Research in Music Education

Choate, Robert A.

doi:10.2307/3344444

Cited by 5 publications

(2 citation statements)

References 11 publications

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“…During the first five decades of the twentieth century, a unique music history that affected the lives of black Kansas City, Kansans emerged. Ragtime, as Southern describes, was heard throughout the Kansas City area at the turn of the century: 2Rayford W. Logan, The Betrayal of the Negro (New York: Collier Books, 1954, 1965), p, 9,…”

Section: Introductionmentioning

confidence: 99%

A History of Music Education in the Black Community of Kansas City, Kansas, 1905-1954

Buckner

1982

Journal of Research in Music Education

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This study investigated music education in the black community of Kansas City, Kansas, from 1905 to 1954. It examined the facilities, teachers, curriculum, activities, and students to determine if this history was worthy of recognition by mainstream music education. Public documents, including annual reports, courses of study, personnel records, grade reports, programs, and newspaper articles, were the main sources of information. Interviews and letters of former students, teachers, and administrators were used as supportive evidence. The study documents the respectable music education that developed in this black community by identifying the black music educators who possessed outstanding credentials, the curriculum, and the musical activities that resulted from their students' involvement. This study, which helps to fill a void in the documentation of blacks in music education, provides valuable historical data on a nonwhite group's music educational development.

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Section: Introductionmentioning

confidence: 99%

A History of Music Education in the Black Community of Kansas City, Kansas, 1905-1954

Buckner

1982

Journal of Research in Music Education

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“…Our analysis traverses some of the same territory covered by Yarbrough (1984) although it differs from Yarbrough’s study in important ways. Yarbrough’s purpose was to categorize articles methodologically according to criteria used in preceding research (e.g., her references include the work of Britton, 1969; Cady, 1967; Choate, 1965; Jellison, 1973; Madsen & Madsen, 1970; Madsen & Yarbrough, 1975; Phelps, 1980; Reimer, 1965). Our study draws on heuristic models developed by Sidnell (1972) and Taylor (1975) published during the period covered by our investigation.…”

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confidence: 99%

Shifting Paradigms in Music Education Research (1953–1978)

Jorgensen

Ward-Steinman

2015

Journal of Research in Music Education

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The purpose of this study was to examine evidence of a hypothesized shift in the operative research paradigms in music education during the first quarter century of the publication of the Journal of Research in Music Education, during the period 1953 to 1978. This shift was from humanities-oriented historical and philosophical studies to scientifically oriented psychological studies, from studies couched at higher levels of generality to more specific levels of analysis of the data, and from studies geared toward broader contextual and institutional issues to those concerning the specific behaviors of students in music education. Data for our analysis are drawn from the first 26 years of the Journal of Research in Music Education during its formative period from 1953 to 1978. In order to test quantitatively these broad philosophical claims for shifting paradigms in music education research during this period, our specific research questions focused on indicators that, taken together, might document these changes. Based on heuristic models, 499 articles were classified according to types of research method, facets of music education, and integrative levels of analysis. Descriptive statistics and statistically significant correlations provided strong evidence of this shift. Implications for further research were sketched.

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Learning to Teach Graduate Students

Conway

Palmer

Edgar

et al. 2014

Update: Applications of Research in Music Education

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This study examined our perceptions as a music education professor and three PhD students as we conducted a self-study of our individual and collective experiences teaching graduate students. We framed our work around the key question: How do PhD students describe experiences specifically in relation to perceived potential as teachers of graduate students in higher education? Findings concerning graduate teaching included (a) views of graduate teaching changed with increased experience, and (b) confidence increased with more experience teaching graduate classes and more time to process the content. The use of self-study as an approach to inquiry is discussed along with these findings.

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Research in Music Education

Cited by 5 publications

References 11 publications

A History of Music Education in the Black Community of Kansas City, Kansas, 1905-1954

A History of Music Education in the Black Community of Kansas City, Kansas, 1905-1954

Shifting Paradigms in Music Education Research (1953–1978)

Learning to Teach Graduate Students

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