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As the most widely disseminated publication in the music education profession, The Music Educators Journal

is a scholarly practitioner journal available to music educators worldwide. The study’s authors

examine the past five years of trends in content, discuss their social implications, and anticipate the forward trajectory of our musical culture as it applies to K-12 music education. Data was collected, critically

examined, and formatted into an accessible resource for music educators. This research is intended to foster the growth of informed musicians, educators,

and positively influence educators in the use of the Music Educators Journal in their own reflective practice.

The Music Educators Journal

Katrina Hedrick

Sebastian Adams

Andrew Gillespie

Will Gamache

John Lampus

Delimitations

Data was codified by individual researcher’s interpretation and subject to their personal bias. Therefore, a standardized rubric should be established to secure validity for future research. All citations were counted once per article, negating repeat uses of the same source. There is the potential for extrapolation in the social implications and forward trajectory categories. Impacts related to the changes in editors should be considered when interpreting results.

Content

Social Implications

FORWARD TRAJECTORY OF PHILOSOPHY

Theo

ries & M

ethods

Au

thor B

ack

groun

d

Fields

of S

tudy

Number of Theories or Methods present in articles by year

2012 - 29 (5)

2013 - 33 (4)

2014 - 27 (10)

2015 - 31 (15)

2016 - 28 (3)

Total - 148 (37)

On average there is one theory or method presented in each article (1.09%)

75% of articles read contained theories or methods

Questions for Further Research

With very few private teachers writing articles, is there a pedagogical and cultural disconnect between the music education field and private instructors?

What is the relationship in pedagogical practice between K-12 music educators and collegiate music education professors?

Does the low amount of submissions from non-music education professors mean the readership does or does not extend beyond academia?

How can we encourage all music educators to submit to the Music Educators Journal?

What philosophical perspectives are absent from contemporary discussions amongst music educators?

Coding Process

Articles with a general topic applicable to all music educators in

the field were labeled K-12 Music Educators. Other articles were

categorized based on the identifying markers within language

used by MEJ authors:

Higher Education 43.2%

Secondary Music Educators 18%

Instrumental Music Educators 10.4%

Choral Music Educators 6.0%

General Elementary Music Educators 6.6%

Community (Private Studio or Community Ensemble) 4.4%.

Present

● MEJ serves to provide tools for the professional growth of a diverse array of music education practitioners ● Secondary teachers & collegiate professors are the largest audience of the journal

Absent

● Focus on ensemble or classroom specific teaching techniques ● Secular community ensembles

● General music classes in secondary education context ● Pedagogy of harmonizing instruments (e.g.,piano, guitar)

Present

● Theories discuss the diverse learning emotional needs of students

● Theories represented in MEJ represent an array of seminal work in social sciences

Absent

● Critical commentary related to theories or methods

● Data reinforces the top-down model of music education scholarship

and implementation

● MEJ committed to seminal work in the social sciences that

have the opportunity to improve validity and ethics in

content.

● MEJ emphasizes the opportunity of shared knowledge among

music education practices

● Higher education and secondary education have the opportunity

to significantly influence music education practices

Coding Process

Fields of study are determined through the cited sources from each article and codified into 14 fields:

Music Education 46.4% Education (non-music) 19.3% Sociology 5.2% Psychology 6.6% Musicology 4.5% Anthropology 3.1% Music Performance 2.5% Other Sciences 4.6% Remaining 7.8%: Educational Policy Law and Politics Technology Media

Philosophy Outliers

Present

● Professors of music education demonstrate a dominant influence in MEJ publication (2012-2016)

Absent

● Practitioners are in the minority of contributors to the publication

● There is a lack of representation from school administrators, private instructors, professional performers, and elementary music practitioners

Present

● A significant number of sources related to sociology and articles on social issues leads to a greater awareness of contemporary social issues students are dealing with outside the classroom

● The MEJ commitment to integrity of classroom practice is evidenced by the large quantity of sources cited within the music education category ● Science and STEM scholarship influence music education practice

Absent

● Little attention to musicology and historical context

● MEJ values a variety of subjects in the arts and sciences to inform professional music educators ● Most scientific fields of study come from social science backgrounds.

Coding Process

Authors were categorized by their occupation at the time of publication into five fields:

Professors of Music Education (Doctoral Students Included) 61.9% Collegiate Professors (non-Music Education) 17.4%

K-12 Music Practitioners 13.5% Other 3.9%

Music Educators (non-K-12 or Collegiate) 3.2%

● Music education has the opportunity to continue to be heavily

influenced by scientific fields of research

● Music education scholarship has the opportunity to continue to

grow in importance

● Music education values cross-pollination between diverse fields

of

scholarship

Targe

t

Au

dience

Katrina.Hedrick@colostate.edu Sebastianpadams@gmail.com Andrew.Gillespie@colostate.edu william.gamache@colostate.edu johnlampus@gmail.com

References

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