Pub Date : 2026-01-22DOI: 10.1177/00224294251400804
Quinton D. Parker, Rebecca B. MacLeod
This study replicates and extends Elliott’s research on bias in music performance evaluations, examining whether implicit bias related to race, gender, and instrument type influenced music teachers’ evaluations. In-service music educators ( N = 45) evaluated eight videos of trumpet and flute performances with performers of varying races and genders. We synchronized all performances to identical prerecorded audio. Using a repeated measures analysis of variance, we found significant main effects for race ( p = .02) and instrument ( p < .01) but not gender. Evaluators rated Black performers lower than White performers and trumpet performances lower than flute performances. We observed significant interactions between race and gender ( p < .01), race and instrument ( p < .01), and gender and instrument ( p < .01), revealing complex intersectional relationships. Black female performers consistently received the lowest ratings, highlighting how race and gender interact to create compounded disadvantages. Results underscore the need for intersectional approaches in music teacher education to address these biases, contributing to more equitable evaluation practices.
{"title":"The Effects of Race and Gender on In-Service Music Teachers’ Evaluations of Musical Performance","authors":"Quinton D. Parker, Rebecca B. MacLeod","doi":"10.1177/00224294251400804","DOIUrl":"https://doi.org/10.1177/00224294251400804","url":null,"abstract":"This study replicates and extends Elliott’s research on bias in music performance evaluations, examining whether implicit bias related to race, gender, and instrument type influenced music teachers’ evaluations. In-service music educators ( <jats:italic toggle=\"yes\">N</jats:italic> = 45) evaluated eight videos of trumpet and flute performances with performers of varying races and genders. We synchronized all performances to identical prerecorded audio. Using a repeated measures analysis of variance, we found significant main effects for race ( <jats:italic toggle=\"yes\">p</jats:italic> = .02) and instrument ( <jats:italic toggle=\"yes\">p</jats:italic> < .01) but not gender. Evaluators rated Black performers lower than White performers and trumpet performances lower than flute performances. We observed significant interactions between race and gender ( <jats:italic toggle=\"yes\">p</jats:italic> < .01), race and instrument ( <jats:italic toggle=\"yes\">p</jats:italic> < .01), and gender and instrument ( <jats:italic toggle=\"yes\">p</jats:italic> < .01), revealing complex intersectional relationships. Black female performers consistently received the lowest ratings, highlighting how race and gender interact to create compounded disadvantages. Results underscore the need for intersectional approaches in music teacher education to address these biases, contributing to more equitable evaluation practices.","PeriodicalId":47469,"journal":{"name":"Journal of Research in Music Education","volume":"48 1","pages":""},"PeriodicalIF":1.4,"publicationDate":"2026-01-22","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"146021871","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 : 2026-01-22DOI: 10.1177/00224294251407632
Nicholas E. Roseth, Jennifer Blackwell
The purpose of this mixed methods study was to examine the use and perceived value of feedback on students’ creativity among preservice ( n = 164) and in-service ( n = 246) teachers. As an explanatory sequential mixed methods design, the first phase of the study included a quantitative questionnaire that sought to examine music educators’ ( N = 410) attitudes, beliefs, values, and utility of feedback on creative tasks. The second phase of the study was qualitative and included two components: (a) a pre-interview task where teachers ( n = 49) provided written feedback on two student compositions and (b) one-on-one interviews with preservice ( n = 6) and in-service ( n = 9) teachers. The primary purpose of the second phase was to examine the types of feedback teachers provide on creative tasks, such as composition, and to allow teachers to describe their thinking about giving feedback on creative tasks. Finally, we integrated findings from both phases. The participants in this study reported valuing process- and goal-oriented feedback over task-oriented feedback. However, teachers demonstrated a tendency to provide more task-oriented (or product-oriented) feedback than process- or goal-oriented feedback when responding to the student compositions. Implications and recommendations for the field are discussed.
{"title":"Teacher Use and Perceptions of Feedback on Student Creativity Tasks","authors":"Nicholas E. Roseth, Jennifer Blackwell","doi":"10.1177/00224294251407632","DOIUrl":"https://doi.org/10.1177/00224294251407632","url":null,"abstract":"The purpose of this mixed methods study was to examine the use and perceived value of feedback on students’ creativity among preservice ( <jats:italic toggle=\"yes\">n</jats:italic> = 164) and in-service ( <jats:italic toggle=\"yes\">n</jats:italic> = 246) teachers. As an explanatory sequential mixed methods design, the first phase of the study included a quantitative questionnaire that sought to examine music educators’ ( <jats:italic toggle=\"yes\">N</jats:italic> = 410) attitudes, beliefs, values, and utility of feedback on creative tasks. The second phase of the study was qualitative and included two components: (a) a pre-interview task where teachers ( <jats:italic toggle=\"yes\">n</jats:italic> = 49) provided written feedback on two student compositions and (b) one-on-one interviews with preservice ( <jats:italic toggle=\"yes\">n</jats:italic> = 6) and in-service ( <jats:italic toggle=\"yes\">n</jats:italic> = 9) teachers. The primary purpose of the second phase was to examine the types of feedback teachers provide on creative tasks, such as composition, and to allow teachers to describe their thinking about giving feedback on creative tasks. Finally, we integrated findings from both phases. The participants in this study reported valuing process- and goal-oriented feedback over task-oriented feedback. However, teachers demonstrated a tendency to provide more task-oriented (or product-oriented) feedback than process- or goal-oriented feedback when responding to the student compositions. Implications and recommendations for the field are discussed.","PeriodicalId":47469,"journal":{"name":"Journal of Research in Music Education","volume":"32 1","pages":""},"PeriodicalIF":1.4,"publicationDate":"2026-01-22","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"146021868","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 : 2026-01-19DOI: 10.1177/00224294251413290
Danielle Girard
The purpose of this single instrumental case study was to explore family engagement in a community strings program through the perspectives of caregivers. I drew from the dual capacity building framework for family-school partnerships as the theoretical lens for the study. Participants were eight caregivers coparticipating in a community strings program with their children. Sources of data included semistructured interviews, observational field notes, a collection of documents, as well as audiovisual and digital materials. Through data analysis, I identified three themes: relational trust between caregivers and teachers, collaboration and interaction, and cultivating an affirming musical space. The active participation of caregivers created strong links between children’s home cultures and the program. This was facilitated through caregiver-teacher relationships characterized by relational trust, in which caregivers’ knowledge and abilities were honored and respected. Caregivers and teachers collaborated to define shared goals, and their interactions throughout instruction improved caregivers’ musical capacity and teachers’ pedagogical capacity. Caregivers also shaped the larger culture of the program, supporting the cultivation of an affirming and culturally sustaining environment. Implications for practice include prioritizing relational trust as a basis of fostering equitable family engagement and privileging caregiver knowledge in the development of culturally sustaining music pedagogies.
{"title":"Sustaining Cultures and Families in a Community Strings Program: A Single Case Study on Family Engagement","authors":"Danielle Girard","doi":"10.1177/00224294251413290","DOIUrl":"https://doi.org/10.1177/00224294251413290","url":null,"abstract":"The purpose of this single instrumental case study was to explore family engagement in a community strings program through the perspectives of caregivers. I drew from the dual capacity building framework for family-school partnerships as the theoretical lens for the study. Participants were eight caregivers coparticipating in a community strings program with their children. Sources of data included semistructured interviews, observational field notes, a collection of documents, as well as audiovisual and digital materials. Through data analysis, I identified three themes: relational trust between caregivers and teachers, collaboration and interaction, and cultivating an affirming musical space. The active participation of caregivers created strong links between children’s home cultures and the program. This was facilitated through caregiver-teacher relationships characterized by relational trust, in which caregivers’ knowledge and abilities were honored and respected. Caregivers and teachers collaborated to define shared goals, and their interactions throughout instruction improved caregivers’ musical capacity and teachers’ pedagogical capacity. Caregivers also shaped the larger culture of the program, supporting the cultivation of an affirming and culturally sustaining environment. Implications for practice include prioritizing relational trust as a basis of fostering equitable family engagement and privileging caregiver knowledge in the development of culturally sustaining music pedagogies.","PeriodicalId":47469,"journal":{"name":"Journal of Research in Music Education","volume":"32 1","pages":""},"PeriodicalIF":1.4,"publicationDate":"2026-01-19","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"146000843","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 : 2025-12-16DOI: 10.1177/00224294251394398
Jessica Nápoles, Thomas J. Rinn
The purpose of this explanatory sequential mixed methods study was to examine the associations between perfectionism and online social comparison among choir teachers in Texas. Participants ( N = 40) completed the Hewitt and Flett Multidimensional Perfectionism Scale, the expanded Iowa Netherlands Comparison Orientation Measure, and a demographic questionnaire. Results from the quantitative strand revealed that only one predictor variable, socially prescribed perfectionism, significantly predicted nondirectional social comparison, upward social comparison, and downward social comparison. We then conducted follow-up interviews with nine participants with high ratings for socially prescribed perfectionism. From our qualitative strand, four themes emerged: (a) pressure from competitive music structures in the state, (b) coping mechanisms, (c) function of relationships, and (d) effects of comparison direction. Participants expressed that the competitive choral events in the state exacerbated the pressure they felt regarding their own professional successes, which led to comparisons with others as a gauge for their own performance. The two primary mechanisms for coping with negative feelings were cognitive reappraisal and avoiding/reducing time on social media. The nature of the relationship with comparison targets and the direction of the comparison critically impacted participants’ outcomes and feelings.
{"title":"A Mixed Methods Examination of Perfectionism and Online Social Comparison Among Texas Choir Teachers","authors":"Jessica Nápoles, Thomas J. Rinn","doi":"10.1177/00224294251394398","DOIUrl":"https://doi.org/10.1177/00224294251394398","url":null,"abstract":"The purpose of this explanatory sequential mixed methods study was to examine the associations between perfectionism and online social comparison among choir teachers in Texas. Participants ( <jats:italic toggle=\"yes\">N</jats:italic> = 40) completed the Hewitt and Flett Multidimensional Perfectionism Scale, the expanded Iowa Netherlands Comparison Orientation Measure, and a demographic questionnaire. Results from the quantitative strand revealed that only one predictor variable, socially prescribed perfectionism, significantly predicted nondirectional social comparison, upward social comparison, and downward social comparison. We then conducted follow-up interviews with nine participants with high ratings for socially prescribed perfectionism. From our qualitative strand, four themes emerged: (a) pressure from competitive music structures in the state, (b) coping mechanisms, (c) function of relationships, and (d) effects of comparison direction. Participants expressed that the competitive choral events in the state exacerbated the pressure they felt regarding their own professional successes, which led to comparisons with others as a gauge for their own performance. The two primary mechanisms for coping with negative feelings were cognitive reappraisal and avoiding/reducing time on social media. The nature of the relationship with comparison targets and the direction of the comparison critically impacted participants’ outcomes and feelings.","PeriodicalId":47469,"journal":{"name":"Journal of Research in Music Education","volume":"47 1","pages":""},"PeriodicalIF":1.4,"publicationDate":"2025-12-16","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"145759704","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 : 2025-12-10DOI: 10.1177/00224294251407147
{"title":"2026 Call for Applications for the JRME Editorial Committee","authors":"","doi":"10.1177/00224294251407147","DOIUrl":"https://doi.org/10.1177/00224294251407147","url":null,"abstract":"","PeriodicalId":47469,"journal":{"name":"Journal of Research in Music Education","volume":"20 1","pages":""},"PeriodicalIF":1.4,"publicationDate":"2025-12-10","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"145711307","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 : 2025-12-10DOI: 10.1177/00224294251407149
{"title":"2026 Call for Nominations: NAfME Senior Researcher Award","authors":"","doi":"10.1177/00224294251407149","DOIUrl":"https://doi.org/10.1177/00224294251407149","url":null,"abstract":"","PeriodicalId":47469,"journal":{"name":"Journal of Research in Music Education","volume":"34 1","pages":""},"PeriodicalIF":1.4,"publicationDate":"2025-12-10","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"145711279","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 : 2025-12-10DOI: 10.1177/00224294251407148
{"title":"2026 Call for Applications: SRME Executive Committee","authors":"","doi":"10.1177/00224294251407148","DOIUrl":"https://doi.org/10.1177/00224294251407148","url":null,"abstract":"","PeriodicalId":47469,"journal":{"name":"Journal of Research in Music Education","volume":"29 1","pages":""},"PeriodicalIF":1.4,"publicationDate":"2025-12-10","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"145711280","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 : 2025-11-22DOI: 10.1177/00224294251384308
Erika J. Knapp, Joseph J. Sipzner
In this phenomenological case study, we explored stakeholder experiences in a full-inclusion secondary instrumental ensemble, examining perspectives from students with disabilities, their caregivers, and both music and special educators. Through interviews and observations of nine participants, our research revealed three key themes: (a) intersecting and varying value systems, (b) a platform of mutual empowerment, and (c) increased teacher self-efficacy and student joy. Whereas students primarily valued peer interactions and musical engagement, caregivers emphasized socialization opportunities and life skill development, and educators focused on musical progress and advocacy. We also emphasized the importance of collaboration between special educators and music teachers and the role of peer support in fostering an inclusive environment. These findings suggest that full-inclusion instrumental programs may provide meaningful experiences for all stakeholders while supporting musical and personal growth. This research contributes to the limited literature on secondary instrumental music inclusion programs and may provide insights for music educators seeking to implement similar programs.
{"title":"Experiences of Stakeholders in a Full-Inclusion Secondary Instrumental Ensemble","authors":"Erika J. Knapp, Joseph J. Sipzner","doi":"10.1177/00224294251384308","DOIUrl":"https://doi.org/10.1177/00224294251384308","url":null,"abstract":"In this phenomenological case study, we explored stakeholder experiences in a full-inclusion secondary instrumental ensemble, examining perspectives from students with disabilities, their caregivers, and both music and special educators. Through interviews and observations of nine participants, our research revealed three key themes: (a) intersecting and varying value systems, (b) a platform of mutual empowerment, and (c) increased teacher self-efficacy and student joy. Whereas students primarily valued peer interactions and musical engagement, caregivers emphasized socialization opportunities and life skill development, and educators focused on musical progress and advocacy. We also emphasized the importance of collaboration between special educators and music teachers and the role of peer support in fostering an inclusive environment. These findings suggest that full-inclusion instrumental programs may provide meaningful experiences for all stakeholders while supporting musical and personal growth. This research contributes to the limited literature on secondary instrumental music inclusion programs and may provide insights for music educators seeking to implement similar programs.","PeriodicalId":47469,"journal":{"name":"Journal of Research in Music Education","volume":"169 1","pages":""},"PeriodicalIF":1.4,"publicationDate":"2025-11-22","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"145575555","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 : 2025-11-22DOI: 10.1177/00224294251383099
Joanne Rutkowski, Elizabeth Brozik, Lara Larsson, Christina Svec
The Singing Voice Development Measure (SVDM) was created to provide some consistency with what children are asked to sing, how their singing is prompted, and how their singing is evaluated, particularly in research studies. Although the SVDM patterns encouraged children to use all registers of their singing voices, these patterns had an upper limit of B-flat4, which is just touching on upper register (B-flat4 and above). Some children can push their middle register to sing a B-flat or higher and would therefore be scored as a “singer” when really, they are “initial range singers.” Therefore, the purpose of this study was to investigate if children sang better and were more likely to use upper register if prompted to echo a set of patterns with a range of D4 to D5 rather than the original patterns that had a range of C#4 to B-flat4. Kindergarteners ( n = 80) and first graders ( n = 92) echoed a teacher singing both sets of patterns on text and a neutral syllable. Two raters scored all the recordings, and interrater and intrarater reliability estimates were all strong. Correlation coefficients, exploring the convergent validity of the modified patterns, were all significant and of moderate strength. The revised set of patterns are valid and can be used in subsequent research studies.
{"title":"An Investigation of Extended Range Singing Prompts for the Singing Voice Development Measure","authors":"Joanne Rutkowski, Elizabeth Brozik, Lara Larsson, Christina Svec","doi":"10.1177/00224294251383099","DOIUrl":"https://doi.org/10.1177/00224294251383099","url":null,"abstract":"The Singing Voice Development Measure (SVDM) was created to provide some consistency with what children are asked to sing, how their singing is prompted, and how their singing is evaluated, particularly in research studies. Although the SVDM patterns encouraged children to use all registers of their singing voices, these patterns had an upper limit of B-flat4, which is just touching on upper register (B-flat4 and above). Some children can push their middle register to sing a B-flat or higher and would therefore be scored as a “singer” when really, they are “initial range singers.” Therefore, the purpose of this study was to investigate if children sang better and were more likely to use upper register if prompted to echo a set of patterns with a range of D4 to D5 rather than the original patterns that had a range of C#4 to B-flat4. Kindergarteners ( <jats:italic toggle=\"yes\">n</jats:italic> = 80) and first graders ( <jats:italic toggle=\"yes\">n</jats:italic> = 92) echoed a teacher singing both sets of patterns on text and a neutral syllable. Two raters scored all the recordings, and interrater and intrarater reliability estimates were all strong. Correlation coefficients, exploring the convergent validity of the modified patterns, were all significant and of moderate strength. The revised set of patterns are valid and can be used in subsequent research studies.","PeriodicalId":47469,"journal":{"name":"Journal of Research in Music Education","volume":"189 1","pages":""},"PeriodicalIF":1.4,"publicationDate":"2025-11-22","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"145575553","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 : 2025-11-14DOI: 10.1177/00224294251400020
Peter Miksza
{"title":"Forum","authors":"Peter Miksza","doi":"10.1177/00224294251400020","DOIUrl":"https://doi.org/10.1177/00224294251400020","url":null,"abstract":"","PeriodicalId":47469,"journal":{"name":"Journal of Research in Music Education","volume":"55 1","pages":""},"PeriodicalIF":1.4,"publicationDate":"2025-11-14","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"145510034","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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