Journal of Research in Music Education最新文献_第3页

2026 Call for Nominations: NAfME Senior Researcher Award 2026年NAfME高级研究员奖提名征集

IF 1.4 4区教育学

Journal of Research in Music Education Pub Date : 2025-12-10 DOI: 10.1177/00224294251407149

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2026 Call for Applications: SRME Executive Committee 2026年申请：SRME执行委员会

IF 1.4 4区教育学

Journal of Research in Music Education Pub Date : 2025-12-10 DOI: 10.1177/00224294251407148

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Experiences of Stakeholders in a Full-Inclusion Secondary Instrumental Ensemble 利益相关者在全包容性二级乐器合奏中的经验

IF 1.4 4区教育学

Journal of Research in Music Education Pub Date : 2025-11-22 DOI: 10.1177/00224294251384308

Erika J. Knapp, Joseph J. Sipzner

{"title":"Experiences of Stakeholders in a Full-Inclusion Secondary Instrumental Ensemble","authors":"Erika J. Knapp, Joseph J. Sipzner","doi":"10.1177/00224294251384308","DOIUrl":"https://doi.org/10.1177/00224294251384308","url":null,"abstract":"In this phenomenological case study, we explored stakeholder experiences in a full-inclusion secondary instrumental ensemble, examining perspectives from students with disabilities, their caregivers, and both music and special educators. Through interviews and observations of nine participants, our research revealed three key themes: (a) intersecting and varying value systems, (b) a platform of mutual empowerment, and (c) increased teacher self-efficacy and student joy. Whereas students primarily valued peer interactions and musical engagement, caregivers emphasized socialization opportunities and life skill development, and educators focused on musical progress and advocacy. We also emphasized the importance of collaboration between special educators and music teachers and the role of peer support in fostering an inclusive environment. These findings suggest that full-inclusion instrumental programs may provide meaningful experiences for all stakeholders while supporting musical and personal growth. This research contributes to the limited literature on secondary instrumental music inclusion programs and may provide insights for music educators seeking to implement similar programs.","PeriodicalId":47469,"journal":{"name":"Journal of Research in Music Education","volume":"169 1","pages":""},"PeriodicalIF":1.4,"publicationDate":"2025-11-22","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"145575555","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 Extended Range Singing Prompts for the Singing Voice Development Measure 扩展音域歌唱提示对声乐发展措施的探讨

IF 1.4 4区教育学

Journal of Research in Music Education Pub Date : 2025-11-22 DOI: 10.1177/00224294251383099

Joanne Rutkowski, Elizabeth Brozik, Lara Larsson, Christina Svec

{"title":"An Investigation of Extended Range Singing Prompts for the Singing Voice Development Measure","authors":"Joanne Rutkowski, Elizabeth Brozik, Lara Larsson, Christina Svec","doi":"10.1177/00224294251383099","DOIUrl":"https://doi.org/10.1177/00224294251383099","url":null,"abstract":"The Singing Voice Development Measure (SVDM) was created to provide some consistency with what children are asked to sing, how their singing is prompted, and how their singing is evaluated, particularly in research studies. Although the SVDM patterns encouraged children to use all registers of their singing voices, these patterns had an upper limit of B-flat4, which is just touching on upper register (B-flat4 and above). Some children can push their middle register to sing a B-flat or higher and would therefore be scored as a “singer” when really, they are “initial range singers.” Therefore, the purpose of this study was to investigate if children sang better and were more likely to use upper register if prompted to echo a set of patterns with a range of D4 to D5 rather than the original patterns that had a range of C#4 to B-flat4. Kindergarteners ( n = 80) and first graders ( n = 92) echoed a teacher singing both sets of patterns on text and a neutral syllable. Two raters scored all the recordings, and interrater and intrarater reliability estimates were all strong. Correlation coefficients, exploring the convergent validity of the modified patterns, were all significant and of moderate strength. The revised set of patterns are valid and can be used in subsequent research studies.","PeriodicalId":47469,"journal":{"name":"Journal of Research in Music Education","volume":"189 1","pages":""},"PeriodicalIF":1.4,"publicationDate":"2025-11-22","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"145575553","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 : 2025-11-14 DOI: 10.1177/00224294251400020

Peter Miksza

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Expert Middle School Band Teachers’ Decision-Making Processes: A Multiple Case Study 专家型中学乐队教师决策过程：多案例研究

IF 1.4 4区教育学

Journal of Research in Music Education Pub Date : 2025-10-20 DOI: 10.1177/00224294251375399

Faith A. Hall

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Music Students’ Perceptions of Federal DEI Policy Changes in Higher Education: “I Am Scared. That’s the Best Way to Put It.” 音乐专业学生对高等教育中联邦DEI政策变化的看法：“我很害怕。这是最好的说法。”

IF 1.4 4区教育学

Journal of Research in Music Education Pub Date : 2025-10-16 DOI: 10.1177/00224294251374529

Hamidreza Niknampour

{"title":"Music Students’ Perceptions of Federal DEI Policy Changes in Higher Education: “I Am Scared. That’s the Best Way to Put It.”","authors":"Hamidreza Niknampour","doi":"10.1177/00224294251374529","DOIUrl":"https://doi.org/10.1177/00224294251374529","url":null,"abstract":"The purpose of this study was to investigate collegiate music students’ perceptions of recent federal policy changes impacting diversity, equity, and inclusion (DEI) initiatives in higher education music programs. Drawing on survey data from 384 collegiate student participants across 35 U.S. states, I explored student awareness of DEI rollbacks, anticipated educational and professional impacts, perceptions of institutional response, and willingness to engage in DEI-related efforts. Quantitative findings revealed broad opposition to federal restrictions on DEI, with over 70% of participants expressing disagreement and more than 60% anticipating negative consequences for their education and careers. Statistically significant differences emerged by gender identity and academic program, with nonbinary and female participants reporting greater concern than male peers. Qualitative analysis of 243 open-ended responses highlighted themes of fear, moral commitment to DEI, frustration with institutional inaction, and conflicting views on meritocracy. Despite limited institutional communication, many participants expressed a belief in their role as advocates for equity. I underscore the contested and personal nature of DEI in music education, revealing both the fragility of institutional support and the resilience of student advocacy in politically volatile environments.","PeriodicalId":47469,"journal":{"name":"Journal of Research in Music Education","volume":"25 1","pages":""},"PeriodicalIF":1.4,"publicationDate":"2025-10-16","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"145295548","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

Representation of Students With Disabilities in High School Music Courses in the United States 美国高中音乐课程中残疾学生的代表性

IF 1.4 4区教育学

Journal of Research in Music Education Pub Date : 2025-10-14 DOI: 10.1177/00224294251378477

Amanda R. Draper, Sarah J. Bartolome, Kenneth Elpus

{"title":"Representation of Students With Disabilities in High School Music Courses in the United States","authors":"Amanda R. Draper, Sarah J. Bartolome, Kenneth Elpus","doi":"10.1177/00224294251378477","DOIUrl":"https://doi.org/10.1177/00224294251378477","url":null,"abstract":"Researchers have attempted to determine the proportion of students with disabilities that participate in secondary music within small populations; however, the results of these studies offered limited insights. The purpose of this study was to examine the proportional representation of students with disabilities in U.S. high school music courses using data from the National Center for Education Statistics High School Longitudinal Study of 2009. Results indicated that 32.75% of music students in the cohort had a disability, which is a statistically significant underrepresentation compared to the high school population (35%). This underrepresentation was driven by the results among band students (31%). Notably, results from this study contribute to a clearer understanding of the presence of disabled students in music. Given that almost 33% of music students in this cohort had a disability, we suggest there is a critical need for further research into inclusive practices and underscore the urgency of expanding inclusive opportunities and supporting music educators in fostering accessible learning environments for students with disabilities.","PeriodicalId":47469,"journal":{"name":"Journal of Research in Music Education","volume":"27 1","pages":""},"PeriodicalIF":1.4,"publicationDate":"2025-10-14","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"145289492","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

Rater Connectedness Affects Student Achievement Estimates and Ordered Rankings in Formal Music Performance Assessments 等级连接影响学生成绩估计和有序排名在正式音乐表演评估

IF 1.4 4区教育学

Journal of Research in Music Education Pub Date : 2025-09-28 DOI: 10.1177/00224294251363327

Stefanie A. Wind, Brian C. Wesolowski, Eli Jones

引用次数: 0

A Multiple Case Study of Safe Place Within Two Choirs for Children and Adults With Disabilities 残疾儿童和成人唱诗班中安全场所的多重案例研究

IF 1.4 4区教育学

Journal of Research in Music Education Pub Date : 2025-09-07 DOI: 10.1177/00224294251362756

Elizabeth Cassidy Parker, Bridget Sweet

{"title":"A Multiple Case Study of Safe Place Within Two Choirs for Children and Adults With Disabilities","authors":"Elizabeth Cassidy Parker, Bridget Sweet","doi":"10.1177/00224294251362756","DOIUrl":"https://doi.org/10.1177/00224294251362756","url":null,"abstract":"The purpose of this multiple case study was to examine meanings of safe place for facilitators, singers, and parents/caregivers in two community choral programs developed for persons with disabilities. Research foci included (a) how singer participants described safe place, (b) what strategies facilitators used to engage in building safe places, and (c) what barriers facilitators articulated in sustaining safe places. Over a 4-month period, primary data collection included 34 interviews with 51 singer and family participants and multiple interviews with choir staff; secondary data included rehearsal and performance observations and researcher journals. Using a conceptual lens of safe place, we engaged in open coding followed by focused coding, which resulted in individual case themes, and then interrogated those themes in cross-case analysis. Data analysis revealed that safe place thrived in programs uniquely reflecting their communities, where founders placed high value on full participation and invested deeply in community knowledge. Although programs adopted different foci, both embodied safe place in how facilitators supported each singer and the choir community. We conclude the article by extrapolating recommendations from community programs for music educators in pre-K–university settings.","PeriodicalId":47469,"journal":{"name":"Journal of Research in Music Education","volume":"123 1","pages":""},"PeriodicalIF":1.4,"publicationDate":"2025-09-07","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"145009013","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