transformational Experience Program (STEP), and is the liaison with WOSU Public Radio for the IMMERSE sensory concert series. Hedgecoth serves on the board of Trustees for Chamber Music Columbus, ProMusica Chamber Orchestra, in addition to serving on the advisory board for the Center for Latin American Studies. Part of his administrative responsibilities include service on The College of Arts and Sciences Curriculum Committee, General Education Themes Committee, the UTEC review Committee, faculty advisor of Phi Mu Alpha, and Collegiate NAfME. 

A former Teacher of the Year, National Board-Certified Teacher, and Fulbright Scholar, Hedgecoth holds degrees in music education from The Florida State University and a PhD from The Ohio State University. Prior to his appointment at Ohio State, Hedgecoth served on the music faculty at the University of Oregon, and taught for 10 years in Seminole County Public Schools. His research interests include charter schools, educational policy and change, teacher education, social impact of music education, and international education. His research has been published in the Music Educators Journal, Journal of Research in Music Education, Research and Issues in Music Education, Arts Education Policy Review, Philosophy of Music Education Review, Contributions to Music Education, TRIAD, GIA Publications, and Southwestern Musician.

Scholarly Activity

Peer-Reviewed Publications

• Hedgecoth, D. (2019). Charter schools and musical choice. Philosophy of Music Education Review (in press).
• Hedgecoth, D. (2018). Student perceptions and learning outcomes from self-guided large ensemble rehearsal. Research and Issues in Music Education, 14(1).
• Hedgecoth, D. (2018). Collaborations bring success for charter school students. Music Educators Journal, 105(2). 51–56.
• Hedgecoth, D.; Major, M. (2018). Revisioning and reinstating: Music education after the Great Recession. Arts Education Policy Review, 119.
• Hedgecoth, D. (2017). Music education in the curriculum of Ohio charter schools. Contributions to Music Education, 42. 73–88.
• Hedgecoth, D.; Fischer, S. (2014). 100 years of advocacy in Music Educators Journal — What does history tell us? Music Educators Journal, 100(4). 54–58.

Editor-Reviewed Publications

• Hedgecoth, D. (2017). The sounds of music or the sound of silence? TRIAD, Ohio Music Education Association, 85(1).
• Hedgecoth, D.; Gillespie R. (2017). Full orchestra in the schools. American String Teachers Journal, 76(1).
• Hedgecoth, D. (2017). Changing dynamics: navigating LGBT topics in your classroom. SmartMusic.
• Hedgecoth, D., Kelly, R. (2016). Your first six months, survive and thrive. Southwestern Musician, 85(1). 42-45.
• Hedgecoth, D. (2015). Horn Improvement 101: Five check ups to assist your horn players. TRIAD, Ohio Music Education Association, 83(2).
• Hedgecoth, D. (2013). Do you know this woman? You should. TRIAD, Ohio Music Education Association, 81(2).
• Hedgecoth, D. (2012). The power of 77. Oregon Music Educators Journal, 65(3). 8-9.

Research Currently in Review

• Hedgecoth, D. (2018). “This is not what I was trained to do”: perspectives of first-year charter school music teachers.