Journal of Research in Music Education最新文献_第2页

Beyond the Music: School Size, School Poverty, and Performance Time Effects in Bands of America Marching Band Championships Adjudication 超越音乐：学校规模，学校贫困，和表演时间对美国军乐队锦标赛的影响

IF 1.4 4区教育学

Journal of Research in Music Education Pub Date : 2026-04-08 DOI: 10.1177/00224294261421511

Emily G. Rossin

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Elementary Music Access in U.S. Public and Charter Schools 美国公立和特许学校的初级音乐教育

IF 1.4 4区教育学

Journal of Research in Music Education Pub Date : 2026-03-25 DOI: 10.1177/00224294261423476

Megan E. Ankuda

{"title":"Elementary Music Access in U.S. Public and Charter Schools","authors":"Megan E. Ankuda","doi":"10.1177/00224294261423476","DOIUrl":"https://doi.org/10.1177/00224294261423476","url":null,"abstract":"Previous findings on music access in public and charter schools are mixed, with some evidence of reduced access in charter settings. There have been no national analyses examining elementary music access across these school types. In this study, I examined disparities in access to elementary music instruction between U.S. public and charter schools using school-level data from the 2017–2018 National Teacher and Principal Survey, focusing on third-grade music as an indicator of music availability. A zero-inflated Poisson model estimated the likelihood that schools offered any music instruction and among those that did, its frequency. Logistic regression models identified school-level predictors of music inaccessibility, supplemented by dominance analysis to assess the relative importance of predictors. Results indicated that charter schools were substantially less likely to provide elementary music instruction and that charter status was the strongest single predictor of its absence. School characteristics were also associated with differences in access and instructional time, underscoring enduring inequities in elementary students’ opportunities for music instruction.","PeriodicalId":47469,"journal":{"name":"Journal of Research in Music Education","volume":"19 1","pages":""},"PeriodicalIF":1.4,"publicationDate":"2026-03-25","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"147507843","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 : 2026-02-19 DOI: 10.1177/00224294261426055

Peter Miksza

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“Hey, Our Program Is Legitimate”: A Phenomenology of Mariachi Educators’ Experiences in Public Schools “嘿，我们的节目是合法的”：公立学校流浪艺人教育经验的现象学

IF 1.4 4区教育学

Journal of Research in Music Education Pub Date : 2026-02-10 DOI: 10.1177/00224294251414651

Olivia Gail Tucker, George Nicholson, Tyician Charles Knight

{"title":"“Hey, Our Program Is Legitimate”: A Phenomenology of Mariachi Educators’ Experiences in Public Schools","authors":"Olivia Gail Tucker, George Nicholson, Tyician Charles Knight","doi":"10.1177/00224294251414651","DOIUrl":"https://doi.org/10.1177/00224294251414651","url":null,"abstract":"The purpose of this phenomenological inquiry was to examine the lived experiences of public school mariachi teachers. Research questions included: (1) How did mariachi educators describe their lived experiences in public P–12 settings? and (2) What contextual factors influenced their lived experiences in schools? Participants were six educators in five different states who had more than 5 years of teaching experience. Findings included participants searching for mariachi education outside music teacher education programs, establishing and growing school mariachi programs, and navigating tensions related to institutionalization, including assimilation to school music norms such as competition and notation-based instruction. Implications include the need for postsecondary institutions to partner with local professionals and community members to provide mariachi education to music teachers. In addition, we suggest that a decrease in the standardization of music teacher education programs according to the cultural variation of local communities could mitigate some institutional barriers to creating culturally sustaining musical experiences for P–12 students.","PeriodicalId":47469,"journal":{"name":"Journal of Research in Music Education","volume":"99 1","pages":""},"PeriodicalIF":1.4,"publicationDate":"2026-02-10","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"146153439","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

Knowledgeable Listeners’ Assessments of Auditory Recordings of Music Practice 知识渊博的听众对音乐练习录音的评价

IF 1.4 4区教育学

Journal of Research in Music Education Pub Date : 2026-02-10 DOI: 10.1177/00224294251407683

Lani M. Hamilton, Robert A. Duke

{"title":"Knowledgeable Listeners’ Assessments of Auditory Recordings of Music Practice","authors":"Lani M. Hamilton, Robert A. Duke","doi":"10.1177/00224294251407683","DOIUrl":"https://doi.org/10.1177/00224294251407683","url":null,"abstract":"We examined differences between expert and nonexpert musicians’ assessments of recorded episodes of music practice. High school ( n = 28) and professional ( n = 26) string players listened to brief recordings of four anonymous violinists’ practice sessions (two artist-level experts and two competent high school students). As they listened, they pressed a computer key when they perceived a discrepancy between what they heard on the recording and what they would have intended (their own goals) if they had been the practicing musician. Professional musicians marked discrepancies nearly 3 times as often as did students regardless of whether they were listening to recordings of high school or expert violinists, p = .001. When participants estimated the experience levels of the performers on the recordings, professional participants were more likely than students to correctly identify expert practicers as experts, although both student participants’ and professional participants’ key-press rates were not significantly related to their estimates of the practicers’ experience levels. Our results are in keeping with the notion that professionals formulate more precise goals for practicing than do developing musicians and that student musicians may misperceive the extent of mistake making in the practice of experts.","PeriodicalId":47469,"journal":{"name":"Journal of Research in Music Education","volume":"6 1","pages":""},"PeriodicalIF":1.4,"publicationDate":"2026-02-10","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"146153572","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 Effects of Race and Gender on In-Service Music Teachers’ Evaluations of Musical Performance 种族和性别对在职音乐教师音乐表演评价的影响

IF 1.4 4区教育学

Journal of Research in Music Education Pub Date : 2026-01-22 DOI: 10.1177/00224294251400804

Quinton D. Parker, Rebecca B. MacLeod

{"title":"The Effects of Race and Gender on In-Service Music Teachers’ Evaluations of Musical Performance","authors":"Quinton D. Parker, Rebecca B. MacLeod","doi":"10.1177/00224294251400804","DOIUrl":"https://doi.org/10.1177/00224294251400804","url":null,"abstract":"This study replicates and extends Elliott’s research on bias in music performance evaluations, examining whether implicit bias related to race, gender, and instrument type influenced music teachers’ evaluations. In-service music educators ( N = 45) evaluated eight videos of trumpet and flute performances with performers of varying races and genders. We synchronized all performances to identical prerecorded audio. Using a repeated measures analysis of variance, we found significant main effects for race ( p = .02) and instrument ( p < .01) but not gender. Evaluators rated Black performers lower than White performers and trumpet performances lower than flute performances. We observed significant interactions between race and gender ( p < .01), race and instrument ( p < .01), and gender and instrument ( p < .01), revealing complex intersectional relationships. Black female performers consistently received the lowest ratings, highlighting how race and gender interact to create compounded disadvantages. Results underscore the need for intersectional approaches in music teacher education to address these biases, contributing to more equitable evaluation practices.","PeriodicalId":47469,"journal":{"name":"Journal of Research in Music Education","volume":"48 1","pages":""},"PeriodicalIF":1.4,"publicationDate":"2026-01-22","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"146021871","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 Use and Perceptions of Feedback on Student Creativity Tasks 教师对学生创造性任务反馈的使用和感知

IF 1.4 4区教育学

Journal of Research in Music Education Pub Date : 2026-01-22 DOI: 10.1177/00224294251407632

Nicholas E. Roseth, Jennifer Blackwell

{"title":"Teacher Use and Perceptions of Feedback on Student Creativity Tasks","authors":"Nicholas E. Roseth, Jennifer Blackwell","doi":"10.1177/00224294251407632","DOIUrl":"https://doi.org/10.1177/00224294251407632","url":null,"abstract":"The purpose of this mixed methods study was to examine the use and perceived value of feedback on students’ creativity among preservice ( n = 164) and in-service ( n = 246) teachers. As an explanatory sequential mixed methods design, the first phase of the study included a quantitative questionnaire that sought to examine music educators’ ( N = 410) attitudes, beliefs, values, and utility of feedback on creative tasks. The second phase of the study was qualitative and included two components: (a) a pre-interview task where teachers ( n = 49) provided written feedback on two student compositions and (b) one-on-one interviews with preservice ( n = 6) and in-service ( n = 9) teachers. The primary purpose of the second phase was to examine the types of feedback teachers provide on creative tasks, such as composition, and to allow teachers to describe their thinking about giving feedback on creative tasks. Finally, we integrated findings from both phases. The participants in this study reported valuing process- and goal-oriented feedback over task-oriented feedback. However, teachers demonstrated a tendency to provide more task-oriented (or product-oriented) feedback than process- or goal-oriented feedback when responding to the student compositions. Implications and recommendations for the field are discussed.","PeriodicalId":47469,"journal":{"name":"Journal of Research in Music Education","volume":"32 1","pages":""},"PeriodicalIF":1.4,"publicationDate":"2026-01-22","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"146021868","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

Sustaining Cultures and Families in a Community Strings Program: A Single Case Study on Family Engagement 在社区串联项目中维持文化和家庭：家庭参与的单一案例研究

IF 1.4 4区教育学

Journal of Research in Music Education Pub Date : 2026-01-19 DOI: 10.1177/00224294251413290

Danielle Girard

{"title":"Sustaining Cultures and Families in a Community Strings Program: A Single Case Study on Family Engagement","authors":"Danielle Girard","doi":"10.1177/00224294251413290","DOIUrl":"https://doi.org/10.1177/00224294251413290","url":null,"abstract":"The purpose of this single instrumental case study was to explore family engagement in a community strings program through the perspectives of caregivers. I drew from the dual capacity building framework for family-school partnerships as the theoretical lens for the study. Participants were eight caregivers coparticipating in a community strings program with their children. Sources of data included semistructured interviews, observational field notes, a collection of documents, as well as audiovisual and digital materials. Through data analysis, I identified three themes: relational trust between caregivers and teachers, collaboration and interaction, and cultivating an affirming musical space. The active participation of caregivers created strong links between children’s home cultures and the program. This was facilitated through caregiver-teacher relationships characterized by relational trust, in which caregivers’ knowledge and abilities were honored and respected. Caregivers and teachers collaborated to define shared goals, and their interactions throughout instruction improved caregivers’ musical capacity and teachers’ pedagogical capacity. Caregivers also shaped the larger culture of the program, supporting the cultivation of an affirming and culturally sustaining environment. Implications for practice include prioritizing relational trust as a basis of fostering equitable family engagement and privileging caregiver knowledge in the development of culturally sustaining music pedagogies.","PeriodicalId":47469,"journal":{"name":"Journal of Research in Music Education","volume":"32 1","pages":""},"PeriodicalIF":1.4,"publicationDate":"2026-01-19","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"146000843","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

A Mixed Methods Examination of Perfectionism and Online Social Comparison Among Texas Choir Teachers 德克萨斯州唱诗班教师完美主义与网络社会比较的混合方法研究

IF 1.4 4区教育学

Journal of Research in Music Education Pub Date : 2025-12-16 DOI: 10.1177/00224294251394398

Jessica Nápoles, Thomas J. Rinn

{"title":"A Mixed Methods Examination of Perfectionism and Online Social Comparison Among Texas Choir Teachers","authors":"Jessica Nápoles, Thomas J. Rinn","doi":"10.1177/00224294251394398","DOIUrl":"https://doi.org/10.1177/00224294251394398","url":null,"abstract":"The purpose of this explanatory sequential mixed methods study was to examine the associations between perfectionism and online social comparison among choir teachers in Texas. Participants ( N = 40) completed the Hewitt and Flett Multidimensional Perfectionism Scale, the expanded Iowa Netherlands Comparison Orientation Measure, and a demographic questionnaire. Results from the quantitative strand revealed that only one predictor variable, socially prescribed perfectionism, significantly predicted nondirectional social comparison, upward social comparison, and downward social comparison. We then conducted follow-up interviews with nine participants with high ratings for socially prescribed perfectionism. From our qualitative strand, four themes emerged: (a) pressure from competitive music structures in the state, (b) coping mechanisms, (c) function of relationships, and (d) effects of comparison direction. Participants expressed that the competitive choral events in the state exacerbated the pressure they felt regarding their own professional successes, which led to comparisons with others as a gauge for their own performance. The two primary mechanisms for coping with negative feelings were cognitive reappraisal and avoiding/reducing time on social media. The nature of the relationship with comparison targets and the direction of the comparison critically impacted participants’ outcomes and feelings.","PeriodicalId":47469,"journal":{"name":"Journal of Research in Music Education","volume":"47 1","pages":""},"PeriodicalIF":1.4,"publicationDate":"2025-12-16","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"145759704","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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2026 Call for Applications for the JRME Editorial Committee 2026年《JRME》编辑委员会招聘

IF 1.4 4区教育学

Journal of Research in Music Education Pub Date : 2025-12-10 DOI: 10.1177/00224294251407147

引用次数: 0