Shifting Paradigms in Music Education Research

dc.contributor.authorJorgensen, Estelle
dc.contributor.authorMadura Ward-Steinman, Patrice
dc.date.accessioned2022-05-05T20:17:18Z
dc.date.available2022-05-05T20:17:18Z
dc.date.issued2015
dc.descriptionAccepted manuscript, post print version
dc.description.abstractThe 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.
dc.identifier.citationShifting paradigms in music education research (1953-1978): A theoretical and quantitative re-assessment. Journal of Research in Music Education 63 (3) 2015: 261-280. DOI: 1177/0022429415601690.
dc.identifier.doihttps://doi.org/10.1177/0022429415601690
dc.identifier.urihttps://hdl.handle.net/2022/27590
dc.publisherJournal of Research in Music Education
dc.relation.isversionofhttps://journals.sagepub.com/doi/10.1177/0022429415601690
dc.rightsThis work is under a CC-BY-NC-ND license. You are free to copy and redistribute the material in any format, as long as you give appropriate credit to the original creator and provide a link to the license. You may not use this work for commercial purpose. If you remix, transform, or build upon the material, you may not distribute the modified material.
dc.rights.urihttps://creativecommons.org/licenses/by-nc-nd/4.0/
dc.subjectmusic education
dc.subjectresearch
dc.subjectexperimental philosophy
dc.subjectheuristic model
dc.subjecttheoretical model
dc.subjectchange
dc.subjecttrend
dc.subjectparadigm
dc.subjectparadigm shift
dc.subjectcontent analysis
dc.subjectresearch methods
dc.subjectfacets of music education
dc.subjectintegrative levels of analysis
dc.subjectJournal of Research in Music Education
dc.subjectJRME
dc.subjectRobert Sidnell
dc.subjectAlistair Taylor
dc.titleShifting Paradigms in Music Education Research
dc.typeArticle

Files

Original bundle

Now showing 1 - 1 of 1
Loading...
Thumbnail Image
Name:
8-10-14 Accepted Shifting paradigms.pdf
Size:
381.38 KB
Format:
Adobe Portable Document Format
Description:
If you need an accessible version of this item, please email your request to iusw@iu.edu so that they may create one and provide it to you.