Journal of Research in Music Education最新文献

A Case Study of Pedagogy and Practice of Successful Jazz Educators 成功爵士教育者的教学法与实践个案研究

IF 1.4 4区教育学

Journal of Research in Music Education Pub Date : 2026-09-22 DOI: 10.1177/00224294261478893

Nathan W. Irby

{"title":"A Case Study of Pedagogy and Practice of Successful Jazz Educators","authors":"Nathan W. Irby","doi":"10.1177/00224294261478893","DOIUrl":"https://doi.org/10.1177/00224294261478893","url":null,"abstract":"School jazz ensemble pedagogy has long been overlooked in research, evidenced by few studies on ensemble instruction and inconsistent preservice preparation. This study examined the pedagogical values and instructional strategies of jazz educators whose ensembles achieved national competitive recognition. Drawing on the Seattle metropolitan area’s reputation for success at competitions such as Essentially Ellington , I conducted a qualitative case study of eight Washington educators using interviews, observations, and document analysis. Guided by Saldaña’s coding approach, I constructed five key themes related to repertoire, interpretation, rhythm section development, listening, and professional development. Findings revealed that expert educators prioritize authentic repertoire, scaffold difficulty, integrate the Black American roots of jazz into instruction, and cultivate rhythm section independence and cohesion through modeling and guided listening. These practices foster stylistic authenticity and artistry beyond technical proficiency. To situate these findings within a broader pedagogical perspective, data were analyzed using Shulman’s Pedagogical Content Knowledge framework, focusing on how expert teachers organize thinking, sequence lessons, and deliver instruction. Implications include the need for preservice programs to embed jazz pedagogy as a core competency, emphasizing repertoire selection and study, rhythm section instruction, and culturally informed teaching to prepare confident, stylistically authentic educators.","PeriodicalId":47469,"journal":{"name":"Journal of Research in Music Education","volume":"98 1","pages":""},"PeriodicalIF":1.4,"publicationDate":"2026-09-22","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"149124202","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

Constructing Musical and Social Competence Through Interactions in Early Childhood Music Classes 幼儿音乐课互动建构音乐与社会能力

IF 1.4 4区教育学

Journal of Research in Music Education Pub Date : 2026-09-07 DOI: 10.1177/00224294261476707

Karen Salvador, Namhee Lim

{"title":"Constructing Musical and Social Competence Through Interactions in Early Childhood Music Classes","authors":"Karen Salvador, Namhee Lim","doi":"10.1177/00224294261476707","DOIUrl":"https://doi.org/10.1177/00224294261476707","url":null,"abstract":"Research indicates that musical interactions enhance young children’s social competence (SC; e.g., prosocial behavior, regulation, social cognition) and musical competence (e.g., pitch and temporal perception, enculturation, expressive musical behaviors). However, most studies focus on ages 3 and older, occur in contrived settings (i.e., not in homes or music classes), and measure outcomes outside of musical contexts. In this case study, we examined children ages birth to three in early childhood music (ECM) classes. We observed five groups ( N = 38) for 10 weeks. Using pedagogical documentation, we analyzed children’s musical and SC and how interactions among children, caregivers, and facilitators supported their developing abilities. We found that musical and SC were intertwined within shared musical activity. Children enacted SC through musical behaviors such as turn-taking, joint attention, and coordinated movement, while musical competence emerged through vocalization, improvisation, and participation in responsive exchanges. We identified interactional conditions that fostered this co-construction, including focused concentration and curiosity, intentional musical contributions, and evolving norms for shared musical interaction. Our findings suggest that musical engagement functions as a social process through which competence develops, offering a process-oriented perspective on social and musical competence in ECM with implications for ECM pedagogy and research.","PeriodicalId":47469,"journal":{"name":"Journal of Research in Music Education","volume":"34 1","pages":""},"PeriodicalIF":1.4,"publicationDate":"2026-09-07","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"148898905","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 Beginning and Intermediate 初级和中级教师反馈

IF 1.4 4区教育学

Journal of Research in Music Education Pub Date : 2026-09-07 DOI: 10.1177/00224294261472527

Jennifer Blackwell, Gary E. McPherson, Nicholas Matherne, Myriaha Seavello

{"title":"Teacher Feedback in Beginning and Intermediate","authors":"Jennifer Blackwell, Gary E. McPherson, Nicholas Matherne, Myriaha Seavello","doi":"10.1177/00224294261472527","DOIUrl":"https://doi.org/10.1177/00224294261472527","url":null,"abstract":"At all levels of teaching, feedback is a crucial component in helping students understand their current abilities and how they can improve. In this study, we employed a conceptual framework developed by Hattie and Timperley to investigate the use of different types of feedback in piano lessons for beginning and intermediate students. We investigated the use of feedback by a sample of certified piano teachers ( N = 4) and their students ( N = 8) across five consecutive lessons (a total of 40 lessons for the 8 students). Results indicated that 75.6% of all teacher comments were “Feed-Back,” (focused on responding to performance) with far fewer comments focused on “Feed-Forward” (focused on future performance, 22.1%) and “Feed-Up” (focused on performance goals, 2.3%). Task-level comments accounted for approximately 80% of the feedback, compared with Process-level comments (17.3%) and Self-Regulation comments (2.5%), respectively. Intermediate-level students received less Task feedback (66.3%) than beginning students (72.1%) but received more Process feedforward (14.9%). A slight decrease in Task feedback was observed as students approached their examinations. Discussion of these results includes comparisons with previous research employing this framework and suggestions for improving teachers’ abilities to provide relevant, information-rich, and effective feedback to their students.","PeriodicalId":47469,"journal":{"name":"Journal of Research in Music Education","volume":"65 1","pages":""},"PeriodicalIF":1.4,"publicationDate":"2026-09-07","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"148898912","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

“We Were Formed for Teaching in Cuba”: Acculturation Experiences of Cuban-Born and -Trained K–12 Music Teachers in Miami “我们为在古巴教书而生”：在迈阿密出生和接受古巴教育的K-12音乐教师的文化适应经历

IF 1.4 4区教育学

Journal of Research in Music Education Pub Date : 2026-09-07 DOI: 10.1177/00224294261476705

Sandra S. Adorno, Alicia Romero-Sardiñas

{"title":"“We Were Formed for Teaching in Cuba”: Acculturation Experiences of Cuban-Born and -Trained K–12 Music Teachers in Miami","authors":"Sandra S. Adorno, Alicia Romero-Sardiñas","doi":"10.1177/00224294261476705","DOIUrl":"https://doi.org/10.1177/00224294261476705","url":null,"abstract":"This intrinsic qualitative case study examined the experiences of five Cuban-born, vocationally trained musicians who teach K–12 music in Miami, Florida, to gain insight into their development and acculturation as musicians and educators. We used Schwartz et al.’s multidimensional acculturation model as a conceptual framework to guide data collection and analysis. The case was bound by individual semi-structured interviews, participant artifacts, and a focus group. We analyzed data through multiple rounds of coding to reveal three themes: music as opportunity, musical acculturation, and teaching philosophy. Music as opportunity highlighted how music opened pathways for the participants’ personal and professional growth in both Cuba and the United States. Musical acculturation described how the participants adapted to new musical and educational systems and used music as a tool for acculturation. Finally, teaching philosophy described participants’ values, goals, and approaches to music education in light of their experiences as musicians, learners, and educators in several cultural and pedagogical contexts. The acculturation journeys of Cuban-born and -trained musicians can provide nuanced perspectives on approaches to teaching and learning, which center on inclusivity, meaningful music experiences, and human connection.","PeriodicalId":47469,"journal":{"name":"Journal of Research in Music Education","volume":"106 1","pages":""},"PeriodicalIF":1.4,"publicationDate":"2026-09-07","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"148898895","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

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IF 1.4 4区教育学

Journal of Research in Music Education Pub Date : 2026-08-13 DOI: 10.1177/00224294261470897

Mark Montemayor

引用次数: 0

Music Teacher Educators’ Experiences of Pregnancy and Motherhood During the Pre-tenure Years: A Phenomenology 音乐教师教育工作者在任职前的怀孕与母性体验：一个现象学研究

IF 1.4 4区教育学

Journal of Research in Music Education Pub Date : 2026-07-09 DOI: 10.1177/00224294261454369

Vanessa L. Bond

{"title":"Music Teacher Educators’ Experiences of Pregnancy and Motherhood During the Pre-tenure Years: A Phenomenology","authors":"Vanessa L. Bond","doi":"10.1177/00224294261454369","DOIUrl":"https://doi.org/10.1177/00224294261454369","url":null,"abstract":"The pre-tenure period is a critical time within the career span of an academic that overlaps key years within the life span of a mother. The purpose of this study was to describe music teacher educators’ lived experience of pregnancy and motherhood during their pre-tenure years while in a tenure-track position. In this descriptive phenomenology, I engaged a purposive sample of nine music teacher educators who were pregnant during their pre-tenure years in a series of interviews to identify the invariant structures of the experience. Music teacher educator mothers (MTEMs) identified motherhood as a life-altering experience that expands one’s identity and enriches their lives at home and at work. Negotiating the roles of mother and academic is a juggling act for music teacher educators, managed with the development of new tools, various supports, and fated occurrences. Elements that were seemingly unique to MTEMs’ experiences included the impact of maternal age on family planning, challenges associated with an MTEM’s teaching schedule, and the physicality required of their position. Implications for policy, mentoring, and allyship are shared.","PeriodicalId":47469,"journal":{"name":"Journal of Research in Music Education","volume":"158 1","pages":""},"PeriodicalIF":1.4,"publicationDate":"2026-07-09","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"148408903","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 Sociomusical Hierarchy and the “Safe Haven” Paradox: A Mixed Methods Study of Prosociality, Victimization, and Belonging in a High School Band 社会音乐等级与“避风港”悖论：一个高中乐队中亲社会、受害和归属感的混合方法研究

IF 1.4 4区教育学

Journal of Research in Music Education Pub Date : 2026-06-25 DOI: 10.1177/00224294261447754

Jared R. Rawlings

{"title":"The Sociomusical Hierarchy and the “Safe Haven” Paradox: A Mixed Methods Study of Prosociality, Victimization, and Belonging in a High School Band","authors":"Jared R. Rawlings","doi":"10.1177/00224294261447754","DOIUrl":"https://doi.org/10.1177/00224294261447754","url":null,"abstract":"Research indicates that youths’ experiences in school-based music ensembles are shaped by a complex array of social and musical variables; however, the specific mechanisms promoting prosocial behaviors in these settings remain underexplored. Using an explanatory sequential mixed methods design (Strand I: quantitative: N = 113 ; Strand II: qualitative: n = 15), I examined the prevalence of prosocial and antisocial-aggressive behaviors within a high school band program. Results from Strand I indicated that antisocial-aggressive behaviors were relatively low compared to previous research, although relational aggression and attitudes toward bullying differed significantly according to participants’ self-reported assigned sex at birth. Strand II findings corroborated these low levels of aggression while revealing a nuanced distinction between bullying and teasing, which participants largely categorized as lighthearted. Critically, these data revealed high prevalence rates of prosocial behaviors, including peer connectedness, willingness to intervene in bullying episodes, and upstander behaviors, suggesting the band functions as a site for school belonging. Qualitative themes of trust and community further indicate that the band program fosters a sense of psychological safety, which facilitates social resiliency. These findings offer implications for music educators seeking to cultivate inclusive “cultures of care” and provide a baseline for understanding the relational benefits for long-term ensemble participation.","PeriodicalId":47469,"journal":{"name":"Journal of Research in Music Education","volume":"271 1","pages":""},"PeriodicalIF":1.4,"publicationDate":"2026-06-25","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"148321824","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

An Investigation of Impostor Phenomenon Among PK–12 Music Educators: A Two-Phase Cross-Sectional and Factor-Analytic Regression Study 中小学音乐教育中冒名顶替现象的调查：两阶段横断面与因子分析回归研究

IF 1.4 4区教育学

Journal of Research in Music Education Pub Date : 2026-06-05 DOI: 10.1177/00224294261450113

Emery C. Warnock, Kenneth P. Luke

{"title":"An Investigation of Impostor Phenomenon Among PK–12 Music Educators: A Two-Phase Cross-Sectional and Factor-Analytic Regression Study","authors":"Emery C. Warnock, Kenneth P. Luke","doi":"10.1177/00224294261450113","DOIUrl":"https://doi.org/10.1177/00224294261450113","url":null,"abstract":"Although not formally recognized by medical diagnostic manuals like the DSM-5 or ICD-10, Impostor Phenomenon (IP) has attracted global research attention as a pattern characterized by high-achieving individuals’ persistent doubts about their accomplishments. This two-phase investigation examined IP among PK–12 music educators using the Jansen Impostor Phenomenon Short Scale–3 (IPSS-3). Phase 1 employed a cross-sectional design to test differences across demographic and professional variables among 564 participants. Significant effects were found for grade level ( p < .05), gender identity ( p < .05), and years of teaching experience ( p < .001), with higher IPSS-3 scores among secondary and noncisgender educators and those with fewer than 20 years of experience. Phase 2 used exploratory factor analysis and multiple regression to identify associations among psychological factors and significant variables identified in Phase 1. Three factors emerged from the authors’ Eleven Statements Questionnaire, including Self-Doubt and Perfectionism, External Attribution and Environmental Pressure, and Early Comparison and Family Expectations, collectively explaining 57.7% of variance. These factors together with years of experience, gender identity, and grade level accounted for 52% of overall IPSS-3 total scores. Findings suggest that IP among PK–12 music educators is driven primarily by cognitive, environmental, and developmental influences rather than fixed demographic and professional variables.","PeriodicalId":47469,"journal":{"name":"Journal of Research in Music Education","volume":"25 1","pages":""},"PeriodicalIF":1.4,"publicationDate":"2026-06-05","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"148289708","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 Effect of Digital Scaffolds on Performance Gains Made in Practice by High School String Players 数字支架对高中弦乐演奏者在练习中取得成绩的影响

IF 1.4 4区教育学

Journal of Research in Music Education Pub Date : 2026-05-02 DOI: 10.1177/00224294261431752

Brittany Rom, Robert H. Woody

{"title":"The Effect of Digital Scaffolds on Performance Gains Made in Practice by High School String Players","authors":"Brittany Rom, Robert H. Woody","doi":"10.1177/00224294261431752","DOIUrl":"https://doi.org/10.1177/00224294261431752","url":null,"abstract":"Independent practice is a cornerstone of musical development but one that many music students struggle to carry out effectively. In this study, we examined how digital supports affect the practice of high school string players. Sixty students completed four short practice sessions, each in a different condition: (a) control (no scaffolding), (b) aural model only, (c) aural model with audio playback, and (d) aural model, playback, and visual evaluative feedback. The results showed that all three scaffolded conditions produced significantly greater performance accuracy gains than the control. The combination of model, playback, and evaluation yielded the largest improvements. Notably, the supported conditions required less active playing time, suggesting more efficient practice. In contrast, when in the control condition, participants often overestimated their progress, sometimes misjudging performance accuracy declines as improvement. Visual evaluative feedback eliminated such errors, showing its potential to help students develop self-monitoring and error-detection skills. These findings support using technology-based tools to improve student practice and highlight the need to address the cognitive skills underlying music performance.","PeriodicalId":47469,"journal":{"name":"Journal of Research in Music Education","volume":"69 1","pages":""},"PeriodicalIF":1.4,"publicationDate":"2026-05-02","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"148285701","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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IF 1.4 4区教育学

Journal of Research in Music Education Pub Date : 2026-04-27 DOI: 10.1177/00224294261446246

Peter Miksza

引用次数: 0