Journal of Research in Music Education最新文献

Doctor Who? A Demographic Profile of Doctoral Recipients in Music From 1984 to 2022

IF 1.4 4区教育学

Journal of Research in Music Education Pub Date : 2025-02-26 DOI: 10.1177/00224294251317194

David S. Miller

{"title":"Doctor Who? A Demographic Profile of Doctoral Recipients in Music From 1984 to 2022","authors":"David S. Miller","doi":"10.1177/00224294251317194","DOIUrl":"https://doi.org/10.1177/00224294251317194","url":null,"abstract":"The purpose of this study was to examine the demographic profile of doctoral music recipients by discipline from 1984 to 2022. Using sociological institutionalist and feminist institutionalist frameworks, I analyzed institution-level panel data from the Integrated Postsecondary Education Data System ( N = 3,461) to examine the demographic characteristics of doctoral recipients in music education, music history/musicology, music theory/composition, and music performance. The number of doctoral completers in education, history/musicology, and theory/composition remained relatively stable over 4 decades. The number of doctoral completers in performance increased nearly fourfold, from 342 in 1984 to 1,253 in 2022. Compared to doctoral recipients across all academic disciplines, more music doctoral completers tended to be White. Music education and history/musicology recipients mirrored broader trends toward higher proportions of female doctoral recipients, but performance and theory/composition remained disproportionately male. Additionally, no music doctorates were ever awarded at Historically Black Colleges and Universities (HBCUs) despite the proportion of doctoral recipients at HBCUs in other disciplines increasing over the observed period. Results are discussed in the context of the formal and informal institutions that contribute to the homogenization of various music student and teacher populations across race/ethnicity and gender.","PeriodicalId":47469,"journal":{"name":"Journal of Research in Music Education","volume":"29 1","pages":""},"PeriodicalIF":1.4,"publicationDate":"2025-02-26","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"143528389","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

Adaptations, Code-Switching, and Novelty With Cultural Integrity: Musicians Performing and Learning Musical Instruments in Different Musical Traditions

IF 1.4 4区教育学

Journal of Research in Music Education Pub Date : 2025-02-24 DOI: 10.1177/00224294251317170

Sangmi Kang

{"title":"Adaptations, Code-Switching, and Novelty With Cultural Integrity: Musicians Performing and Learning Musical Instruments in Different Musical Traditions","authors":"Sangmi Kang","doi":"10.1177/00224294251317170","DOIUrl":"https://doi.org/10.1177/00224294251317170","url":null,"abstract":"The purpose of this phenomenological inquiry was to examine musicians’—who already have extensive training in a familiar musical style—intensive, hands-on, performance-based learning experience of different musical traditions based on the theoretical frameworks of bi-musicality and interactive constructivism. Through chain sampling, I conducted interviews with eight musicians from multiple countries. Participants had a shared experience of the phenomenon shaped by their roles, including an undergraduate music student, a music education doctoral student, a private music teacher, a retired music teacher, a higher education professor, a music therapist, a children’s community choir director, and a music producer. Following epoché, bracketing, horizontalization, and phenomenological reduction, three themes emerged: (a) adapting skills and knowledge from previous learning, (b) setting aside techniques that express cultural differences, and (c) exploring novelty intuitively through experimentation with cultural integrity. The three themes encapsulated the essence of musicians’ experiences across musical traditions as adaptations, code-switching, and novelty with cultural integrity. The findings of this study may suggest implications for how music teachers and students broaden their music experiences beyond their familiar style to encompass diverse musical traditions in their formal and informal music learning settings.","PeriodicalId":47469,"journal":{"name":"Journal of Research in Music Education","volume":"65 1","pages":""},"PeriodicalIF":1.4,"publicationDate":"2025-02-24","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"143485727","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

Undergraduate Music Students’ Self-Reports of Conducting Anxiety in Introductory Conducting Courses

IF 1.4 4区教育学

Journal of Research in Music Education Pub Date : 2025-02-22 DOI: 10.1177/00224294251319502

Bradley J. Regier, Melissa Baughman, Alec D. Scherer, Brian A. Silvey

{"title":"Undergraduate Music Students’ Self-Reports of Conducting Anxiety in Introductory Conducting Courses","authors":"Bradley J. Regier, Melissa Baughman, Alec D. Scherer, Brian A. Silvey","doi":"10.1177/00224294251319502","DOIUrl":"https://doi.org/10.1177/00224294251319502","url":null,"abstract":"The purpose of this study was to investigate whether undergraduate music students’ conducting anxiety associated with their self-reported levels of depression, self-compassion, self-efficacy for conducting, concern with others’ perceptions, and conducting beliefs and behaviors. Participants who were enrolled in an introductory conducting course ( N = 128) completed a questionnaire that included adopted and modified items from preexisting measures, researcher-designed items, and open-ended questions to provide insights related to their conducting anxiety. Participants’ level of concern with others’ perceptions significantly predicted their conducting anxiety scores, and open-response results supported this finding. The perceived difficulty level of the pieces/excerpts assigned by their conducting instructor also predicted participants’ conducting anxiety. Results of a Pearson correlation analysis indicated that participants’ conducting anxiety scores correlated with their depression scores positively but inversely with their self-compassion and self-efficacy for conducting scores. Conducting instructors should find ways to make their course environment welcoming, transparent, and growth-based so that students can focus on improving their conducting skills.","PeriodicalId":47469,"journal":{"name":"Journal of Research in Music Education","volume":"82 1","pages":""},"PeriodicalIF":1.4,"publicationDate":"2025-02-22","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"143470602","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

“The Bridge Between Cuba and Me”: The Experiences of Bilingual AfroLatiné Music Education Students

IF 1.4 4区教育学

Journal of Research in Music Education Pub Date : 2025-02-22 DOI: 10.1177/00224294251318048

Marjoris Regus

{"title":"“The Bridge Between Cuba and Me”: The Experiences of Bilingual AfroLatiné Music Education Students","authors":"Marjoris Regus","doi":"10.1177/00224294251318048","DOIUrl":"https://doi.org/10.1177/00224294251318048","url":null,"abstract":"This collective instrumental case study explores the experiences of Spanish-English bilingual AfroLatina/o/é collegiate students in U.S. undergraduate music education degree programs. The theoretical frameworks of Black critical theory (BlackCrit) and Latino critical theory (LatCrit) frame this study to interpret the experiences of AfroLatina/o/é students. Data collection included nine semistructured individual interviews, two focus group interviews, in-person observations, participant self-written narratives, and one collaborative music playlist. Analysis of data led to identification of two cross-case themes: navigating and performing identity and codeswitching domains in academic and social spaces. This study suggests that marginalization due to AfroLatinidad systematically derives from the constant negotiation of race, ethnicity, and language experienced by these participants in the music academy and in their lives. Recommendations to better support AfroLatiné music education students include support and promotion of student affinity groups, mentorship with community members who share similar musical and teaching interests, increased representation of racial and ethnic diversity in ensemble repertoire selection, and allocation of academic scholarships to students pursuing non-Western classical musical pathways, such as merengue and reggaetón.","PeriodicalId":47469,"journal":{"name":"Journal of Research in Music Education","volume":"6 1","pages":""},"PeriodicalIF":1.4,"publicationDate":"2025-02-22","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"143470622","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

Forum 论坛

IF 1.4 4区教育学

Journal of Research in Music Education Pub Date : 2025-01-23 DOI: 10.1177/00224294251313597

Peter Miksza

引用次数: 0

The Case for QuantCrit: An Analysis of Race and Gender in the Journal of Research in Music Education 《量化批评案例：种族与性别分析》，载于《音乐教育研究》杂志

IF 1.4 4区教育学

Journal of Research in Music Education Pub Date : 2025-01-10 DOI: 10.1177/00224294241308231

Saleel Adarkar Menon, Anne Martin, Andrew Bohn

引用次数: 0

2024 Senior Researcher Award Acceptance Address: Perspectives that the Passage of Time Allows 2024年高级研究员奖获奖地址：时间流逝的视角

IF 1.4 4区教育学

Journal of Research in Music Education Pub Date : 2025-01-04 DOI: 10.1177/00224294241308354

Christopher M. Johnson

引用次数: 0

Introduction to the 2024 Senior Researcher Award Acceptance Address 2024年度高级科研人员获奖感言

IF 1.4 4区教育学

Journal of Research in Music Education Pub Date : 2025-01-03 DOI: 10.1177/00224294241308353

Wendy L. Sims

引用次数: 0

Connecting the Social and the Musical: A Longitudinal Study of Swedish Preservice Music Teachers’ Social Positionings 连接社会与音乐：瑞典职前音乐教师社会定位的纵向研究

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 教育无根据的价值观：音乐教师教育中的政治认识论与学术认识论之争

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