Related Research Articles
Statistics is the discipline that concerns the collection, organization, analysis, interpretation, and presentation of data. In applying statistics to a scientific, industrial, or social problem, it is conventional to begin with a statistical population or a statistical model to be studied. Populations can be diverse groups of people or objects such as "all people living in a country" or "every atom composing a crystal". Statistics deals with every aspect of data, including the planning of data collection in terms of the design of surveys and experiments.
A case study is an in-depth, detailed examination of a particular case within a real-world context. For example, case studies in medicine may focus on an individual patient or ailment; case studies in business might cover a particular firm's strategy or a broader market; similarly, case studies in politics can range from a narrow happening over time to an enormous undertaking.
Social network analysis (SNA) is the process of investigating social structures through the use of networks and graph theory. It characterizes networked structures in terms of nodes and the ties, edges, or links that connect them. Examples of social structures commonly visualized through social network analysis include social media networks, memes spread, information circulation, friendship and acquaintance networks, business networks, knowledge networks, difficult working relationships, social networks, collaboration graphs, kinship, disease transmission, and sexual relationships. These networks are often visualized through sociograms in which nodes are represented as points and ties are represented as lines. These visualizations provide a means of qualitatively assessing networks by varying the visual representation of their nodes and edges to reflect attributes of interest.
Educational research refers to the systematic collection and analysis of data related to the field of education. Research may involve a variety of methods and various aspects of education including student learning, teaching methods, teacher training, and classroom dynamics.
Exploratory research is "the preliminary research to clarify the exact nature of the problem to be solved." It is used to ensure additional research is taken into consideration during an experiment as well as determining research priorities, collecting data and honing in on certain subjects which may be difficult to take note of without exploratory research. It can include techniques, such as:
Music education is a field of practice in which educators are trained for careers as elementary or secondary music teachers, school or music conservatory ensemble directors. Music education is also a research area in which scholars do original research on ways of teaching and learning music. Music education scholars publish their findings in peer-reviewed journals, and teach undergraduate and graduate education students at university education or music schools, who are training to become music teachers.
Narrative inquiry or narrative analysis emerged as a discipline from within the broader field of qualitative research in the early 20th century. Narrative inquiry uses field texts, such as stories, autobiography, journals, field notes, letters, conversations, interviews, family stories, photos, and life experience, as the units of analysis to research and understand the way people create meaning in their lives as narratives.
Data analysis is a process of inspecting, cleansing, transforming, and modelling data with the goal of discovering useful information, informing conclusions, and supporting decision-making. Data analysis has multiple facets and approaches, encompassing diverse techniques under a variety of names, and is used in different business, science, and social science domains. In today's business world, data analysis plays a role in making decisions more scientific and helping businesses operate more effectively.
The Journal of Research in Music Education was established in 1953 under the editorship of Allen Britton. At first many of the articles described historical and descriptive research, but in the early 1960s the journal began to shift toward experimental research. The Society for Research in Music Education was established in 1960 and the Journal of Research in Music Education became its official publication in 1963. The journal is currently published by SAGE Publications in association with the National Association for Music Education.
Bennett Reimer was an American music educator. He held the John W. Beattie Endowed Chair in Music at Northwestern University from 1978 until retirement in 1997, where he was Chair of the Music Education Department, Director of the Ph.D. program in Music Education, and founder and Director of the Center for the Study of Education and the Musical Experience, a research group of Ph.D. students and faculty. A native of New York City where he was born in 1932, he was on the faculties of Case Western Reserve University, Cleveland, Ohio (1965–1978) where he held the Kulas Endowed Chair in Music and was Chair of the Music Education Department; the University of Illinois at Urbana-Champaign (1960–1965); Madison College, Harrisonburg, Virginia (1958–1960); and the Richmond Professional Institute of the College of William and Mary, (1955–1957). He held the bachelor's degree in Music Education from the State University of New York at Fredonia, and master's and doctorate degrees in Music Education from the University of Illinois, where he worked with Charles Leonhard and Harry Broudy. He began his career in music as a clarinetist and then oboist. Reimer then became a specialist in the philosophy of music education, curriculum development, theory of research, and comprehensive arts education programs.
Charles Leonhard was an American music educator and academic. He was one of the first to argue for a focus upon aesthetic education within music education. For most of his career, he was a professor at the University of Illinois at Urbana-Champaign.
Basic Concepts in Music Education is a landmark work published in 1958 as the Fifty-Seventh Yearbook of the National Society for the Study of Education. In 1954, the Music Educators National Conference (MENC) had formed its Commission on Basic Concepts in an attempt to seek a more soundly-based philosophical foundation. The work of the commission resulted in the publication of Basic Concepts, which advocated an aesthetic justification for music education. According to the aesthetic philosophy, music education should be justified for its own sake rather than for its extra-musical benefits.
The National Association for Music Education (NAfME) is an organization of American music educators dedicated to advancing and preserving music education as part of the core curriculum of schools in the United States. Founded in 1907 as the Music Supervisors National Conference (MSNC), the organization was known from 1934 to 1998 as the Music Educators National Conference. From 1998 to 2011 it was known as "MENC: The National Association for Music Education." On September 1, 2011, the organization changed its acronym from MENC to NAfME. On March 8, 2012, the organization's name legally became National Association for Music Education, using the acronym "NAfME". It has approximately 45,000 members, and NAfME's headquarters are located in Reston, Virginia.
Educational data mining (EDM) describes a research field concerned with the application of data mining, machine learning and statistics to information generated from educational settings. At a high level, the field seeks to develop and improve methods for exploring this data, which often has multiple levels of meaningful hierarchy, in order to discover new insights about how people learn in the context of such settings. In doing so, EDM has contributed to theories of learning investigated by researchers in educational psychology and the learning sciences. The field is closely tied to that of learning analytics, and the two have been compared and contrasted.
The Bulletin of the Council for Research in Music Education is a quarterly academic journal covering music education. It is published by the University of Illinois Press on behalf of the Council for Research in Music Education.
Jere T. Humphreys is a music scholar who applies historical, quantitative, philosophical, and sociological research methods to music education and arts business.
John Martin Feierabend is an American music education researcher, pedagogue and author. He is known for his First Steps in Music and Conversational Solfege music education curricula, as well as his contributions to the music intelligence education for young children. His methodologies combine the teachings of Edwin Gordon and Zoltán Kodály. He is currently the Director of Music Education at the Hartt School of the University of Hartford. As an author, he is widely held in libraries worldwide.
Dr. Charles R. Hoffer was an American music educator.
The MayDay Group (MDG) is an international think-tank of music educators, and the main alternative to NAfME since its founding in the 1990s. Founded in 1993 by Thomas A. Regelski and J. Terry Gates, MDG publishes two peer-reviewed journals, Action, Criticism, and Theory for Music Education, and TOPICS for Music Education Praxis, and have held yearly colloquia since 1993. MDG colloquia are based on the Action Ideals, provoking music educators to further critical thought.
Musical literacy is the reading, writing, and playing of music, as well an understanding of cultural practice and historical and social contexts.
References
Broomhead, P. (2001). Individual expressive performance: Its relationship to ensemble achievement, technical achievement, and musical background. Journal of Research in Music Education, 49, 71–84. doi : 10.2307/3345811
Colwell, R. (Ed.). (1992). Handbook of research on music teaching and learning. New York, NY: Schirmer Books.
Colwell, R., & Richardson, C. (Eds.). (2002). The new handbook of research on music teaching and learning. New York, NY: Oxford University Press.
Gillespie, R., & Hamann, D. L. (1998). The status of orchestra programs in the public schools. Journal of Research in Music Education, 46, 75–86. doi : 10.2307/3345761
Gruhn, W. (1993). Is Lowell Mason's Manual based on Pestalozzian principles? An inquiry into the controversy of methods in the nineteenth century. Bulletin of Historical Research in Music Education, 14, 92–101.
Hamann, D. L., & Lucas, K. V. (1998). Establishing journal eminence in music education research. Journal of Research in Music Education, 46, 405-413. doi : 10.2307/3345552
Hancock, C. B. (2015). Stratification of Time to First Citation for Articles Published in the Journal of Research in Music Education A Bibliometric Analysis. Journal of Research in Music Education, 63, 238-256. doi : 10.1177/0022429415582008
Hancock, C. B., & Price, H. E. (2020). Sources Cited in the Journal of Research in Music Education: 1953 to 2015. Journal of Research in Music Education, 68, 216–240. doi : 10.1177/0022429420920579
Kratus, J. (1993). Eminence in music education research as measured in the Handbook of Research on Music Teaching and Learning. Bulletin of the Council for Research in Music Education, 118, 21–32. doi : 10.2307/40318590
Mark, M. L., & Gary, C. L. (1999). A history of American music education (2nd ed.). Reston, VA: National Association for Music Education.
Phelps, R. P., Ferrara, L., & Goolsby, T. W. (1993). A guide to research in music education. Metuchen, NJ: Scarecrow Press.
Price, H. E., & Chang, E. C. (2000). An annotated bibliography of music education research journals. Update: Applications of Research in Music Education, 18(2), 19–26. doi : 10.1177/875512330001800205
Prickett, C .A., & Bridges, M. S. (2000). A comparison of the basic song repertoire of vocal/choral and instrumental music education majors. Journal of Research in Music Education, 48, 5–9. doi : 10.2307/3345452
Reimer, B. (1999). Facing the risks of the "Mozart Effect." Music Educators Journal, 86(1), 37–43. doi : 10.2307/3399576