Journal of Research in Music Education最新文献_第7页

Why Do Music Students Attend Counseling? A Longitudinal Study of Reasons in One UK Conservatoire 为什么音乐专业的学生要参加辅导？英国某音乐学院原因的纵向研究

IF 1.4 4区教育学

Journal of Research in Music Education Pub Date : 2023-04-27 DOI: 10.1177/00224294231168622

R. Matei, J. Ginsborg

{"title":"Why Do Music Students Attend Counseling? A Longitudinal Study of Reasons in One UK Conservatoire","authors":"R. Matei, J. Ginsborg","doi":"10.1177/00224294231168622","DOIUrl":"https://doi.org/10.1177/00224294231168622","url":null,"abstract":"Music students in tertiary education struggle with a range of health-related problems. We investigated students’ self-referrals for counseling at a UK conservatoire to explore trends in students’ attendance at counseling sessions over time and identify their reasons for seeking and continuing to attend counseling. We conducted a secondary analysis of data collected from 645 students by two in-house counselors at the conservatoire between 2000 and 2016. We obtained analogous data on all students registered during the same period for comparison and conducted nonparametric tests of association between the groups. A total of 645 students attended a mean of eight ( Mdn = 4) counseling sessions over the 16-year period: 63% were female, 79% were from the UK, and 72.5% were undergraduate students. The percentages of students attending counseling increased from 2 (1%) in 2000–2001 to 71 (13%) in 2015–2016. The presenting concerns of almost one in 10 students who sought counseling were related to self-esteem, self-confidence, ego strength, and coping ability. Their main reasons for continuing to attend counseling were also to do with self and identity, relationships, academic concerns, loss, abuse, and anxiety. Female students, postgraduate students, and those studying singing were most likely to attend counseling sessions.","PeriodicalId":47469,"journal":{"name":"Journal of Research in Music Education","volume":" ","pages":""},"PeriodicalIF":1.4,"publicationDate":"2023-04-27","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"45402823","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

Editor’s Forum 编辑论坛

IF 1.4 4区教育学

Journal of Research in Music Education Pub Date : 2023-04-25 DOI: 10.1177/00224294231170029

Peter Miksza

引用次数: 0

A Grounded Theory of Culturally Responsible Music Teaching 文化责任音乐教学的扎根理论

IF 1.4 4区教育学

Journal of Research in Music Education Pub Date : 2023-04-21 DOI: 10.1177/00224294231165681

C. Bennett

{"title":"A Grounded Theory of Culturally Responsible Music Teaching","authors":"C. Bennett","doi":"10.1177/00224294231165681","DOIUrl":"https://doi.org/10.1177/00224294231165681","url":null,"abstract":"The purpose of this study was to examine the nature of culturally responsible music teaching (CRMT) from the perspective of U.S. music teachers working in various formal settings. “Cultural responsibility” is an emergent concept regarding teaching and learning that (a) connects with students’ cultural frames and lived experiences, (b) empowers students in their own construction of knowledge and art, and (c) opens students to multiple viewpoints and perspectives on the world and music so that students will have meaningful music experiences and a more meaningful life due to music. I selected a constructivist grounded theory methodology to examine the development of cultural responsibility as a complex, detailed process over time. I sought and found 31 participants who identified as progressive K–12 music teachers who empower diverse learners. Thirteen facets of cultural responsibility were found: inviting, relatable, reachable, interactive, active and student-driven, creativity-based, musically diverse, interdisciplinary, multimodal, enjoyable, heartfelt, crafted, and determined teaching and learning. Music teachers described engaging students in such processes in various, distinct ways. Data revealed that music teachers are more or less culturally responsible because of the elements (methods, aims, and beliefs) of their pedagogy and, in relation, the presence or absence of each facet.","PeriodicalId":47469,"journal":{"name":"Journal of Research in Music Education","volume":"71 1","pages":"229 - 259"},"PeriodicalIF":1.4,"publicationDate":"2023-04-21","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"48540728","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

Joseph E. Maddy’s Instrumental Music Lessons via Radio Joseph E.Maddy的器乐广播课

IF 1.4 4区教育学

Journal of Research in Music Education Pub Date : 2023-04-20 DOI: 10.1177/00224294231164776

Phillip M. Hash

{"title":"Joseph E. Maddy’s Instrumental Music Lessons via Radio","authors":"Phillip M. Hash","doi":"10.1177/00224294231164776","DOIUrl":"https://doi.org/10.1177/00224294231164776","url":null,"abstract":"The purpose of this study was to examine instrumental music lessons taught for schoolchildren over the radio by Joseph Maddy in the 1930s and early 1950s. Research questions addressed (a) conditions, circumstances, and details surrounding the lessons and (b) pedagogical principles, strategies, methods, and didactic materials utilized in these broadcasts. Maddy, a pioneer in music education and a professor at the University of Michigan, taught band instruments over WJR in Detroit beginning in February 1931. He added lessons for strings in January 1933 and continued both series for the next four years. After a successful trial over WMAQ in Chicago during the 1935–1936 school year, the National Broadcasting Company (NBC) scheduled Maddy’s band lessons nationwide starting with the 1936–1937 season. Maddy expanded the program beginning fall 1937 to include winds, percussion, orchestral strings, piano, accordion, and fretted instruments. The broadcasts ended in spring 1939 due to lackluster sales of instructional materials and other factors. String lessons returned in February 1950 and continued locally through the fall of 1951 over WUOM at the University of Michigan. These programs contributed to the development of school bands and orchestras in North America and hold implications for distance learning in music today.","PeriodicalId":47469,"journal":{"name":"Journal of Research in Music Education","volume":"38 7","pages":""},"PeriodicalIF":1.4,"publicationDate":"2023-04-20","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"41243981","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

Public High School Music Education in Maryland: Issues of Equity in Access and Uptake 马里兰州公立高中音乐教育：获取和接受的公平问题

IF 1.4 4区教育学

Journal of Research in Music Education Pub Date : 2023-04-20 DOI: 10.1177/00224294231163848

David S. Miller

{"title":"Public High School Music Education in Maryland: Issues of Equity in Access and Uptake","authors":"David S. Miller","doi":"10.1177/00224294231163848","DOIUrl":"https://doi.org/10.1177/00224294231163848","url":null,"abstract":"The purpose of this study was to investigate issues of equity in access, uptake, and outcomes of high school music education in the context of an individual state, Maryland. I explored equity through four angles: (a) representation among music students and teachers, (b) factors associated with access to music courses, (c) student and school characteristics associated with music enrollment, and (d) postsecondary enrollment outcomes of students who did and did not enroll in music. Sample members included all students enrolled in a public high school in Maryland belonging to the 2015 to 2016 ninth-grade cohort ( N = 55,500) and public high school teachers ( N = 17,250) during the 2015 to 2016 school year. Approximately 22% of all students were enrolled in a music course their ninth-grade year, and there were substantive differences in demographic representation in band, chorus, orchestra, piano, and guitar classes compared to the student body. Logistic regression results showed that school size was the most salient predictor of access to a music course. Multilevel modeling revealed student-, school-, and teacher-level characteristics were all associated with student enrollment in an ensemble music course. Finally, students who enrolled in music courses did not suffer an opportunity cost regarding college enrollment.","PeriodicalId":47469,"journal":{"name":"Journal of Research in Music Education","volume":" ","pages":""},"PeriodicalIF":1.4,"publicationDate":"2023-04-20","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"43498834","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

Forum 论坛

IF 1.4 4区教育学

Journal of Research in Music Education Pub Date : 2023-04-01 DOI: 10.1177/00224294221150380

Peter Miksza

引用次数: 0

Motherhood in the Music Academy 音乐学院的母亲身份

IF 1.4 4区教育学

Journal of Research in Music Education Pub Date : 2023-02-17 DOI: 10.1177/00224294231154277

K. Fitzpatrick, B. Sweet

{"title":"Motherhood in the Music Academy","authors":"K. Fitzpatrick, B. Sweet","doi":"10.1177/00224294231154277","DOIUrl":"https://doi.org/10.1177/00224294231154277","url":null,"abstract":"This study explored the perceptions of music professors as to their experiences navigating both the academy and motherhood. We utilized a multiple critical case study approach to understand the experiences of six participants, two of each representing early-career (assistant professors), midcareer (associate professors), and late-career (full professors) female-identifying music faculty with children. Analysis of the data revealed three themes. The first, living within two worlds, represented participants’ lived experiences of parenthood and their careers as faculty within the music academy, highlighting participants’ use of “drastic measures to make it all work.” The second theme, motherhood and gender equity, represented the participants’ experiences of motherhood as a gendered phenomenon, including navigating microaggressions and discrimination in the workplace. The final theme, navigating the academic world: structures and people, represented participants’ experiences related to tenure and promotion, the lack of support they frequently perceived from academic colleagues, and the financial ramifications of their dual positionality. Recommendations for further research and suggestions for practice are discussed.","PeriodicalId":47469,"journal":{"name":"Journal of Research in Music Education","volume":" ","pages":""},"PeriodicalIF":1.4,"publicationDate":"2023-02-17","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"44374178","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

Jazz Improvisation Pedagogy: Evaluating the Effectiveness of a Beginning Jazz Improvisation Learning Environment for Middle School Instrumentalists 爵士即兴演奏教学法:评价初学爵士即兴演奏学习环境对中学器乐演奏者的有效性

IF 1.4 4区教育学

Journal of Research in Music Education Pub Date : 2023-01-30 DOI: 10.1177/00224294221150019

Sara E. Marino, Clark A. Chinn

引用次数: 0

Inquiry in the Space Between: A Researcher’s Perspective Senior Researcher Award Acceptance Address “间隔空间的探究:一个研究者的视角”高级研究者奖获奖致辞

4区教育学

Journal of Research in Music Education Pub Date : 2023-01-25 DOI: 10.1177/00224294221147489

Marie McCarthy

引用次数: 0

A Phenomenology of First-Year Music Teaching During the COVID-19 Pandemic 新冠肺炎疫情期间一年级音乐教学的现象学

IF 1.4 4区教育学

Journal of Research in Music Education Pub Date : 2023-01-20 DOI: 10.1177/00224294221146534

Marta Frey-Clark, O. Tucker, Justin J. West

{"title":"A Phenomenology of First-Year Music Teaching During the COVID-19 Pandemic","authors":"Marta Frey-Clark, O. Tucker, Justin J. West","doi":"10.1177/00224294221146534","DOIUrl":"https://doi.org/10.1177/00224294221146534","url":null,"abstract":"The purpose of this phenomenology was to examine the lived experience of being a first-year music teacher during the COVID-19 pandemic. Across two data waves, the first in winter 2020 and the second in late spring 2021, we collected written reflections and conducted online interviews with 10 music teachers who began their careers in 2020 to 2021. We found that participants’ experiences were characterized by overwhelm, disconnection, a pervasive concern for well-being, and a sense of missing out. These experiences were shaped by contextual factors like being responsible for mixed instructional modalities, coping with inconsistent student attendance, and navigating safety protocols that presented barriers to learning. The essence of being a first-year music teacher during the pandemic was the feeling of being adrift amid a largely lost year, looking to the next year as another first year of teaching. We suggest that this cohort of novice music teachers is distinct from previous cohorts, having been shaped by an intensified teaching experience. Induction supports such as mentoring may need to be extended through the first 3 years of their careers, and researchers should continue to follow this cohort because their trajectory is unclear.","PeriodicalId":47469,"journal":{"name":"Journal of Research in Music Education","volume":" ","pages":""},"PeriodicalIF":1.4,"publicationDate":"2023-01-20","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"41846333","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