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“I Made Myself Fit In”: Johny’s Story Journal of Research in Music Education (IF 1.0) Pub Date : 2021-04-05 Tami J. Draves, Jonathan E. Vargas
The purpose of this narrative inquiry was to re-story the experiences of a first-year music teacher with regard to race and class. Johny was a first-year high school guitar teacher in the southwestern United States who identified as Hispanic and was raised in a family with a lower income. He was also a first-generation college student whose path to university study was atypical because of his major
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School Music and the Transition to College Journal of Research in Music Education (IF 1.0) Pub Date : 2021-03-20 Kenneth Elpus
This study explored the transition from secondary to postsecondary education among a national sample of students who had or had not studied music in high school. Using evidence from the High School Longitudinal Study of 2009, a nationally representative longitudinal study of 21,440 American high school students who were ninth graders in the 2009–2010 school year, music and nonmusic students were compared
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Forum Journal of Research in Music Education (IF 1.0) Pub Date : 2021-03-18 Peter Miksza
An important aim of the JRME is to provide a venue for inquiry that can move the field forward in new directions. All of the authors represented in this issue tread relatively new scholarly ground and offer compelling perspectives on issues of consequence for music educators and scholars alike.
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The Effect of Focus of Attention on Error Detection Ability Journal of Research in Music Education (IF 1.0) Pub Date : 2021-03-03 Matthew L. Williams
The teaching of error detection is a complicated process, made more so by our evolving understanding of the psychological processes involved with attention itself. The purpose of this study was to explore the impact of listener attention on the error detection process. Guiding research questions were as follows: (1) In what ways does directing attention influence one’s ability to detect errors? and
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Factors Impacting Elementary General Music Teachers’ Career Decisions: Systemic Issues of Student Race, Teacher Support, and Family Journal of Research in Music Education (IF 1.0) Pub Date : 2021-02-25 Tiger Robison, Joshua A. Russell
The purpose of this study was to examine factors that may influence the projected career plans of elementary general music teachers. Survey participants (N = 972) completed a questionnaire designed to elicit responses about multiple factors and projected career plans in 1 year and in 5 years. The vast majority of participants planned to remain in their position the following year, yet a little under
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Is Music Education in Tune With the Pursuit of Equity? An Examination of Access to Music Education in Michigan’s Schools Journal of Research in Music Education (IF 1.0) Pub Date : 2021-02-17 Ryan D. Shaw, Amy Auletto
Access to music education in American schools is not guaranteed. Although national studies have demonstrated disparities based on poverty, race, and other markers, these studies miss a necessary level of local detail in describing access. Additionally, studies that exist are based on self-report surveys and prone to nonresponse bias. The purpose of this study was to describe access to music education
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Academy of Music and Arts for Special Education (AMASE): An Ethnography of an Individual Music Instruction Program for Students With Disabilities Journal of Research in Music Education (IF 1.0) Pub Date : 2021-02-12 Amanda R. Draper, Sarah J. Bartolome
This 3-year ethnography explored the culture of the Academy of Music and Arts for Special Education (AMASE), a university undergraduate volunteer organization offering music instruction for individuals with disabilities. We examined the organization and its impact on students, parents, and volunteers through the lens of the social relational model of disability. Findings clustered around three pillars
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The Effect of Wearing Foam and Etymotic Earplugs on Classical Musicians’ Pitch Perception Journal of Research in Music Education (IF 1.0) Pub Date : 2021-02-11 Rebecca B. MacLeod, John M. Geringer, David S. Miller
The purpose of this study was to investigate the effect of wearing earplugs on classical musicians’ pitch perception across three experimental conditions: no earplugs, foam earplugs, and Etymotic earplugs. Participants were graduate and undergraduate music majors attending a large school of music in the southeastern United States (N = 72). Participants adjusted the pitch of five complex stimulus tones
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Music Education Opportunities in Ohio K–12 Public and Charter Schools Journal of Research in Music Education (IF 1.0) Pub Date : 2021-02-08 Brian P. Shaw
The purpose of this study was to examine which Ohio schools offered curricular music courses and the rates at which students participated in those courses. The analysis involved descriptive statistics, analysis of variance, logistic regression, and partially nested multilevel modeling using data from the Ohio Department of Education (N = 3,222 schools). The investigation revealed that charter schools
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Listeners’ Perceptions of Choral Performances With Static and Expressive Movement Journal of Research in Music Education (IF 1.0) Pub Date : 2021-01-24 Jessica Nápoles, John M. Geringer, Kari Adams, D. Gregory Springer
We examined how movement impacted listeners’ perceptions of choral performances. Participants (N = 115; n = 60 nonmusic majors, n = 55 music majors) viewed excerpts of Moses Hogan’s “Didn’t My Lord Deliver Daniel” under four conditions: good tone/expressive movement (GT/EM), good tone/static movement (GT/SM), poor tone/expressive movement (PT/EM), and poor tone/static movement (PT/SM). They rated tone
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Students’ Social Perceptions of Humility and Arrogance Among Band Directors Journal of Research in Music Education (IF 1.0) Pub Date : 2021-01-07 William J. Coppola
In this study, I build on growing research examining humility in musical contexts by investigating whether band students perceive humility to be a positive and desirable social quality or a social weakness among band directors. Middle school, high school, and undergraduate band students (N = 117) evaluated the likability, knowledgeability, and preference for humble and arrogant band director targets
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Is Music Teacher Professional Development Becoming More Effective? Evaluating Practice and Policy in the United States, 1993–2012 Journal of Research in Music Education (IF 1.0) Pub Date : 2020-12-31 Justin J. West
The purpose of this study was to evaluate music teacher professional development (PD) practice and policy in the United States between 1993 and 2012. Using data from the nationally representative Schools and Staffing Survey (SASS) spanning these 20 years, I examined music teacher PD participation by topic, intensity, relevance, and format; music teachers’ top PD priorities; and the reach of certain
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Forum Journal of Research in Music Education (IF 1.0) Pub Date : 2020-12-28 Peter Miksza
This issue of the Journal of Research in Music Education will arrive during a period of great concern and uncertainty for most in the music education profession. The COVID-19 pandemic has led to a 2020–2021 school year rife with personal frustrations, institutional challenges, and catastrophic tragedy. These conditions have had an immediate impact on the ways that music is created, consumed, shared
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Effects of Experience on Tempo Preference for Selected Wind Band Masterworks Journal of Research in Music Education (IF 1.0) Pub Date : 2020-12-17 Deborah A. Confredo, John M. Geringer, Joseph Parisi
We conducted two studies to complement extant tempo preference work. In Study 1, we explored preferred tempos for excerpts from selected wind band masterworks of band directors and undergraduate instrumental music majors. Participants used a sort-and-rank procedure to indicate tempo preferences of six excerpts. Preferences for four of the pieces were substantially the same: There was no difference
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Inspiring the Next Generation of Music Educators: A Multiple Case Study of High School Music Experiences and Career Choice Journal of Research in Music Education (IF 1.0) Pub Date : 2020-12-11 Tiger Robison, Scott N. Edgar, John Eros, Kimberly H. Councill, William E. Fredrickson, Jonathan Helmick, Edward C. Hoffman, III, Kathleen A. Melago, Blair A. Williams
The purpose of this instrumental multiple case study was to explore the roles that high school music educators and the experiences they provide play in influencing high school students’ decisions to pursue a career in music education. Four bounded systems, consisting of programs led by ensemble directors with documented records and reputations for helping matriculate music education students into undergraduate
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Remote Learning in School Bands During the COVID-19 Shutdown Journal of Research in Music Education (IF 1.0) Pub Date : 2020-12-07 Phillip M. Hash
The global pandemic caused by the novel Coronavirus (COVID-19) in spring 2020 resulted in schools moving to remote learning (RL) models for the remainder of the academic year. The purpose of this study was to examine the practices, experiences, and perspectives of elementary and secondary school band directors in relation to RL during this period. Directors (N = 462) responded to survey questions related
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Effects of Tonic Drone Accompaniments on the Intonation of Collegiate Wind Instrumentalists Journal of Research in Music Education (IF 1.0) Pub Date : 2020-12-02 D. Gregory Springer, Brian A. Silvey, Jessica Nápoles, Victoria Warnet
The purpose of this study was to examine the effects of tonic drone accompaniments on the intonation of collegiate wind instrumentalists. Participants (N = 68) played an excerpt of the melody “Long, Long Ago” in three conditions: a mono drone (tonic note only), dyad drone (tonic plus fifth), and a control condition (no drone). Results indicated no significant effects on intonation performance due to
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Focus of Attention Verbalizations in Beginning Band: A Multiple Case Study Journal of Research in Music Education (IF 1.0) Pub Date : 2020-11-20 John E. Parsons, Amy L. Simmons
Although the effects of focus of attention (FOA) on the performance of gross motor skills are now well understood, less is known about the role of FOA in naturalistic classroom settings where learners are engaged in the ongoing acquisition and refinement of complex motor skills. The purpose of this study, the first of its kind, was to explore how music teachers focus learners’ attention on physical
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Music Education and Educators in Missouri, Iowa, and Illinois Journal of Research in Music Education (IF 1.0) Pub Date : 2020-10-09 Jocelyn Stevens Prendergast
The purpose of this survey study was to provide a demographic profile of PK-12 public school music teachers and details about the public school music teaching positions in Missouri, Iowa, and Illinois. An invitation to complete a questionnaire was emailed to all PK-12 public school music teachers in these three states whose email addresses could be gathered via a school district website search or phone
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A Motivational Sequence Model of High School Ensemble Students’ Intentions to Continue Participating in Music Journal of Research in Music Education (IF 1.0) Pub Date : 2020-09-24 Hyesoo Yoo
Grounded in a hierarchical model of intrinsic and extrinsic motivation (HMIEM), the primary aim of this study was to test a full motivational sequence at the contextual level in a high school ensemble setting (Social-Contextual Factors → Psychological Needs → Motivation → Consequences). I specifically examined the relationships between multifaceted variables within this sequence, including teacher-created
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The Active Musical Room: Fostering Sensorimotor Discoveries and Musical Creativity in Toddlers Journal of Research in Music Education (IF 1.0) Pub Date : 2020-09-22 Alicia Peñalba, Lucio Martínez-Álvarez, Andrea Schiavio
In the current study, we investigate the implementation of a musical workshop in an early childhood education setting. The workshop is based on a shared space for musical creativity (the Active Musical Room) comprising six different musically relevant objects, which toddlers were free to explore and play with. Inspired by Delalande’s Pedagogie musicale d’éveil, the workshop was facilitated by a teacher
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Cross-Validation and Application of a Scale Assessing School Band Performance Journal of Research in Music Education (IF 1.0) Pub Date : 2020-09-15 Emily G. Rossin, Martin J. Bergee
This is the sixth and culminating study in a series whose purpose has been to acquire a conceptual understanding of school band performance and to develop an assessment based on this understanding. With the present study, we cross-validated and applied a rating scale for school band performance. In the cross-validation phase, college students rated recordings of two high school concert band performances
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Developing a Tool for Music Theory Placement: An Emphasis on Implicitly Learned Abilities Journal of Research in Music Education (IF 1.0) Pub Date : 2020-09-11 Regina Antunes Teixeira dos Santos, Rafael Puchalski dos Santos
Addressing the disparate levels of aural skills that students may have acquired through their daily musical experiences prior to formal schooling can be difficult. Placement tests within the Western classical musical tradition typically involve structural decoding and formal concepts of elementary music theory. In this manuscript, we discuss the development of a music placement evaluation for beginner
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The Prevalence and Correlates of Accurate Singing Journal of Research in Music Education (IF 1.0) Pub Date : 2020-09-11 Peter Q. Pfordresher, Steven M. Demorest
The purpose of this study was to analyze a large sample of volunteers from the general population who were tested with an identical online measure of singing accuracy. A sample of 632 participants completed the Seattle Singing Accuracy Protocol (SSAP), a standardized measure of singing accuracy, available online, that includes a test of pitch discrimination and basic demographic questions. Analyses
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The Role and Influence of Performance in School Music Programs: A Grounded Theory Journal of Research in Music Education (IF 1.0) Pub Date : 2020-09-11 Marshall Haning
The purpose of this grounded theory research was to investigate music teachers’ perceptions of the role and influence of performances in K–12 music programs and the processes by which these performances impact music teaching and learning. Three specific research questions informed this study: (1) What role do performances play in school music programs? (2) How are music teachers’ pedagogical decisions
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Balancing the Varied Needs of Master of Music Education Students: Perceptions From Program Directors and Alumni Journal of Research in Music Education (IF 1.0) Pub Date : 2020-09-10 Colleen Conway, Jessica Vaughan-Marra, Christopher Marra
The purpose of this study was to examine the perceptions of master of music education degree program directors and alumni from selected schools regarding the ways in which their music education master’s programs balance the varied needs of program participants. Findings are presented in the two broad categories of improvement in P–12 teacher learning and preparation for future scholarly work, and the
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Forum Journal of Research in Music Education (IF 1.0) Pub Date : 2020-09-01 Peter Miksza
Producing the JRME requires a commitment of collective energy from many stakeholders. Maintaining the quality and integrity that the journal is known for throughout the world would not be possible without the voluntary service provided by the members of the editorial team. This issue marks my first as Editor of the JRME, and as my first published act I would like to extend my deepest and sincerest
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Impostor Feelings of Music Education Graduate Students Journal of Research in Music Education (IF 1.0) Pub Date : 2020-09-01 Wendy L. Sims, Jane W. Cassidy
Impostor phenomenon (IP) is the psychological construct used to describe potentially debilitating feelings of fraud and fear of being exposed as a phony in individuals who are actually high achieving and successful. The purpose of this study was to investigate the IP feelings of music education graduate students. A total of 130 master’s and doctoral students completed a survey that included the Clance
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A Survey of Secondary Instrumental Teachers’ Immediacy, Ensemble Setup, and Use of Classroom Space in Colorado and Indiana Journal of Research in Music Education (IF 1.0) Pub Date : 2020-09-01 Nicholas E. Roseth
The purpose of this study was to survey secondary band and orchestra teachers (N = 436) in Colorado and Indiana regarding their self-reported immediacy behaviors, ensemble setups, and use of classroom space when teaching. Immediacy “refers to nonverbal teacher behaviors which increase nonverbal interaction with students and which communicate closeness.” Female teachers and teachers of young ensembles
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Cooperating Music Teachers’ Opinions Regarding the Importance of Selected Traits, Behaviors, and Skills as Predictors of Successful Student Teaching Experiences Journal of Research in Music Education (IF 1.0) Pub Date : 2020-08-31 Philip B. Edelman
The purpose of this study was to determine the perceptions of cooperating teachers regarding the importance of certain teacher traits, behaviors, and skills as predictors of a successful student teaching experience. The sample consisted of teachers who had served as cooperating teachers (N = 519). Participants rated a list of 40 teacher traits, behaviors, and skills based on their (perceived) importance
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Gay- and Straight-Sounding Auditory Cues Elicit Stereotyping About Teaching Effectiveness Journal of Research in Music Education (IF 1.0) Pub Date : 2020-08-31 Donald M. Taylor, Jay S. Raadt
The purpose of this study was to examine the effects of a “gay-sounding” voice on heterosexual music teachers’ perceptions of music teaching effectiveness. Music teachers across the United States (N = 575) listened to two men between the ages of 18 and 25 years old with stereotypically gay and straight voices, respectively, reading a short paragraph. After hearing each speaker in counterbalanced order
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The Impact of Music Practice Instruction on Middle School Band Students’ Independent Practice Behaviors Journal of Research in Music Education (IF 1.0) Pub Date : 2020-08-24 Stephanie Prichard
The purpose of this study was to investigate the impact of music practice instruction on middle school band students’ ability to articulate and incorporate practice strategies. Participants were middle school band students at a large suburban middle school (N = 105). Using a pretest–posttest quasi-experimental design, participants were divided into control (n = 53) and experimental (n = 52) groups
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Effects of Two Approaches to Rhythmic Dictation Journal of Research in Music Education (IF 1.0) Pub Date : 2020-08-14 Nathan O. Buonviri
The purpose of this study was to investigate the effects of two listening strategies on rhythmic dictation scores. In a within-subjects design, 54 undergraduate music majors completed two-measure rhythmic dictations under each of three conditions: (a) no prescribed approach, (b) required listening before writing, and (c) required writing while listening. The first condition gauged participants’ baseline
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Examining Relationships Among Concert Band Directors’ Efficacious Sources, Self-Efficacy for Teaching Strategies, and Effective Teaching Skills Journal of Research in Music Education (IF 1.0) Pub Date : 2020-08-06 Bradley J. Regier
The purpose of this study was to investigate the extent that concert band directors’ self-efficacy for teaching strategies was influenced by its four sources: mastery experiences, verbal persuasion...
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Effects of Dark and Bright Timbral Instructions on the Production of Pitch and Timbre Journal of Research in Music Education (IF 1.0) Pub Date : 2020-08-06 D. Gregory Springer, Amanda L. Schlegel, Andrew J. Lewis
The purpose of this study was to examine the effects of timbral instructions on pitch and timbre production. High school (n = 28) and collegiate (n = 28) trumpeters played sustained tones at two oc...
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Multilevel Models of the Relationship Between Music Achievement and Reading and Math Achievement Journal of Research in Music Education (IF 1.0) Pub Date : 2020-08-05 Martin J. Bergee, Kevin M. Weingarten
We used multilevel mixed modeling to test the extent to which students’ music achievement scores were related to their reading and math achievement scores. Of the four levels examined (individual s...
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Effects of Three Common Choral Performance Movement Conditions on Acoustic and Perceptual Measures of Choral Sound Journal of Research in Music Education (IF 1.0) Pub Date : 2020-06-25 Melissa L. Grady, Tianna M. Gilliam
The purpose of this investigation was to examine the effects of three commonly observed choral singer performance conditions (no movement, slight swaying, full-body swaying) on acoustic and perceptual measures of choral sound. We audio recorded an established university choir (N = 29 singers) performing a memorized piece while viewing the same conductor video and participating in one of the three performance
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Secondary Students’ Preferences for Various Learning Conditions and Music Courses: A Comparison of School Music, Out-of-School Music, and Nonmusic Participants Journal of Research in Music Education (IF 1.0) Pub Date : 2020-06-22 Seth Pendergast, Nicole R. Robinson
This study was an investigation of middle and high school students’ preferences for various music learning conditions and secondary music course offerings. The stratified random sample included students who were and were not enrolled in school music classes (N = 827). Participants represented secondary school music students (n = 369), students who only participate in music outside of school (n = 254)
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Sources Cited in the Journal of Research in Music Education: 1953 to 2015 Journal of Research in Music Education (IF 1.0) Pub Date : 2020-06-12 Carl B. Hancock, Harry E. Price
The Journal of Research in Music Education (JRME) is the longest running serial dedicated to music education research, and its articles are widely considered exemplars in the field worldwide. This is a bibliometric study of the sources cited in articles published in the JRME from its inception in 1953 to 2015. We extracted 31,679 references from 1,341 the JRME articles; rank-ordered those frequently
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A Comparison of Virginia Band Performance Assessments in Relation to Director Gender Journal of Research in Music Education (IF 1.0) Pub Date : 2020-06-12 Heather Nelson Shouldice, Jessica L. Eastridge
The purpose of this study was to compare the concert band assessments of male-directed ensembles and female-directed ensembles in the state of Virginia. Data included overall ratings of male-directed and female-directed bands (N = 3,229) that performed at District Concert Assessments held across the state in the past 6 years (2013–2018), which were publicly available on the website of the Virginia
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Instructional Expertise and Micropolitics: The Social Networks of Instrumental Music Teachers Journal of Research in Music Education (IF 1.0) Pub Date : 2020-05-27 Ryan D. Shaw
The purpose of this study was to understand the social networks of three instrumental music teachers in a midwestern school district. Research questions were (1) How do instrumental music teachers describe their formal/instructional networks? and (2) How do instrumental music teachers’ social networks differ by career stage? I used a qualitative ego network design to map social networks of information
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A Neurophenomenological Investigation of Mindfulness Among Collegiate Musicians Journal of Research in Music Education (IF 1.0) Pub Date : 2020-05-27 Frank M. Diaz, Jason M. Silveira, Katherine Strand
We investigated the efficacy of a phenomenological matrix of mindfulness as a framework for examining expectations, formal meditation experiences, and appraisals of first-year college music students (N = 18) who participated in a 5-day mindfulness module offered through an introductory course in music education. Participants expressed hopes that meditation would help them manage stress and anxiety
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Changes in Perception Accompany the Development of Music Performance Skills Journal of Research in Music Education (IF 1.0) Pub Date : 2020-05-18 Lani M. Hamilton, Robert A. Duke
In two experiments we examined the extent to which musicians identify discrepancies between their intentions and their playing during individual practice. In the first experiment, 60 musicians representing four levels of skill development practiced a familiar piece from their own repertoire for 5 min while being audio recorded. They then listened to their recorded practice and pressed a computer key
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“We All Have a Little More Homework to Do:”: A Constructivist Grounded Theory of Transformative Learning Processes for Practicing Music Teachers Encountering Social Justice Journal of Research in Music Education (IF 1.0) Pub Date : 2020-05-09 Karen Salvador, Allison M. Paetz, Matthew M. Tippetts
The purpose of this study was to investigate processes that led practicing music educators in a graduate course to examine their beliefs and practices regarding inclusion, responsiveness, equity, and justice. Using Charmaz’s constructivist approach to grounded theory, we interviewed 22 participants from MUS 8XX: Philosophy of Music Education. Constant comparative analysis yielded an explanatory framework
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Effects of Ensemble Size and Repertoire Difficulty on Ratings of Concert Band Performances Journal of Research in Music Education (IF 1.0) Pub Date : 2020-04-20 Jason M. Silveira, Brian A. Silvey
The purpose of this study was to examine effects of ensemble size and repertoire difficulty on listeners’ perceptions of concert band performances. Undergraduate music majors (N = 210) viewed an audiovisual stimulus consisting of various images of large and small concert bands paired with identical audio performances of either an easy or difficult composition. Participants rated each ensemble’s tone
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Learning Music Composers’ Styles: To Block or to Interleave? Journal of Research in Music Education (IF 1.0) Pub Date : 2020-04-14 Sarah Shi Hui Wong, Amanda Chern Min Low, Sean H. K. Kang, Stephen Wee Hun Lim
The ability to recognize and distinguish among varying musical styles is essential to developing aural skills and musicianship. Yet, this task can be difficult for music learners, particularly nonexperts. To address this challenge and guide music education practice, this study drew on cognitive psychological principles to investigate the effect of interleaved presentation of music pieces by various
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Predictors of Taking Elective Music Courses in Middle School Among Low-SES, Ethnically Diverse Students in Miami Journal of Research in Music Education (IF 1.0) Pub Date : 2020-03-13 Alenamie Alegrado, Adam Winsler
Researchers attempting to show that music has positive effects on children need to understand and control for preexisting differences between those who do and do not select into musical participation in the first place. Within a large-scale, communitywide, prospective, longitudinal study of predominantly low-income, ethnically diverse students (N = 31,332), we examined characteristics of students who
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Emotional Intelligence and Strategies for Coping With Stress Among Music School Students in the Context of Visual Art and General Education Students Journal of Research in Music Education (IF 1.0) Pub Date : 2020-02-11 Anna Antonina Nogaj
This article addresses the psychosocial functioning of young people with artistic abilities. The study involved 354 students from music, art, and general education schools, ages 16 to 19 years. The research hypothesis was that the diversity of situations experienced by students studying at different types of schools could generate differences in their socio-emotional functioning, focusing on features
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Teaching Music to Support Students: How Autonomy-Supportive Music Teachers Increase Students’ Well-Being Journal of Research in Music Education (IF 1.0) Pub Date : 2020-01-31 Arielle Bonneville-Roussy, Emese Hruska, Hayley Trower
According to self-determination theory (SDT), the learning experiences of music students can be explained partly by the autonomy-supportive style adopted by their music teachers. To provide the first in-depth understanding of how music performance teachers support the autonomy of their students and how this support is related to students’ well-being, we adopted SDT and the PERMA model of well-being
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Dewey’s Musical Allergy and the Philosophy of Music Education Journal of Research in Music Education (IF 1.0) Pub Date : 2020-01-15 Matthew D. Thibeault
This historical study explores John Dewey’s ideas regarding music and music education through primary sources (his published writings, correspondence, and transcriptions of class lectures) and secondary sources (biographies and related scholarly literature). Dewey’s belief that he was unmusical is presented, including via a consideration of his novel conception of rhythm absent musical examples. Despite
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A Grounded Theory of Musical Independence in the Concert Band Journal of Research in Music Education (IF 1.0) Pub Date : 2020-01-07 Brian N. Weidner
Defined as the ability to engage in music activities on one’s own, musical independence is a frequent goal of music education. This yearlong study investigated musical independence within concert bands through interviews and observations of participants of secondary programs that included musical independence as a primary objective. Constructivist grounded theory analyses of the participants’ experiences
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Infant Vocal Imitation of Music Journal of Research in Music Education (IF 1.0) Pub Date : 2019-12-17 Lucia Benetti, Eugenia Costa-Giomi
Infant vocal production has been studied mainly from the perspective of language development. We studied it from the perspective of singing development by analyzing a 15-month-old’s imitations of songs. The infant wore a recording device that yielded a continuous, 16-hr audio recording of all the sounds produced by him and around him throughout the day. We listened to the audio file and identified
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Music Instruction at Selected State Normal Schools during the Nineteenth Century Journal of Research in Music Education (IF 1.0) Pub Date : 2019-12-02 Phillip M. Hash
The purpose of this study was to explore music instruction in selected normal schools of the United States during the nineteenth century. The sample consisted of all eighteen state normal schools organized before the end of the U.S. Civil War and provided insight into the earliest period of music at these institutions. Research questions focused on normal school music (a) faculty, (b) curricula, and
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Urban Music Educators’ Perceived Professional Growth in a Context-Specific Professional Development Program Journal of Research in Music Education (IF 1.0) Pub Date : 2019-12-02 Julia T. Shaw
This collective case study examined the perceived impact of a context-specific professional development program, the Urban Music Education Institute, on urban music educators’ professional growth. The year-long program, which focused on culturally responsive pedagogy (CRP), featured workshops presented by nationally recognized clinicians complemented by a collaborative teacher study group (CTSG). Portraits
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The Relationships Among Interval Identification, Pitch Error Detection, and Stimulus Timbre by Preservice Teachers Journal of Research in Music Education (IF 1.0) Pub Date : 2019-11-27 Laura A. Stambaugh, Bryan E. Nichols
We examined the relationship between interval identification skill and error detection skill in preservice teachers, accounting for timbral differences by including piano and vocal stimuli. The interval identification test was comprised of 33 items spanning from C2 to B5. Fifteen error detection items were monophonic melodies, two measures long, in 4/4 meter, and included one pitch error. Music education
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Associations Between Musical Participation and Young Children’s Prosocial Behaviors Journal of Research in Music Education (IF 1.0) Pub Date : 2019-10-16 Beatriz Ilari, Susan Helfter, Tina Huynh
Collective music making has been associated with the emergence of prosocial behaviors in children and adults. Yet, the associations between participation in early childhood music education programs and prosocial skills in young children remain elusive. The purpose of this exploratory study was to examine how children with varied amounts of music participation—in a formal program and in the home—performed
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The Role of Accompaniment Quality in Band Directors’ Evaluations of Solo Instrumental Performance Journal of Research in Music Education (IF 1.0) Pub Date : 2019-10-09 Brian A. Silvey, D. Gregory Springer
The purpose of this replication study was to examine the effects of accompaniment on evaluations of solo instrumental performances. Although previous findings have indicated that instrumental music education majors’ evaluations of soloists were not independent of accompaniment, it is unknown whether more experienced evaluators are similarly affected by accompaniment. In addition to using a new population
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The Effect of Jazz Improvisation Instruction on Measures of Executive Function in Middle School Band Students Journal of Research in Music Education (IF 1.0) Pub Date : 2019-08-09 Martin Norgaard, Laura A. Stambaugh, Heston McCranie
Research investigating links between academic achievement and active music instruction has not previously differentiated between different types of instruction. In the current study, 155 seventh- and eighth-grade middle school band students were divided into two groups. Both groups received 2 months of instruction in jazz phrasing, scales, and vocabulary, but only the experimental group was taught
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Effects of Pitch Source on Pitch-Matching and Intonation Accuracy of Collegiate Singers Journal of Research in Music Education (IF 1.0) Pub Date : 2019-08-05 Jessica Nápoles, D. Gregory Springer, Brian A. Silvey, Kari Adams
In this study, we examined the effects of multiple reference pitch sources on collegiate singers’ accuracy in pitch-matching and intonation tasks. We also investigated which reference pitch source participants preferred and for what reasons. Participants (N = 99) sang a two-measure excerpt of Joseph Dearest, Joseph Mine after listening to the starting pitch of A on a pitch pipe, the piano, a vocal
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Who Enrolls in High School Music? A National Profile of U.S. Students, 2009–2013 Journal of Research in Music Education (IF 1.0) Pub Date : 2019-08-02 Kenneth Elpus, Carlos R. Abril
The purpose of this study is to construct a complete demographic profile of high school music ensemble students using nationally representative data for the U.S. graduating high school class of 2013. We make use of restricted-use data from the National Center for Education Statistics High School Longitudinal Study of 2009 (HSLS). Results showed that 24% of the class of 2013 enrolled in at least one
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