Journal of Research in Music Education最新文献_第10页

Digital Listening Tools to Facilitate Children’s Self-Regulation of Instrumental Music Practice 数字听力工具促进儿童器乐练习的自我调节

IF 1.4 4区教育学

Journal of Research in Music Education Pub Date : 2022-05-04 DOI: 10.1177/00224294221093521

Lydia Wan, Renée Crawford, L. Jenkins

{"title":"Digital Listening Tools to Facilitate Children’s Self-Regulation of Instrumental Music Practice","authors":"Lydia Wan, Renée Crawford, L. Jenkins","doi":"10.1177/00224294221093521","DOIUrl":"https://doi.org/10.1177/00224294221093521","url":null,"abstract":"In this study, we explored the ways in which listening tools within technology-mediated environments can facilitate children’s self-regulation of instrumental music learning between lessons. This interpretive multiple case study utilized a software application assigned for 22 weeks to a piano teacher and four students (ages 8–10). Data sources include student and teacher semistructured interviews and practice session observations. Self-regulated learning theory informed the recommended learning approach with technology and provided a lens for within- and cross-case thematic analysis. Study findings suggest that digital tools that provide accessible and customizable listening experiences can be used strategically to promote independent listening opportunities between lessons, in turn facilitating processes of aural familiarity and problem-solving. However, students’ self-regulatory development was also dependent on learning preferences and sustained teacher facilitation. The recommendations in this study can inform instrumental teachers about pedagogical approaches with technology, and the implications can contribute to the design of digital environments to support children’s instrumental learning.","PeriodicalId":47469,"journal":{"name":"Journal of Research in Music Education","volume":"71 1","pages":"67 - 90"},"PeriodicalIF":1.4,"publicationDate":"2022-05-04","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"44963198","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

Band Teacher Agency in a High-Stakes Performance Environment 高风险绩效环境下的乐队教师代理

IF 1.4 4区教育学

Journal of Research in Music Education Pub Date : 2022-04-08 DOI: 10.1177/00224294221088856

O. Tucker

{"title":"Band Teacher Agency in a High-Stakes Performance Environment","authors":"O. Tucker","doi":"10.1177/00224294221088856","DOIUrl":"https://doi.org/10.1177/00224294221088856","url":null,"abstract":"The purpose of this instrumental case study was to investigate band teacher agency in a high-stakes performance environment. Research questions were: (1) What experiences and professional relationships were most salient in the past (iterative), present (practical-evaluative), and future (projective) dimensions of band teacher agency in a high-stakes performance environment? and (2) How did high-stakes performance practices, mediated by teacher agency, shape music teaching and learning in school bands? I used Emirbayer and Mische’s chordal triad of agency and Priestley et al.’s ecological framework of teacher agency as theoretical frameworks, and I collected data in the forms of interviews, observations, and document review in 2019. Participants’ agency emerged from their interactions with music education organizations that perpetuated a high-stakes performance environment. Powerful structures (state associations) and individual agents (band teachers) sustained each other through norms and values derived from their contextual discourse. Findings indicated that visions for holistic music-making and greater diversity and inclusion in school music must include structural changes in professional organizations. For example, state associations could enact policies that incentivize teachers to exert agency to engage students in other forms of music learning in addition to performance preparation.","PeriodicalId":47469,"journal":{"name":"Journal of Research in Music Education","volume":"70 1","pages":"385 - 406"},"PeriodicalIF":1.4,"publicationDate":"2022-04-08","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"47863778","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: 2

2022 Call for Nominations: NAfME Senior Researcher Award 2022年提名征集：NAfME高级研究员奖

IF 1.4 4区教育学

Journal of Research in Music Education Pub Date : 2022-03-10 DOI: 10.1177/00224294221083376

引用次数: 0

Mentoring Graduate Students in Music Education: A Mixed-Methods Phenomenological Study 音乐教育研究生辅导:混合方法现象学研究

IF 1.4 4区教育学

Journal of Research in Music Education Pub Date : 2022-03-08 DOI: 10.1177/00224294221081000

V. L. Bond, Martina Vasil, Julie D. Derges, Bryan E. Nichols

引用次数: 3

Middle School Music Uptake and Achievement: Evidence From the 2016 Arts National Assessment of Educational Progress 中学音乐的吸收和成就：来自2016年国家艺术教育进步评估的证据

IF 1.4 4区教育学

Journal of Research in Music Education Pub Date : 2022-02-21 DOI: 10.1177/00224294221078512

Kenneth Elpus

{"title":"Middle School Music Uptake and Achievement: Evidence From the 2016 Arts National Assessment of Educational Progress","authors":"Kenneth Elpus","doi":"10.1177/00224294221078512","DOIUrl":"https://doi.org/10.1177/00224294221078512","url":null,"abstract":"The purpose of this study was to examine the demographic characteristics and music achievement of eighth-grade students in the United States using evidence from the 2016 National Assessment of Educational Progress in the Arts (NAEP). Analyzing NAEP data from a nationally representative sample of 4,340 eighth graders attending public and private middle schools in the United States in 2016, The author estimated enrollment percentages in various kinds of music classes and compared Music NAEP scores across various individual characteristics. Results showed that 64% of eighth graders enrolled in a school music class, with 34% of eighth graders enrolling in an ensemble class. Among ensemble students, there was underrepresentation of Black and Latinx students and underrepresentation of students of lower socioeconomic status. Students who were enrolled in general music and not an ensemble did not follow this pattern: Black and Latinx students and students of lower socioeconomic means were overrepresented among general music students. Controlling for contextual and demographic characteristics, ensemble music students significantly outscored nonmusic students on the Music NAEP, but students enrolled in general music as their only music course scored statistically indistinguishably from their nonmusic peers.","PeriodicalId":47469,"journal":{"name":"Journal of Research in Music Education","volume":"70 1","pages":"248 - 270"},"PeriodicalIF":1.4,"publicationDate":"2022-02-21","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"42211107","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: 3

Children’s Representations of Music, Musical Identities, and Musical Engagement: Content and Socio-Demographic Influences 儿童对音乐的表征、音乐身份和音乐参与：内容和社会人口影响

IF 1.4 4区教育学

Journal of Research in Music Education Pub Date : 2021-12-17 DOI: 10.1177/00224294211065096

Giulia Ripani

{"title":"Children’s Representations of Music, Musical Identities, and Musical Engagement: Content and Socio-Demographic Influences","authors":"Giulia Ripani","doi":"10.1177/00224294211065096","DOIUrl":"https://doi.org/10.1177/00224294211065096","url":null,"abstract":"Using the Theory of Social Representations as a theoretical and methodological framework, the purpose of this study was to describe children’s representations of music, musical identities, and musical engagement across middle childhood. Participants were primary students aged 8 to 11 (N = 132) from four schools in a large city in the Southeastern United States. Previous studies have documented that projective techniques (linguistic associations with textual stimuli) can access latent dimensions of thinking. Accordingly, linguistic associations with the textual stimuli “music,” “music and me,” music at school,” and “music outside school” were used to gain insight into children’s representations of music, musical identities, and musical engagement. Participants were also asked to provide socio-demographic data that might influence their responses. The Correspondences Analysis technique was used to reconstruct representational fields associated with the stimuli. For each stimulus, a three-factor extraction identified hidden dimensions in children’s linguistic responses and summarized the links between contextual variables and children’s representations. Major findings suggest that children at increasingly younger ages express preferences and construct their own representations of music and musical identities.","PeriodicalId":47469,"journal":{"name":"Journal of Research in Music Education","volume":"70 1","pages":"271 - 296"},"PeriodicalIF":1.4,"publicationDate":"2021-12-17","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"49526905","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: 2

The Effect of Register, Direction, and Magnitude on Musicians’ Evaluations of Chamber Ensemble Intonation: A Within-Study Comparison for Analysis of Repeated Measures 语域、方向和幅度对音乐家室内合奏语调评价的影响——重复测量分析的研究比较

IF 1.4 4区教育学

Journal of Research in Music Education Pub Date : 2021-12-13 DOI: 10.1177/00224294211060457

David S. Miller

{"title":"The Effect of Register, Direction, and Magnitude on Musicians’ Evaluations of Chamber Ensemble Intonation: A Within-Study Comparison for Analysis of Repeated Measures","authors":"David S. Miller","doi":"10.1177/00224294211060457","DOIUrl":"https://doi.org/10.1177/00224294211060457","url":null,"abstract":"This study had two primary purposes: (1) to investigate the effect of register, direction, and magnitude on musicians’ evaluation of chamber ensemble intonation, and (2) determine whether a novel nonparametric technique, ordinal pattern analysis (OPA), was a viable alternative to repeated-measures analysis of variance (rANOVA). I digitally mastered a recording of a string quartet performing a phrase from Capriol Suite by altering the intonation of the violin or cello voice ±20 and 30 cents sharp and flat. Participants (N = 72) completed a discrimination task and an evaluation task with the recordings, with task order, and within-task item order presented in a random order. Analysis using rANOVA revealed significant differences due to register, direction, and magnitude: Excerpts with cello errors were rated as more in tune than excerpts with violin errors; excerpts with flat errors were rated as more in tune than excerpts with sharp errors, and excerpts with 20-cent magnitude errors were rated as more in tune than excerpts with 30-cent magnitude errors. OPA results were consistent with rANOVA results. Substantive implications for music teaching and learning are discussed alongside methodological considerations and implications for music education research using repeated-measures designs.","PeriodicalId":47469,"journal":{"name":"Journal of Research in Music Education","volume":"70 1","pages":"339 - 360"},"PeriodicalIF":1.4,"publicationDate":"2021-12-13","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"41818279","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: 1

Emotional Competence Within the Stress Coping Strategies of Music Education Students 音乐教育学生压力应对策略中的情绪能力

IF 1.4 4区教育学

Journal of Research in Music Education Pub Date : 2021-12-07 DOI: 10.1177/00224294211061457

M. McConkey, Christa R. Kuebel

{"title":"Emotional Competence Within the Stress Coping Strategies of Music Education Students","authors":"M. McConkey, Christa R. Kuebel","doi":"10.1177/00224294211061457","DOIUrl":"https://doi.org/10.1177/00224294211061457","url":null,"abstract":"Researchers have identified high levels of stress among music education students, but we know very little about how students manage this stress and how emotional competence skills might be utilized within stress coping mechanisms for this population. Through this qualitative study, we sought to understand the stress coping strategies of eight music education majors through the lens of emotional competence as outlined by Saarni. We identified several sources of participants’ stress: general life stress, schedule, performance expectations, and coursework. Student coping strategies included awareness of stress, an attitude of pushing through, self-care, and seeking support. Through coding and utilization of the theoretical framework, we concluded that all eight of Saarni’s emotional competence skills were evident in the data as a whole, but not for each individual participant. Minimal evidence was found for half of the skills and for some students they were nonexistent, thus indicating a need for growth in emotional competency. Gaining an understanding of how music education majors cope with their stress could be a key step toward understanding how to better support students throughout their degree programs and as they transition into the field of music education.","PeriodicalId":47469,"journal":{"name":"Journal of Research in Music Education","volume":"70 1","pages":"321 - 338"},"PeriodicalIF":1.4,"publicationDate":"2021-12-07","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"47744989","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: 2

Forum 论坛

IF 1.4 4区教育学

Journal of Research in Music Education Pub Date : 2021-12-02 DOI: 10.1177/00224294211065194

Peter Miksza

引用次数: 0

Relationships Among Band Festival Ratings, Director Gender, and Other Selected Factors 乐队节收视率、导演性别和其他选定因素之间的关系

IF 1.4 4区教育学

Journal of Research in Music Education Pub Date : 2021-11-24 DOI: 10.1177/00224294211060449

H. N. Shouldice, Victoria Woolnough

引用次数: 3