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Content Analysis of the Journal of H...

Simpson, Gail A.

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Content Analysis of the Journal of Historical Research in Music Education: 1980-2019.

紀錄類型:	書目-電子資源 : Monograph/item
正題名/作者:	Content Analysis of the Journal of Historical Research in Music Education: 1980-2019./
作者:	Simpson, Gail A.
出版者:	Ann Arbor : ProQuest Dissertations & Theses, : 2019,
面頁冊數:	157 p.
附註:	Source: Dissertations Abstracts International, Volume: 81-11, Section: A.
Contained By:	Dissertations Abstracts International81-11A.
標題:	Music education. -
電子資源:	http://pqdd.sinica.edu.tw/twdaoapp/servlet/advanced?query=27668551
ISBN:	9798644901746

Content Analysis of the Journal of Historical Research in Music Education: 1980-2019.
Simpson, Gail A.

Content Analysis of the Journal of Historical Research in Music Education: 1980-2019. - Ann Arbor : ProQuest Dissertations & Theses, 2019 - 157 p.

Source: Dissertations Abstracts International, Volume: 81-11, Section: A.

Thesis (Ph.D.)--The University of Mississippi, 2019.

This item must not be sold to any third party vendors.

The purpose of this descriptive study is to explore the trends in historical research over a period of forty years (1980-2019) as presented in peer-reviewed Journal of Historical Research in Music Education (JHRME). This content analysis is geared towards examining categories of research conducted particularly within the last decade (2010-2019) with comparisons to previous studies. Adopting categories and definitions from Heller (1985), McCarthy (1999, 2012), and Stabler (1986), five questions guide the focus of investigation to include historical periods of study (e.g., 20th century), individuals, events, outcomes, and process variables, i.e., the teacher, the learner, the interaction of the teacher and the learner, the content of instruction, and the environment of instruction. Seventy-nine articles published between 2010 and 2019 were read, categorized, and codified. Cliometric analysis is conducted to note trends in biographies, curricular methods and materials, music education development, and historiography. Title analysis and non-random, purposive sampling of the 204 articles published between 1980 and 2009 is done to compare examples with findings from this study and that of McCarthy (1999, 2012). Of the five process variables, three are noted as having consistently high frequencies of exploration. However, one category is significantly underserved both in focus and in measurement of effectiveness of music education over time in the United States and Internationally. Noting the actors, social history, and new historicism, the challenge is presented to researchers to extend the focus of research to include voices not yet represented in the literature, often unrecognized due to geographic, linguistic, and cultural barriers.

ISBN: 9798644901746Subjects--Topical Terms:

3168367
Music education.
Subjects--Index Terms:

Content analysis

Content Analysis of the Journal of Historical Research in Music Education: 1980-2019.
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520 $a The purpose of this descriptive study is to explore the trends in historical research over a period of forty years (1980-2019) as presented in peer-reviewed Journal of Historical Research in Music Education (JHRME). This content analysis is geared towards examining categories of research conducted particularly within the last decade (2010-2019) with comparisons to previous studies. Adopting categories and definitions from Heller (1985), McCarthy (1999, 2012), and Stabler (1986), five questions guide the focus of investigation to include historical periods of study (e.g., 20th century), individuals, events, outcomes, and process variables, i.e., the teacher, the learner, the interaction of the teacher and the learner, the content of instruction, and the environment of instruction. Seventy-nine articles published between 2010 and 2019 were read, categorized, and codified. Cliometric analysis is conducted to note trends in biographies, curricular methods and materials, music education development, and historiography. Title analysis and non-random, purposive sampling of the 204 articles published between 1980 and 2009 is done to compare examples with findings from this study and that of McCarthy (1999, 2012). Of the five process variables, three are noted as having consistently high frequencies of exploration. However, one category is significantly underserved both in focus and in measurement of effectiveness of music education over time in the United States and Internationally. Noting the actors, social history, and new historicism, the challenge is presented to researchers to extend the focus of research to include voices not yet represented in the literature, often unrecognized due to geographic, linguistic, and cultural barriers.
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