Outlines the development of a qualitative-research program on music learning. Reviews a series of research projects and their findings, and shows how each led to the evolution of new questions. Discusses the evolution of qualitative-research methods developed throughout the program and the value of collaboration between researchers. (DSK)

Describes specific problems related to the issues of confidentiality and subjectivity in a qualitative research project concerning social dynamics in a music education classroom. Argues that the nature of the observer/participant relationship creates complex problems involving confidentiality and subjectivity. (MJP)

Extends a theoretical analysis of type IV music instruction, reviewing the assumptions on which the analysis is predicated. Examines three theoretical cases of music instruction in type IV teacher-student-student triads: (1) identical expectations and preferences; (2) different preferences and identical expectations; and (3) different preferences…

Articulates a fundamental rationale for the practice of qualitative research in music education. Argues that knowledge and experience are by definition subjective and constructed, thereby validating research methodologies that incorporate and acknowledge these realities. Identifies eight "processes" that offer productive research opportunities.…

Notes that large-scale qualitative research projects tend to produce vast data pools from observation journals, interview transcripts, and other material that often is barely analyzed in the originating project. Argues that this material represents a valuable research resource. Includes six suggested rules for the use of older data. (MJP)

Defines the post-positivist approach to qualitative research as one that characterizes knowledge as neither conclusive, verifiable, or external to the human psyche. Instead it assumes knowledge to be socially and individually constructed. Argues for a more tolerant and creative understanding of the various research methodologies by their…

Examines the differences in methodology, content, and conclusions among various approaches to music education historical research. Argues that the preeminent role of interpretation in historical research mandates a broad assortment of methodologies including qualitative research. Includes excerpts from four different histories describing a seminal…

Argues that the profession and practice of music education research is becoming increasingly isolated and disengaged. Posits a parallel between this development and similar occurrences in the rest of society particularly the emphasis on consumption and commercialization. Maintains that this trend marks a decline in social capital. (MJP)

Discusses a number of ethical dilemmas encountered during different stages of qualitative research. Outlines problems specific to entering the field, being in the field, leaving the field, writing, and dissemination. Recounts an incident from ethnographic research that illustrates problems concerning conflicting roles and maintaining objectivity.…

Provides a brief overview of the uses of rhetoric in the history of writing about music. Discusses Aristotle's topology of the three different kinds of rhetoric: deliberative, judicial, and epideictic (demonstrative). Includes excerpts from past music criticism, copious notes, and a 27-item bibliography. (MJP)

Examines fundamental conceptions regarding the role and nature of evaluating and researching music education programs. Questions the common idea that evaluative criteria for programs should focus primarily on the students' level of musical skill. Argues that consideration should be given to personal growth and other issues. (MJP)

Examines preservice teachers' perceptions of music teaching, elementary students, musical content, and school contexts. Ninety preservice teachers responded to a series of experiences that included participating in a model lesson, observing an interview with a general music teacher, and discussing the components of educational experiences. (MJP)

Maintains that the entire field of adult music instruction outside of traditional education largely has been ignored by education researchers. Argues that this field is particularly productive in transmitting musical culture within ethnic communities. Identifies some of the organizations available: church choirs, community bands, singing groups,…

Describes a year-long project where the specialist teachers (music, art, drama, and creative movement) attempted to integrate their instruction into the rest of an elementary school's curriculum. Discusses the initial planning, procedures, and information collected for research purposes. Includes verbatim responses from teachers, students, and…

Presents a personal reflection on an ethnographic study of teaching and learning practices in Irish traditional music. Describes the aims and methods of the study and some of the culture of Ireland. Concludes with a rumination on the nature of truth, applicability, consistency and the role of the ethnographic researcher. (MJP)