International Journal of Music Education最新文献_第4页

Music Education Program Leadership in Tertiary Education: International Perspectives and the Impact of Role Strain 高等教育中的音乐教育项目领导：国际视野和角色张力的影响

IF 1.8 3区教育学

International Journal of Music Education Pub Date : 2025-12-29 DOI: 10.1177/02557614251404795

Josef Hanson

{"title":"Music Education Program Leadership in Tertiary Education: International Perspectives and the Impact of Role Strain","authors":"Josef Hanson","doi":"10.1177/02557614251404795","DOIUrl":"https://doi.org/10.1177/02557614251404795","url":null,"abstract":"The role of program leader (also known as “area head,” “coordinator,” or “chair”) in tertiary music education programs is pivotal in terms of administrative oversight and program advocacy, yet seldom researched. The purpose of this study was to explore the experiences of faculty leading music education programs at colleges and universities, with a particular focus on the perspectives and priorities of an international cadre music education faculty serving in the role. Participants ( N = 20) engaged in paired depth interviews in which ten program leaders at U.S. universities were paired with ten such leaders at universities around the world. The paired interviews were recorded, transcribed, and analyzed using an inductive coding process. Findings revealed differences among global music education programs in the areas of curricular specificity and institutional governance that could inform efforts to improve music education policy and practice internationally. Additionally, emergent essences of the experience of serving as program coordinator centered on feelings of imbalance and uncertainty, leading to role strain. Findings of this study suggest numerous implications for the field, including greater equity and transparency in determining program leader duties as well as specific approaches for reducing role strain and supporting faculty well-being.","PeriodicalId":46623,"journal":{"name":"International Journal of Music Education","volume":"44 1","pages":""},"PeriodicalIF":1.8,"publicationDate":"2025-12-29","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"145847244","PeriodicalName":null,"FirstCategoryId":null,"ListUrlMain":null,"RegionNum":3,"RegionCategory":"教育学","ArticlePicture":[],"TitleCN":null,"AbstractTextCN":null,"PMCID":"","EPubDate":null,"PubModel":null,"JCR":null,"JCRName":null,"Score":null,"Total":0}

引用次数: 0

A Case Study of the Implementation of Non-linear Assessment Protocols for Pre-service Music Teachers 职前音乐教师非线性评估方案实施个案研究

IF 1.8 3区教育学

International Journal of Music Education Pub Date : 2025-12-12 DOI: 10.1177/02557614251393888

Jeffrey Ward, Phillip Payne, Michele Henry

{"title":"A Case Study of the Implementation of Non-linear Assessment Protocols for Pre-service Music Teachers","authors":"Jeffrey Ward, Phillip Payne, Michele Henry","doi":"10.1177/02557614251393888","DOIUrl":"https://doi.org/10.1177/02557614251393888","url":null,"abstract":"Grounded in previous research regarding admission and graduation standards of music education undergraduate candidates, we created a framework to assess student readiness to enter the music education profession across multiple points of inquiry. To determine the efficacy of the protocols, we conducted a case study to pilot implementation of the protocols with two university music education programs in the United States. Two of the authors–music education faculty at these universities–served as site coordinators implementing the protocols with multiple student cohorts (comprised of first-year, midpoint, and graduates) within their institution. The authors reviewed the reports employing a three-step process. In the first step, a third independent author reviewed both reports while each site coordinator reviewed the other institution’s report. In the second step, the two site reviewers compared their reviews with the other author’s report leading to a “composite review.” In the third step, all three reviewers discussed the two composite reviews to determine recommendations for refining the protocols without disrupting collection of longitudinal data of their pre-service cohorts. Following final analysis, we revised the framework to better fit a full spectrum of universities and align with current best practices in music teacher education.","PeriodicalId":46623,"journal":{"name":"International Journal of Music Education","volume":"59 1","pages":""},"PeriodicalIF":1.8,"publicationDate":"2025-12-12","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"145730892","PeriodicalName":null,"FirstCategoryId":null,"ListUrlMain":null,"RegionNum":3,"RegionCategory":"教育学","ArticlePicture":[],"TitleCN":null,"AbstractTextCN":null,"PMCID":"","EPubDate":null,"PubModel":null,"JCR":null,"JCRName":null,"Score":null,"Total":0}

引用次数: 0

A Mixed Method Exploration of Culturally Responsive Music Assessment Among Music Teachers in the United States 美国音乐教师文化反应性音乐评价的混合方法探索

IF 1.8 3区教育学

International Journal of Music Education Pub Date : 2025-12-12 DOI: 10.1177/02557614251393955

Benjamin C. Helton, Jonathan G. Schaller

{"title":"A Mixed Method Exploration of Culturally Responsive Music Assessment Among Music Teachers in the United States","authors":"Benjamin C. Helton, Jonathan G. Schaller","doi":"10.1177/02557614251393955","DOIUrl":"https://doi.org/10.1177/02557614251393955","url":null,"abstract":"Both teacher and student cultural experiences influence decisions in the music classroom. As more music education scholarship examines these effects, especially through the lens of culturally responsive teaching, there is a need for more research examining the link between culturally responsive practices and music assessment. The purpose of this study was to examine the ways secondary ensemble teachers in the United States consider both musical authenticity and student culture in their assessment practices. The present study utilized both a quantitative survey and phenomenological interviews to address the issues surrounding this linkage. We analyzed each phase of the data collection separately and then interpreted them together to determine music teachers’ willingness and ability to integrate cultural responsiveness into their assessment practices. Music teachers were generally open to culturally responsive assessment practices yet relied mostly on the status quo in their design and implementation. Emergent themes included attempted adaptations for fairness, acculturation of practice, and good faith, but misguided attempts to incorporate culturally responsive principles in assessment.","PeriodicalId":46623,"journal":{"name":"International Journal of Music Education","volume":"144 1","pages":""},"PeriodicalIF":1.8,"publicationDate":"2025-12-12","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"145730943","PeriodicalName":null,"FirstCategoryId":null,"ListUrlMain":null,"RegionNum":3,"RegionCategory":"教育学","ArticlePicture":[],"TitleCN":null,"AbstractTextCN":null,"PMCID":"","EPubDate":null,"PubModel":null,"JCR":null,"JCRName":null,"Score":null,"Total":0}

引用次数: 0

Trainee Teacher Motivations for Music Integration in UAE Primary Classrooms: A Theory of Planned Behaviour Study 实习教师在阿联酋小学课堂音乐融入的动机：一个计划行为研究的理论

IF 1.8 3区教育学

International Journal of Music Education Pub Date : 2025-12-01 DOI: 10.1177/02557614251393881

Philip Anderson

{"title":"Trainee Teacher Motivations for Music Integration in UAE Primary Classrooms: A Theory of Planned Behaviour Study","authors":"Philip Anderson","doi":"10.1177/02557614251393881","DOIUrl":"https://doi.org/10.1177/02557614251393881","url":null,"abstract":"Music education integration in primary classrooms continues to challenge generalist teachers, particularly in British curriculum schools in the United Arab Emirates (UAE) where the delivery model favours specialist input. Using the Theory of Planned Behaviour (TPB) framework, this study examined 16 trainee teachers’ intentions to implement cross-curricular musical activities into their lessons. Participants’ attitudes, perceived social norms, and behavioural control regarding music instruction were analysed through interviews, guided seminars, and reflective journaling conducted over an academic year. While trainees acknowledged music’s holistic benefits, significant implementation barriers emerged, including institutional prioritisation of core subjects and perceived student judgement. Trainee confidence in music teaching was heavily influenced by self-perceived musical ability, with reliance on music specialists further diminishing independent teaching expectations. The research reveals complex psychological and systemic obstacles to music education integration. Recommendations include policy adjustments to prioritise music in primary education and sustained musical engagement to enhance trainee teachers’ musical confidence and mitigate this embedded fear of judgement. Future investigations should track early-career teachers’ music integration practices to assess the long-term impact of institutional support and resource accessibility.","PeriodicalId":46623,"journal":{"name":"International Journal of Music Education","volume":"28 1","pages":""},"PeriodicalIF":1.8,"publicationDate":"2025-12-01","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"145651500","PeriodicalName":null,"FirstCategoryId":null,"ListUrlMain":null,"RegionNum":3,"RegionCategory":"教育学","ArticlePicture":[],"TitleCN":null,"AbstractTextCN":null,"PMCID":"","EPubDate":null,"PubModel":null,"JCR":null,"JCRName":null,"Score":null,"Total":0}

引用次数: 0

Preservice Music Teachers’ Soundscape Memories as Indicators of Musical Eco-Literacy 职前音乐教师声景记忆作为音乐生态素养的指标

IF 1.8 3区教育学

International Journal of Music Education Pub Date : 2025-12-01 DOI: 10.1177/02557614251396903

Tua Hakanpää, Pirkko Paananen, Marja Ervasti

{"title":"Preservice Music Teachers’ Soundscape Memories as Indicators of Musical Eco-Literacy","authors":"Tua Hakanpää, Pirkko Paananen, Marja Ervasti","doi":"10.1177/02557614251396903","DOIUrl":"https://doi.org/10.1177/02557614251396903","url":null,"abstract":"This study investigates preservice music teachers’ meaningful soundscape memories and how these memories reflect students’ general musical eco-literacy. We ask: Do sound memories reflect the factors in the Paananen model of eco-literacy? A theory-driven content analysis was performed based on the Paananen model’s competency categories. The data entries were analyzed using repeated measures analysis of variance. Fleiss’ kappa was used to check for inter-rater agreement. The competency areas of the Paananen model of eco-literacy in music were present in the university students’ narratives of meaningful soundscape memories. Recognition of eco-literacy from the soundscape narratives was statistically significantly different between the different competency factors, F (3.37, 236.00) = 71.79, p < .001, partial η 2 = .51. Meaningful soundscape memories as written assignments emphasize the cognitive and emotional competency factors in the eco-literate musical thinking of preservice music teachers. A large proportion of the sound memories reflected a strong sense of connection to the natural environment, was positively connected to nature, and depicted a concrete, specific location. Therefore, soundscape memories could be a pedagogical tool for promoting place-specific eco-literacy in the musical sense and in the sense of living an eco-literate life.","PeriodicalId":46623,"journal":{"name":"International Journal of Music Education","volume":"168 1","pages":""},"PeriodicalIF":1.8,"publicationDate":"2025-12-01","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"145651498","PeriodicalName":null,"FirstCategoryId":null,"ListUrlMain":null,"RegionNum":3,"RegionCategory":"教育学","ArticlePicture":[],"TitleCN":null,"AbstractTextCN":null,"PMCID":"","EPubDate":null,"PubModel":null,"JCR":null,"JCRName":null,"Score":null,"Total":0}

引用次数: 0

The Impact of a Professional Development Program in Popular Music on a Music Teacher’s Beliefs and Practices 流行音乐专业发展计划对音乐教师信念和实践的影响

IF 1.8 3区教育学

International Journal of Music Education Pub Date : 2025-12-01 DOI: 10.1177/02557614251393875

Donna Hewitt

引用次数: 0

Professionalism in Popular Music Voice Teacher Education: Institutional Conditions of a Changing Field in Finland and Sweden 流行音乐声乐教师教育的专业化：芬兰和瑞典一个变化领域的制度条件

IF 1.8 3区教育学

International Journal of Music Education Pub Date : 2025-12-01 DOI: 10.1177/02557614251397330

Katri A. Keskinen

{"title":"Professionalism in Popular Music Voice Teacher Education: Institutional Conditions of a Changing Field in Finland and Sweden","authors":"Katri A. Keskinen","doi":"10.1177/02557614251397330","DOIUrl":"https://doi.org/10.1177/02557614251397330","url":null,"abstract":"There is a need to understand how higher music education can better adapt to changes in societies and professionalism. As a field that embraces change, popular music voice teaching exemplifies how professionalism can expand. Drawing on theories regarding the evolving concept of professionalism, especially in teaching disciplines, this study examines changes in professionalism within popular music-oriented voice teacher education in higher music education and explores how institutional conditions shape these perceptions and the broader development of professionalism. The multiple case study involved two cases in the Nordic context, in Finland and Sweden, where such education has existed for decades. The research material included semi-structured interviews with teacher educators, observations, a researcher diary, and institutional documents. The abductive analyses utilized a previously constructed framework for popular music voice teachers’ expanding professionalism. The findings suggest that the examined voice teacher education programs foster lifelong learning, reflection, resilience, and collaboration, while emphasizing student agency and competence thinking. The article also discusses how institutional values and contexts, territorialism, and the self-replicative systems of institutionalized teacher education may influence professionalism.","PeriodicalId":46623,"journal":{"name":"International Journal of Music Education","volume":"29 1","pages":""},"PeriodicalIF":1.8,"publicationDate":"2025-12-01","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"145651499","PeriodicalName":null,"FirstCategoryId":null,"ListUrlMain":null,"RegionNum":3,"RegionCategory":"教育学","ArticlePicture":[],"TitleCN":null,"AbstractTextCN":null,"PMCID":"","EPubDate":null,"PubModel":null,"JCR":null,"JCRName":null,"Score":null,"Total":0}

引用次数: 0

The Effect of Directed Practice Worksheets and Logs on Individual Practice and Performance Outcomes of Secondary Group-Piano Students 指导练习作业与日志对中学钢琴组学生个人练习与演奏效果的影响

IF 1.8 3区教育学

International Journal of Music Education Pub Date : 2025-11-27 DOI: 10.1177/02557614251393168

Pamela D. Pike, Carla Salas-Ruiz

{"title":"The Effect of Directed Practice Worksheets and Logs on Individual Practice and Performance Outcomes of Secondary Group-Piano Students","authors":"Pamela D. Pike, Carla Salas-Ruiz","doi":"10.1177/02557614251393168","DOIUrl":"https://doi.org/10.1177/02557614251393168","url":null,"abstract":"This case study explores the effect of using directed practice worksheets and practice logs on student performance, self-reported practice attitudes, and deliberate practice. We compared two groups (control, n = 42; experimental, n = 41) of early intermediate group-piano students ( N = 83). Experimental participants were guided through practice worksheets during two class sessions, while the control group rehearsed without worksheets. Then, all students practiced individually for 1 week before recording the repertoire. Forty participants (control and experimental; purposeful sample) completed individual practice logs; everyone completed practice questionnaires. Performances were evaluated for accuracy and data were triangulated from performance scores, researcher observations, questionnaires, and practice logs. Participants in the experimental groups performed the compositions more accurately and practiced more efficiently, transferring strategies from the practice worksheets to individual practice. Control group participants performed with more mistakes, exhibited less self-efficacy, and cited lack of time, coordination, or ability (rather than lack of deliberate practice) as reasons for poor performances. Implications of using sequenced practice worksheets and journaling to lead students from teacher-directed learning toward independent self-regulation and self-efficacy during practice are discussed in this paper.","PeriodicalId":46623,"journal":{"name":"International Journal of Music Education","volume":"29 1","pages":""},"PeriodicalIF":1.8,"publicationDate":"2025-11-27","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"145609799","PeriodicalName":null,"FirstCategoryId":null,"ListUrlMain":null,"RegionNum":3,"RegionCategory":"教育学","ArticlePicture":[],"TitleCN":null,"AbstractTextCN":null,"PMCID":"","EPubDate":null,"PubModel":null,"JCR":null,"JCRName":null,"Score":null,"Total":0}

引用次数: 0

Conductors’ Individual Study to Prepare Orchestra Rehearsals 指挥个人学习准备管弦乐队排练

IF 1.8 3区教育学

International Journal of Music Education Pub Date : 2025-11-27 DOI: 10.1177/02557614251393940

Michele Biasutti

{"title":"Conductors’ Individual Study to Prepare Orchestra Rehearsals","authors":"Michele Biasutti","doi":"10.1177/02557614251393940","DOIUrl":"https://doi.org/10.1177/02557614251393940","url":null,"abstract":"This study investigates professional conductors’ perspectives on how they prepare for orchestra rehearsals, with a focus on their individual practice routines. A qualitative approach was adopted, using extended open ended questionnaires administered to 12 professional conductors. The responses were analyzed through an inductive process within the principles of grounded theory, leading to the identification of the following themes: interpretative and analytical preparation, technical and organizational strategies, and communication and social dynamics. The findings reveal the strategies conductors employ in preparing orchestra rehearsals. Participants account for the multidimensionality of their work, by acknowledging that it involves the integration of technical precision, interpretive insights, interpersonal communication, and organizational management. Rather than treating these areas as separate, conductors emphasize their dynamic interplay and the need to balance them continuously. They report holistic and purpose-driven strategies supported by self-assessment and reflection, which enhance their adaptability and leadership during rehearsals. The findings highlight the educational importance of metacognitive strategies in the conductor’s preparation, offering a perspective on individual practice techniques that can improve rehearsal outcomes and inform the training of future conductors.","PeriodicalId":46623,"journal":{"name":"International Journal of Music Education","volume":"6 1","pages":""},"PeriodicalIF":1.8,"publicationDate":"2025-11-27","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"145609795","PeriodicalName":null,"FirstCategoryId":null,"ListUrlMain":null,"RegionNum":3,"RegionCategory":"教育学","ArticlePicture":[],"TitleCN":null,"AbstractTextCN":null,"PMCID":"","EPubDate":null,"PubModel":null,"JCR":null,"JCRName":null,"Score":null,"Total":0}

引用次数: 0

An Australian Study of Transferable Music Skills: The Impact of Instrumental Music Education on Non-Music Employment 可转移音乐技能的澳大利亚研究：器乐教育对非音乐就业的影响

IF 1.8 3区教育学

International Journal of Music Education Pub Date : 2025-11-27 DOI: 10.1177/02557614251393873

Diana Tolmie

{"title":"An Australian Study of Transferable Music Skills: The Impact of Instrumental Music Education on Non-Music Employment","authors":"Diana Tolmie","doi":"10.1177/02557614251393873","DOIUrl":"https://doi.org/10.1177/02557614251393873","url":null,"abstract":"The value of music to society has been researched in terms of social good and change, positive economic contribution, and the successful educational impact on young people’s cognitive development. Despite this, the government exhibits variable support for music education. An open and closed question survey resulting in 186 mostly Australian musically educated adults pursuing non-music professions enriches the current instrumental music education value discourse. Irrespective of attained music standard, participants identified their instrumental music education developed the foundational transferable skills used and scaffolded within their non-music professions. Through sustained, active, formal and structured learning of complex instruments their transferable music skills cultivated confident, productive, highly focused, team-oriented professional employees representing excellent role models for their peers. Such transferable skills align with current, and future employment skills requirements as recognised by the World Economic Forum. Methods for data interpretation included using the Global Skills Taxonomy revealing there is scope for revision of many international skills frameworks to accurately represent music skill value. Through the lens of transferable music skills, it is possible to communicate the relevance of instrumental music education, contributing to a future-proofed capable workforce building a stronger economy. This study is the largest of its kind and offers a robust foundation for future international studies that may capture the cultural and historical contexts surrounding skill classifications.","PeriodicalId":46623,"journal":{"name":"International Journal of Music Education","volume":"110 1","pages":""},"PeriodicalIF":1.8,"publicationDate":"2025-11-27","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"145609796","PeriodicalName":null,"FirstCategoryId":null,"ListUrlMain":null,"RegionNum":3,"RegionCategory":"教育学","ArticlePicture":[],"TitleCN":null,"AbstractTextCN":null,"PMCID":"","EPubDate":null,"PubModel":null,"JCR":null,"JCRName":null,"Score":null,"Total":0}

引用次数: 0