Research Studies in Music Education音乐教育研究
Research Studies in Music Education(英文缩写 RES STUD MUSIC EDUC),ISSN 1321-103X,eISSN 1834-5530,中文译名:音乐教育研究 是一本学术期刊。本页汇总该期刊的最新影响因子、分区信息以及最新收录于 PubMed 的文献,帮助您快速了解期刊全貌。
发文量统计区间：2025-09-01 至 2026-08-31，按本站收录文献的发表日期统计。
期刊介绍
历年影响因子趋势
| JCR 数据年份 | 影响因子 | JCR 分区 |
|---|---|---|
| 2021 | 未收录 | N/A |
| 2022 | 1.600 | N/A |
| 2023 | 1.300 | N/A |
| 2024 | 1.600 | N/A |
| 2025 | 1.900 | N/A |
Research Studies in Music Education 最新收录文献
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1. Creative aging and lifelong learning through singing+: A scoping review.
PMID:日期:2026-04-01Activities involving the integration of singing, with movement, dance, and story (Singing+), can serve as rich sites of creative aging, performativity, and pedagogical inclusion. This scoping review examines how singing, in combination with movement, dance, and/or story, which we refer to as Singing+, enhances the quality of life for older adults. The potential impacts of combining singing with movement, dance, and/or story are particularly significant for this age group, as the combination of arts dynamically engages participants' cognitive, physical, and social capacities, offering opportunities for creative expression, creative development, and meaningful challenges. With its inclusion of story, Singing+ also offers opportunities for rehearsing and performing community, role-playing, self-expression, and reclaiming space. By scoping the diversity of global opportunities under the umbrella of Singing+, we illuminate a variety of globally diverse art forms that older adults of all abilities, goals, and experiences can embrace. Despite gaps in the selected studies' methodological consistency and variations in their reporting of participant characteristics, activities, and outcomes, this review opens several avenues for further research while underscoring the need for a more systematic approach to integrating understandings about singing in combination with movement, dance, or story, its pedagogies, and the mechanisms underlying its various affordances. Perhaps most significantly, these activities offer meaningful opportunities for creative expression and exploration of selfhood. Future research studies in this area should include a more detailed description of the activities and pedagogical strategies and participant characteristics. The literature has also insufficiently theorized the benefits of combining singing with the art forms of movement, dance, and/or story for aging populations in particular, despite their clear benefits. Building a stronger research base will help educators, artists, and therapists to refine methods and ensure these activities' continued role in fostering opportunities for lifelong learning and meaningful aging.
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2. Listening with 'Big Ears': Accountability in cross-cultural music education research with Indigenous partners.
PMID:日期:2023-10-01In this theoretical article, I examine various conceptions of focused listening-including those held by specific First Nations communities-to determine how each conception might offer insights for listening while conducting cross-cultural music education research. First, I discuss the notion of "Big Ears," as it is understood by the jazz community. Then, I turn to scholars from various First Nations in British Columbia to learn about their conceptions of listening. I outline decolonial listening strategies as proposed by Indigenous Arts scholar Dylan Robinson, before learning about the role of listening from a settler-Canadian who formally Witnessed the testimonies of Indigenous residential school survivors over a period of years while working for the Truth and Reconciliation Commission of Canada. I examine the writings of music education researchers who have proposed listening as an important strategy in cross-cultural/intercultural pedagogy and research, albeit in different circumstances and for different reasons. Finally, I describe/reflect on my process of learning to listen cross-culturally as a settler-Canadian music education researcher engaged in community-based participatory research (CBPR) over the course of three studies, and list some of the ongoing questions I have. I conclude by proposing a revised understanding of Listening with "Big Ears" as one possible way for non-Indigenous researchers using a CBPR approach to enhance their application of Indigenist research methodology, especially in demonstrating their accountability to Indigenous co-researchers, participants, and communities, as they engage collaboratively in music education research.
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3. ICT and music technology during COVID-19: Australian music educator perspectives.
PMID:日期:2023-04-01The COVID-19 pandemic forced music teachers to modify their practice as delivery moved online in education settings around the globe. This article forms part of our wider study, , that commenced in March 2021. In this article, the authors analyze and discuss Australian music teachers' perceptions of confidence, preference, and usage of music technologies, combined with Information and Communication Technologies (ICT) while teaching during COVID-19. Employing a quantitative methodology from data collected using an anonymous survey ( = 105), they report on teachers' attitudinal responses about ICT devices, confidence, and technology usage. The findings outline descriptive and correlational analyses between ICT use and teachers' integration of various devices, software, and related music technologies. The data show that teachers adapted their practice during this time of uncertainty, reporting increased confidence, application, and ICT usage. Data revealed an increase in the use of multiple technologies, resources, and software, which became an essential component of online teaching. The article concludes with recommendations for a longitudinal study of ICT usage in music education across Australia, accompanied by suggestions for increased professional learning, initial teacher training, changes in practice, and contingencies to sustain online learning into the future.
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4. Nurturing student creativity through assessment for learning in music classrooms.
PMID:日期:2022-04-01This article reports research that identified and analyzed assessment for learning strategies employed by six Canadian music educators to support and develop student creativity. Findings include descriptions of creativity-nurturing practices organized into four categories: (a) developing assessment criteria, (b) encouraging creative processes, (c) optimizing the classroom context, and (d) activating self-assessment. Results include detailed descriptions of strategies that educators can employ to leverage formative assessment to nurture student creativity within and beyond music education contexts.