Pub Date : 2025-01-23DOI: 10.1177/00224294251313597
Peter Miksza
{"title":"Forum","authors":"Peter Miksza","doi":"10.1177/00224294251313597","DOIUrl":"https://doi.org/10.1177/00224294251313597","url":null,"abstract":"","PeriodicalId":47469,"journal":{"name":"Journal of Research in Music Education","volume":"14 1","pages":""},"PeriodicalIF":1.4,"publicationDate":"2025-01-23","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"143020479","PeriodicalName":null,"FirstCategoryId":null,"ListUrlMain":null,"RegionNum":4,"RegionCategory":"教育学","ArticlePicture":[],"TitleCN":null,"AbstractTextCN":null,"PMCID":"","EPubDate":null,"PubModel":null,"JCR":null,"JCRName":null,"Score":null,"Total":0}
Pub Date : 2025-01-10DOI: 10.1177/00224294241308231
Saleel Adarkar Menon, Anne Martin, Andrew Bohn
The Journal of Research in Music Education ( JRME) is an important resource in music education with a history of eminence in publication, citation, and influence on research trends and practices. Recent qualitative research appearing in the JRME has demonstrated a nuanced focus on the relevance of race and gender and marginalized perspectives within music education. This led us to question whether quantitative research in the JRME reflects similar attention to and progressive treatment of race and gender. Therefore, the purpose of this critical content analysis was to analyze the use of race and gender as demographic and analytical variables in quantitative research published between 2003 and 2022 in the JRME. Findings suggest that researchers do not account for race and gender in the majority of quantitative research, and when they do, their treatments lack nuance. We situate the discussion of our findings using quantitative critical race theory (QuantCrit) as a theoretical framework and offer suggestions for more ethical research practices for quantitative researchers to consider.
{"title":"The Case for QuantCrit: An Analysis of Race and Gender in the Journal of Research in Music Education","authors":"Saleel Adarkar Menon, Anne Martin, Andrew Bohn","doi":"10.1177/00224294241308231","DOIUrl":"https://doi.org/10.1177/00224294241308231","url":null,"abstract":"The Journal of Research in Music Education ( JRME) is an important resource in music education with a history of eminence in publication, citation, and influence on research trends and practices. Recent qualitative research appearing in the JRME has demonstrated a nuanced focus on the relevance of race and gender and marginalized perspectives within music education. This led us to question whether quantitative research in the JRME reflects similar attention to and progressive treatment of race and gender. Therefore, the purpose of this critical content analysis was to analyze the use of race and gender as demographic and analytical variables in quantitative research published between 2003 and 2022 in the JRME. Findings suggest that researchers do not account for race and gender in the majority of quantitative research, and when they do, their treatments lack nuance. We situate the discussion of our findings using quantitative critical race theory (QuantCrit) as a theoretical framework and offer suggestions for more ethical research practices for quantitative researchers to consider.","PeriodicalId":47469,"journal":{"name":"Journal of Research in Music Education","volume":"24 1","pages":""},"PeriodicalIF":1.4,"publicationDate":"2025-01-10","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"142961402","PeriodicalName":null,"FirstCategoryId":null,"ListUrlMain":null,"RegionNum":4,"RegionCategory":"教育学","ArticlePicture":[],"TitleCN":null,"AbstractTextCN":null,"PMCID":"","EPubDate":null,"PubModel":null,"JCR":null,"JCRName":null,"Score":null,"Total":0}
Pub Date : 2025-01-04DOI: 10.1177/00224294241308354
Christopher M. Johnson
{"title":"2024 Senior Researcher Award Acceptance Address: Perspectives that the Passage of Time Allows","authors":"Christopher M. Johnson","doi":"10.1177/00224294241308354","DOIUrl":"https://doi.org/10.1177/00224294241308354","url":null,"abstract":"","PeriodicalId":47469,"journal":{"name":"Journal of Research in Music Education","volume":"27 1","pages":""},"PeriodicalIF":1.4,"publicationDate":"2025-01-04","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"142924498","PeriodicalName":null,"FirstCategoryId":null,"ListUrlMain":null,"RegionNum":4,"RegionCategory":"教育学","ArticlePicture":[],"TitleCN":null,"AbstractTextCN":null,"PMCID":"","EPubDate":null,"PubModel":null,"JCR":null,"JCRName":null,"Score":null,"Total":0}
Pub Date : 2025-01-03DOI: 10.1177/00224294241308353
Wendy L. Sims
{"title":"Introduction to the 2024 Senior Researcher Award Acceptance Address","authors":"Wendy L. Sims","doi":"10.1177/00224294241308353","DOIUrl":"https://doi.org/10.1177/00224294241308353","url":null,"abstract":"","PeriodicalId":47469,"journal":{"name":"Journal of Research in Music Education","volume":"25 1","pages":""},"PeriodicalIF":1.4,"publicationDate":"2025-01-03","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"142924500","PeriodicalName":null,"FirstCategoryId":null,"ListUrlMain":null,"RegionNum":4,"RegionCategory":"教育学","ArticlePicture":[],"TitleCN":null,"AbstractTextCN":null,"PMCID":"","EPubDate":null,"PubModel":null,"JCR":null,"JCRName":null,"Score":null,"Total":0}
Pub Date : 2024-12-24DOI: 10.1177/00224294241303872
Carina Borgström Källén, Monica Lindgren
In this article, we explore identity construction in specialist music teacher education. In this longitudinal study, we followed 11 preservice music teachers through their education for five years, 2016 to 2021, in a music teacher training program directed toward upper secondary schools in Sweden. For decades, music education researchers have identified tension between the music teacher and musician identities. This tension is today challenged by critical thinking concerning the rapid societal and cultural changes of late modern society and by the need to take social responsibility for music education in a broader context. The data for this report comprise 11 journal entries (designated “personal reflections” and written by each participant in their first year) and five focus group interviews, produced in three steps over five years. Throughout the data production, “past,” “present,” and “future” served as keywords. Content analysis focused on identity constructions was conducted using the concepts of social positioning and music identity. The findings show how the students gradually shifted their social positioning from being cultural bearers in local society to being music specialists, aiming to teach skilled and motivated young people. However, this gradual change was not linear but was multilayered, complex, and contradictory.
{"title":"Connecting the Social and the Musical: A Longitudinal Study of Swedish Preservice Music Teachers’ Social Positionings","authors":"Carina Borgström Källén, Monica Lindgren","doi":"10.1177/00224294241303872","DOIUrl":"https://doi.org/10.1177/00224294241303872","url":null,"abstract":"In this article, we explore identity construction in specialist music teacher education. In this longitudinal study, we followed 11 preservice music teachers through their education for five years, 2016 to 2021, in a music teacher training program directed toward upper secondary schools in Sweden. For decades, music education researchers have identified tension between the music teacher and musician identities. This tension is today challenged by critical thinking concerning the rapid societal and cultural changes of late modern society and by the need to take social responsibility for music education in a broader context. The data for this report comprise 11 journal entries (designated “personal reflections” and written by each participant in their first year) and five focus group interviews, produced in three steps over five years. Throughout the data production, “past,” “present,” and “future” served as keywords. Content analysis focused on identity constructions was conducted using the concepts of social positioning and music identity. The findings show how the students gradually shifted their social positioning from being cultural bearers in local society to being music specialists, aiming to teach skilled and motivated young people. However, this gradual change was not linear but was multilayered, complex, and contradictory.","PeriodicalId":47469,"journal":{"name":"Journal of Research in Music Education","volume":"22 1","pages":""},"PeriodicalIF":1.4,"publicationDate":"2024-12-24","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"142884049","PeriodicalName":null,"FirstCategoryId":null,"ListUrlMain":null,"RegionNum":4,"RegionCategory":"教育学","ArticlePicture":[],"TitleCN":null,"AbstractTextCN":null,"PMCID":"","EPubDate":null,"PubModel":null,"JCR":null,"JCRName":null,"Score":null,"Total":0}
Pub Date : 2024-12-24DOI: 10.1177/00224294241303840
Lauren Kapalka Richerme
All music education endeavors depend on the hierarchical ordering of values. Although philosophical researchers have considered which values should inform music education practices, both the nature of values and possible epistemologies or ways of thinking about values have gone largely unexamined in the music education literature. The twofold purpose of this philosophical inquiry is to examine differences between political versus academic epistemologies and to consider the benefits and limitations of utilizing these contrasting ways of knowing during preservice music teacher preparation. Political epistemologies involve promoting narrow values, encouraging emotional attachments to them, and treating them as unquestionable. Although political epistemologies enable professional cohesion that can sustain and improve practice, they limit both complexity and critiques of actions associated with favored values. Political epistemologies can also reinforce echo chambers, causing students who anticipate counterarguments to harden their initial stances. Alternatively, academic epistemologies involve sustained, rigorous, dispassionate analysis of the complexities surrounding competing values and their associated consequences. Academic epistemologies enable music educators to reimagine their actions and engage with stakeholders promoting contrasting values. Both political and academic epistemologies can serve a key role in preservice music teacher education, and teacher educators might question when and why they favor each in their practices.
{"title":"Educating Ungrounded Values: Interrogating Political Versus Academic Epistemologies in Music Teacher Education","authors":"Lauren Kapalka Richerme","doi":"10.1177/00224294241303840","DOIUrl":"https://doi.org/10.1177/00224294241303840","url":null,"abstract":"All music education endeavors depend on the hierarchical ordering of values. Although philosophical researchers have considered which values should inform music education practices, both the nature of values and possible epistemologies or ways of thinking about values have gone largely unexamined in the music education literature. The twofold purpose of this philosophical inquiry is to examine differences between political versus academic epistemologies and to consider the benefits and limitations of utilizing these contrasting ways of knowing during preservice music teacher preparation. Political epistemologies involve promoting narrow values, encouraging emotional attachments to them, and treating them as unquestionable. Although political epistemologies enable professional cohesion that can sustain and improve practice, they limit both complexity and critiques of actions associated with favored values. Political epistemologies can also reinforce echo chambers, causing students who anticipate counterarguments to harden their initial stances. Alternatively, academic epistemologies involve sustained, rigorous, dispassionate analysis of the complexities surrounding competing values and their associated consequences. Academic epistemologies enable music educators to reimagine their actions and engage with stakeholders promoting contrasting values. Both political and academic epistemologies can serve a key role in preservice music teacher education, and teacher educators might question when and why they favor each in their practices.","PeriodicalId":47469,"journal":{"name":"Journal of Research in Music Education","volume":"41 1","pages":""},"PeriodicalIF":1.4,"publicationDate":"2024-12-24","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"142884051","PeriodicalName":null,"FirstCategoryId":null,"ListUrlMain":null,"RegionNum":4,"RegionCategory":"教育学","ArticlePicture":[],"TitleCN":null,"AbstractTextCN":null,"PMCID":"","EPubDate":null,"PubModel":null,"JCR":null,"JCRName":null,"Score":null,"Total":0}
Pub Date : 2024-12-06DOI: 10.1177/00224294241301970
Joshua Palkki, Betina Hsieh, Carlos A. Fitch
Despite being the fastest growing population in the United States and a part of many music education programs, Asian and Asian American (AAM) music teachers’ voices often are unheard in music education discourses. The purpose of this study was to begin bringing visibility to the experiences of AAM music educators. The research questions explored in this article are: How do AAM music teachers describe their experience in relationship to their racial identities? and How might AAM educators’ experience be similar or differ in relation to immigrant generational statuses and transnational contexts? We utilized Asian critical race theory as a framework to examine the experiences of 10 AAM music educators. Although collective themes emerged around patterns of racialization, each participant had unique experiences shaped by transnational contexts and immigrant generation. We hope that these data become part of a more robust discourse around AAM experiences in music learning and teaching.
{"title":"Musical Counterstories: Racialized Experiences of Asian/Asian American Music Teachers","authors":"Joshua Palkki, Betina Hsieh, Carlos A. Fitch","doi":"10.1177/00224294241301970","DOIUrl":"https://doi.org/10.1177/00224294241301970","url":null,"abstract":"Despite being the fastest growing population in the United States and a part of many music education programs, Asian and Asian American (AAM) music teachers’ voices often are unheard in music education discourses. The purpose of this study was to begin bringing visibility to the experiences of AAM music educators. The research questions explored in this article are: How do AAM music teachers describe their experience in relationship to their racial identities? and How might AAM educators’ experience be similar or differ in relation to immigrant generational statuses and transnational contexts? We utilized Asian critical race theory as a framework to examine the experiences of 10 AAM music educators. Although collective themes emerged around patterns of racialization, each participant had unique experiences shaped by transnational contexts and immigrant generation. We hope that these data become part of a more robust discourse around AAM experiences in music learning and teaching.","PeriodicalId":47469,"journal":{"name":"Journal of Research in Music Education","volume":"48 1","pages":""},"PeriodicalIF":1.4,"publicationDate":"2024-12-06","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"142789892","PeriodicalName":null,"FirstCategoryId":null,"ListUrlMain":null,"RegionNum":4,"RegionCategory":"教育学","ArticlePicture":[],"TitleCN":null,"AbstractTextCN":null,"PMCID":"","EPubDate":null,"PubModel":null,"JCR":null,"JCRName":null,"Score":null,"Total":0}
Pub Date : 2024-10-15DOI: 10.1177/00224294241290358
Peter Miksza
{"title":"Forum","authors":"Peter Miksza","doi":"10.1177/00224294241290358","DOIUrl":"https://doi.org/10.1177/00224294241290358","url":null,"abstract":"","PeriodicalId":47469,"journal":{"name":"Journal of Research in Music Education","volume":"120 1","pages":""},"PeriodicalIF":1.4,"publicationDate":"2024-10-15","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"142440157","PeriodicalName":null,"FirstCategoryId":null,"ListUrlMain":null,"RegionNum":4,"RegionCategory":"教育学","ArticlePicture":[],"TitleCN":null,"AbstractTextCN":null,"PMCID":"","EPubDate":null,"PubModel":null,"JCR":null,"JCRName":null,"Score":null,"Total":0}
Pub Date : 2024-10-08DOI: 10.1177/00224294241285323
Karen Koner, Jennifer Gee
The purpose of this study was to explore research and publishing preparation, experiences, and expectations of music education faculty members employed at higher education institutions. We developed the Publishing Preparation and Expectations Survey (PPES) to examine music education faculty members’ current areas of research, peer-reviewed journals they read and published in, and their experiences with peer reviewers. Utilizing the Directory of Music Faculties from the College Music Society, we distributed the PPES to 1,081 music education faculty members across 487 higher education institutions in the United States, resulting in 179 responses. The participants self-reported as predominantly White ( n = 157, 87.7%), female ( n = 101, 56.4%), and possessing a PhD ( n = 145, 81.0%). Additionally, 83 participants (46.4%) initially submitted a research article for publication in a peer-reviewed music education journal during their doctoral programs. Participants anticipated publishing an average of 11.44 articles ( SD = 8.89) for promotion to associate professor and had an average of 9.81 ( SD = 11.02) peer-reviewed research articles previously published. Finally, participants shared their experiences with peer reviewers using descriptors such as “discouraging,” “harsh,” and “cruel.”
{"title":"Publishing Preparation, Experiences, and Expectations of Music Education Faculty in Higher Education","authors":"Karen Koner, Jennifer Gee","doi":"10.1177/00224294241285323","DOIUrl":"https://doi.org/10.1177/00224294241285323","url":null,"abstract":"The purpose of this study was to explore research and publishing preparation, experiences, and expectations of music education faculty members employed at higher education institutions. We developed the Publishing Preparation and Expectations Survey (PPES) to examine music education faculty members’ current areas of research, peer-reviewed journals they read and published in, and their experiences with peer reviewers. Utilizing the Directory of Music Faculties from the College Music Society, we distributed the PPES to 1,081 music education faculty members across 487 higher education institutions in the United States, resulting in 179 responses. The participants self-reported as predominantly White ( n = 157, 87.7%), female ( n = 101, 56.4%), and possessing a PhD ( n = 145, 81.0%). Additionally, 83 participants (46.4%) initially submitted a research article for publication in a peer-reviewed music education journal during their doctoral programs. Participants anticipated publishing an average of 11.44 articles ( SD = 8.89) for promotion to associate professor and had an average of 9.81 ( SD = 11.02) peer-reviewed research articles previously published. Finally, participants shared their experiences with peer reviewers using descriptors such as “discouraging,” “harsh,” and “cruel.”","PeriodicalId":47469,"journal":{"name":"Journal of Research in Music Education","volume":"23 1","pages":""},"PeriodicalIF":1.4,"publicationDate":"2024-10-08","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"142384445","PeriodicalName":null,"FirstCategoryId":null,"ListUrlMain":null,"RegionNum":4,"RegionCategory":"教育学","ArticlePicture":[],"TitleCN":null,"AbstractTextCN":null,"PMCID":"","EPubDate":null,"PubModel":null,"JCR":null,"JCRName":null,"Score":null,"Total":0}
Pub Date : 2024-09-28DOI: 10.1177/00224294241281825
Olivia Gail Tucker, Kari Adams, Kelsey Nussbaum
Adjudicated performances have been a component of music education for more than a century, and the policies and structures associated with these events intersect with curriculum, instruction, and teacher evaluation. The purpose of this study was to describe state-organized large group performance evaluation (LGPE) practices for high school bands, choirs, and orchestras across the United States. We asked the following research questions: (a) How prevalent are state-organized LGPEs in the United States? (b) What organizations administer them? (c) How common are sight-reading requirements, use of prescribed music lists, and piece difficulty rules in the structures of state-organized LGPEs? and (d) How common are adjudicator training, comments-only options, and score availability at state-organized LGPEs? We found that most states had state-organized processes, and most were administered by music education organizations whose leadership was comprised of practicing and retired teachers. Choral educators generally had more flexibility than band and orchestra teachers in terms of prescribed music lists and repertoire difficulty. Adjudication training practices were inconsistent across states and ensemble types. The pervasive nature of LGPE participation in the ensemble setting has implications for educators’ ability to align with the National Association for Music Education’s curriculum standards and equity-based strategic plan.
{"title":"Large Group Performance Evaluation in the United States","authors":"Olivia Gail Tucker, Kari Adams, Kelsey Nussbaum","doi":"10.1177/00224294241281825","DOIUrl":"https://doi.org/10.1177/00224294241281825","url":null,"abstract":"Adjudicated performances have been a component of music education for more than a century, and the policies and structures associated with these events intersect with curriculum, instruction, and teacher evaluation. The purpose of this study was to describe state-organized large group performance evaluation (LGPE) practices for high school bands, choirs, and orchestras across the United States. We asked the following research questions: (a) How prevalent are state-organized LGPEs in the United States? (b) What organizations administer them? (c) How common are sight-reading requirements, use of prescribed music lists, and piece difficulty rules in the structures of state-organized LGPEs? and (d) How common are adjudicator training, comments-only options, and score availability at state-organized LGPEs? We found that most states had state-organized processes, and most were administered by music education organizations whose leadership was comprised of practicing and retired teachers. Choral educators generally had more flexibility than band and orchestra teachers in terms of prescribed music lists and repertoire difficulty. Adjudication training practices were inconsistent across states and ensemble types. The pervasive nature of LGPE participation in the ensemble setting has implications for educators’ ability to align with the National Association for Music Education’s curriculum standards and equity-based strategic plan.","PeriodicalId":47469,"journal":{"name":"Journal of Research in Music Education","volume":"18 1","pages":""},"PeriodicalIF":1.4,"publicationDate":"2024-09-28","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"142328992","PeriodicalName":null,"FirstCategoryId":null,"ListUrlMain":null,"RegionNum":4,"RegionCategory":"教育学","ArticlePicture":[],"TitleCN":null,"AbstractTextCN":null,"PMCID":"","EPubDate":null,"PubModel":null,"JCR":null,"JCRName":null,"Score":null,"Total":0}
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