While qualitative research has become increasingly popular in music
education over the last decade, there is no source that explains
the terms, approaches and issues associated with this method. In
The Oxford Handbook of Qualitative Research in American Music
Education, editor Colleen Conway and the contributing music
educators will provide that clarification, as well as models of
qualitative studies within various music education disciplines. The
handbook outlines the history of qualitative research in music
education and explores the contemporary use of qualitative
approaches in examining issues related to music teaching and
learning. It includes 32 chapters and is divided into five parts.
Part I defines qualitative research and examines historical,
philosophical and ethical issues associated with its use in music
education. Part II discusses ways of approaching qualitative
research including: case study, ethnography, phenomenology,
narrative inquiry, practitioner inquiry, and mixed methods. Ways of
collecting and analyzing data are examined in the third part of the
text (observations, interviews, document analysis, music as data
and technology). Part IV examines various music teaching and
learning contexts that have been studied using qualitative
approaches including: early childhood, general, instrumental-band,
instrumental-string, choral, preservice and inservice teacher
education, adult and community settings, student with
exceptionalities, underserved populations, and world music. The
final section of the book tackles permission to conduct research,
teacher qualitative research, publishing qualitative research and
direction for the future. An ambitious and much-needed volume, this
handbook will stand as a key resource for drawing meaning from the
experiences of students and teachers in music classrooms and
communities.
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