A Comparative Content Analysis of "Music Educators Journal" and "Philosophy of Music Education Review" (1993-2012)

Autor/inn/en	Stambaugh, Laura A.; Dyson, Brian E.
Titel	A Comparative Content Analysis of "Music Educators Journal" and "Philosophy of Music Education Review" (1993-2012)
Quelle	In: Journal of Research in Music Education, 64 (2016) 2, S.238-254 (17 Seiten)Infoseite zur Zeitschrift PDF als Volltext Verfügbarkeit
Sprache	englisch
Dokumenttyp	gedruckt; online; Zeitschriftenaufsatz
ISSN	0022-4294
DOI	10.1177/0022429416646997
Schlagwörter	Music; Music Education; Music Teachers; Comparative Analysis; Content Analysis; Elementary Secondary Education; College Faculty; Statistical Analysis; Probability; Interviews; Periodicals; Philosophy; Creativity; Performance; Correlation; Matrices; Regression (Statistics) + Suchen Sie Ihr Suchwort? Musik; Musikerziehung; Music; Teacher; Teachers; Musiklehrer; Inhaltsanalyse; Fakultät; Statistische Analyse; Wahrscheinlichkeitsrechnung; Wahrscheinlichkeitstheorie; Interviewing; Interviewtechnik; Periodical; Journal; Zeitschrift; Fachzeitschrift; Periodikum; Philosophie; Kreativität; Achievement; Leistung; Korrelation; Matrizenrechnung; Regression; Regressionsanalyse
Abstract	Two journals reflecting the interests and concerns of music educators are "Music Educators Journal (MEJ)" and "Philosophy of Music Education Review (PMER)". The purpose of this study was to explore the interests of P--12 music teachers and university faculty as represented by the topics of articles in "MEJ" and "PMER" from 1993 to 2012. After identifying the primary topic of articles at least two pages in length (N = 889), we determined the number of articles and pages published in each topic area within each journal. A chi-square analysis indicated topics within journals did not occur with equal probability (p < 0.001). The most frequently occurring topics in "MEJ" were curriculum (21.15%), performance (15.86%), and fieldwork (9.02%). The most frequently occurring topics in "PMER" were interview (15.45%), philosophy to school (11.79%), and performance (10.57%). Performance was the only topic common to both journals for their five most frequently occurring topics. Topics also were examined in 5-year increments, showing topic frequency was more consistent across time for "MEJ" than for "PMER". In "MEJ", the topics creativity and technology appeared less frequently over time, while performance and social justice increased. In "PMER", marginalization articles decreased, while creativity, research/critical inquiry, and performance increased. (As Provided).
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Erfasst von	ERIC (Education Resources Information Center), Washington, DC
Update	2020/1/01