Journal of Research in Music Education最新文献

Connecting the Social and the Musical: A Longitudinal Study of Swedish Preservice Music Teachers’ Social Positionings

IF 1.4 4区教育学

Journal of Research in Music Education Pub Date : 2024-12-24 DOI: 10.1177/00224294241303872

Carina Borgström Källén, Monica Lindgren

{"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}

引用次数: 0

Educating Ungrounded Values: Interrogating Political Versus Academic Epistemologies in Music Teacher Education

IF 1.4 4区教育学

Journal of Research in Music Education Pub Date : 2024-12-24 DOI: 10.1177/00224294241303840

Lauren Kapalka Richerme

{"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}

引用次数: 0

Musical Counterstories: Racialized Experiences of Asian/Asian American Music Teachers

IF 1.4 4区教育学

Journal of Research in Music Education Pub Date : 2024-12-06 DOI: 10.1177/00224294241301970

Joshua Palkki, Betina Hsieh, Carlos A. Fitch

引用次数: 0

Forum 论坛

IF 1.4 4区教育学

Journal of Research in Music Education Pub Date : 2024-10-15 DOI: 10.1177/00224294241290358

Peter Miksza

引用次数: 0

Publishing Preparation, Experiences, and Expectations of Music Education Faculty in Higher Education 高等教育音乐教育教师的出版准备、经验和期望

IF 1.4 4区教育学

Journal of Research in Music Education Pub Date : 2024-10-08 DOI: 10.1177/00224294241285323

Karen Koner, Jennifer Gee

{"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}

引用次数: 0

Large Group Performance Evaluation in the United States 美国的大型团体绩效评估

IF 1.4 4区教育学

Journal of Research in Music Education Pub Date : 2024-09-28 DOI: 10.1177/00224294241281825

Olivia Gail Tucker, Kari Adams, Kelsey Nussbaum

{"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}

引用次数: 0

Teacher Feedback in Collegiate Instrumental Music Lessons 高校器乐课中的教师反馈

IF 1.4 4区教育学

Journal of Research in Music Education Pub Date : 2024-07-30 DOI: 10.1177/00224294241265014

Gary E. McPherson, Jennifer Blackwell

{"title":"Teacher Feedback in Collegiate Instrumental Music Lessons","authors":"Gary E. McPherson, Jennifer Blackwell","doi":"10.1177/00224294241265014","DOIUrl":"https://doi.org/10.1177/00224294241265014","url":null,"abstract":"Teacher feedback is an integral component of helping students understand their current level of achievement and what they can do to improve their performance. This study built on literature in educational psychology by adopting a framework developed by Hattie and Timperley to explore how different types of feedback are used in studio instrumental lessons. For this study, we investigated the use of feedback of highly experienced collegiate instrumental studio music teachers ( N = 6) and their students ( N = 18). Results indicated that around 83% of all teacher comments were classified as “feed-back” (i.e., reflections on what the student just played), with far fewer focused on “feed-forward” (16%) strategies for improving performance and “feed-up” (<1%) goal setting. Task-level comments on what the student had just done comprised 85% of the feedback, in contrast to process-level (9%) feedback that provides strategies for improving the next performance attempt and self-regulation comments (<1%) that cue the learner to monitor and control their own performance. Discussion of these results include comparisons between classroom and studio teaching practices and ways of refining instrumental teachers’ abilities to provide more targeted and effective feedback to their students.","PeriodicalId":47469,"journal":{"name":"Journal of Research in Music Education","volume":"102 1","pages":""},"PeriodicalIF":1.4,"publicationDate":"2024-07-30","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"141857976","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}

引用次数: 0

Editor’s Forum 编辑论坛

IF 1.4 4区教育学

Journal of Research in Music Education Pub Date : 2024-07-28 DOI: 10.1177/00224294241264894

Peter Miksza

引用次数: 0

A National Analysis of High School Music Course Grades 全国高中音乐课程成绩分析

IF 1.4 4区教育学

Journal of Research in Music Education Pub Date : 2024-07-27 DOI: 10.1177/00224294241259483

Brian P. Shaw

引用次数: 0

Navigating Identities: The Musical Lives of Four Second-Generation Immigrant Children 身份导航：四位第二代移民子女的音乐生活

IF 1.4 4区教育学

Journal of Research in Music Education Pub Date : 2024-07-26 DOI: 10.1177/00224294241256929

Sandra Sanchez Adorno

{"title":"Navigating Identities: The Musical Lives of Four Second-Generation Immigrant Children","authors":"Sandra Sanchez Adorno","doi":"10.1177/00224294241256929","DOIUrl":"https://doi.org/10.1177/00224294241256929","url":null,"abstract":"This collective case study explored the musical lives of second-generation immigrant children in Miami, Florida, USA, to gain greater insight into music’s role in the negotiation, construction, and expression of their “identities in music” and “music in identities.” Four children between the ages of 8 and 12 who had at least one parent born outside of the United States participated in the study. Data were collected through participant-created artifacts, observations, and semistructured interviews with the children and other key figures in their homes and communities. Findings suggest that the children explored and evaluated their musical identities through a continuous cycle of musical experiences and social comparisons and that formal, informal, and nonformal music experiences in school, at home, and with the media informed the children’s understandings and expressions of musical identities. Additionally, music allowed the children to explore the values, traditions, and expectations of particular social groups. Children’s musical experiences also served as a source for understanding, maintaining, and expressing their ethnic, gender, and youth identities.","PeriodicalId":47469,"journal":{"name":"Journal of Research in Music Education","volume":"28 1","pages":""},"PeriodicalIF":1.4,"publicationDate":"2024-07-26","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"141768443","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}

引用次数: 0