MENC Handbook of Research Methodologies

MENC Handbook of Research Methodologies

MENC Handbook of Research Methodologies

MENC Handbook of Research Methodologies

Synopsis

Combining key selections from the classic MENC Handbook of Research on Music Teaching and Learning (Schirmer, 1992) and the widely acclaimed New Handbook of Research on Music Teaching and Learning (Oxford, 2002), the MENC Handbook of Research Methodologies presents comprehensive coverage of the most important issues in music education research in a handy and accessible format. A distinguished team of internationally recognized experts offers cogent and concise insights that provide readers with up-to-date information and references. The volume covers the most important topics in this field, including the role of research in music education, philosophical, historical, qualitative, and quantitative research, as well as assessment and its relationship to research. Practical and affordable, this volume will prove essential for students and scholars of music education. It is both an excellent starting point for those looking to gain an orientation to the field, and an up-to-date reference guide to the most effective strategies for experienced researchers, instructors, and pedagogues.

Excerpt

Important projects require considerable cooperation and this book is no exception. Ms Kim Robinson and Eve Bachrach of Oxford University Press teamed with Mike Blakeslee and John Mahlmann of the National Association for Music Education—MENC to make this project possible. It was their idea and their inspiration that allowed me to be a part of this important undertaking.

The Handbook of Research on Music Teaching and Learning published in 1992 was possible because of the foresight of Maribeth Payne of Schirmer Books and John Mahlmann of the Music Educators National Conference. The New Handbook of Research on Music Teaching and Learning published in 2002 required even more cooperation from Payne and Robinson of Oxford and the music education conference. Both handbooks were immediate successes. Ms Robinson contacted Mike Blakeslee to explore ways that the material in the handbooks could be made more accessible to students, faculty, and libraries. Their solution was to identify material that was essential for all scholars in the profession and to make this material available in small, economical, publications.

It has been my pleasure to work with them and not only to have the responsibility of identifying the critical chapters but to work with the authors in updating the material to reflect events affecting the profession since the original publication. It should be of great interest to the profession to see which areas of research in music teaching and learning have changed significantly and which continue to be based upon fundamental philosophies and procedures. In seeking the best minds in the profession, it will come as no surprise that our authors are based in Great Britain and Canada as well as the United States. In two of the nine chapters we found it advisable to have co-authors from outside the profession thus allowing us to avoid the in-profession bias that often accompanies some research procedures.

The chapters are unique and can be read in any order. Bennett Reimer, however, sets the stage by identifying the research issues that require the attention of all scholar/researchers in the profession. Following his intro-

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