This article presents the author's speech during the 2012 Senior Researcher award. The author is honored and delighted to accept the award from the Society for Research in Music Education (SRME) and NAfME, an organization of which she has been a member for about forty years. In this address, the author focuses on these four topics: (1) the…

In this article, the author describes two events in his personal life that seem to him illustrative of why a person with his particular involvements might be regarded as somewhat off the center of commonplace images of the music education researcher. He assures the readers that these descriptions will be more than only of personal interest to him.…

Offers the speech by John M. Geringer, recipient of the Music Educators National Conference (MENC) 2000 Senior Researcher Award, that was presented to the Society for Research in Music Education. Focuses on how to mentor researchers, publications in the field, and the importance of academic pluralism to all music related research. (CMK)

Presents the life and work of Calvin Brainerd Cady, an influential U.S. music educator who developed a theory of music education that emphasized the unification of children's thoughts and feelings. Discusses Cady's educational practices in depth and how his work remains relevant to current music-education practices. (DSK)

Points out a number of aspects and dimensions of performance anxiety and describes some of the methods that have been proposed for managing these difficulties, including drug therapy. Notes there is little knowledge about the long-term effects of drug therapies. Behavioral interventions and frequent performance experience are commonly used, but…

Presents a study that investigated the significance of the octave-equivalence assumption, an essential assumption to the notion of "pitch class" and the analysis and pedagogy of all music in the Western tradition. Discusses development and organization of experimental items and describes the method of presentation. (GEA)

Presents a study that describes the development and assesses the effectiveness of a federally funded arts-in-education project undertaken by the Homer (New York) Central Schools. Concludes that the stated goal of integrating arts experiences regularly into the total school program was not being met and makes suggestions for effective…

Argues that historians are revisionists in that personal and cultural conditioning is automatically reflected in their interpretations. Illustrates this point by presenting the contrasting views of Lowell Mason, an influential 19th century musician and music educator. Concludes that by recognizing these conscious and unconscious influences upon…

Claims Edgar B. Gordon's most unique contributions were his highly influential but less publicized involvement with radio instruction in music. Traces Gordon's professional development, details his radio involvement, and analyzes his instructional techniques and materials. (Author/BSR)

Reviews the life and works of early Australian music educator, Samuel McBurney. Born in 1847 in Glasgow, Scotland, McBurney emigrated to Australia in 1870. Features his work with preschool children and the blind and includes four examples of his songs for young children. (JDH)

Music has been taught and learned throughout history, in every known culture. Knowledge of this background may help music educators persist in the current atmosphere. (RM)

Defines and describes educational ethnography. Discusses the potential of ethnographic methodologies in music education research. Examines data collection, methods and issues concerning the theoretical framework, reliability, validity, and generalizability of ethnographic research. (AEM)

Discusses the development of music education in public schools between 1885 and 1905. Describes teacher preparation, certification, the use of music supervisors, instructional methodologies used during the period. Reports the results of four national surveys conducted between 1885 and 1900. (AEM)

Discusses the 1885 survey by General John Eaton of public school music programs. The survey instrument asked questions concerning how many hours per week, in what grades, and by whom music was taught. It also included instruction on the systems and textbooks used, and factors which limited school music instruction. (Author/AEM)

Examines how discriminant analysis techniques can be used in music education research. Provides examples of the technique. Concludes that music researchers can use discriminant analysis to gain new insights into their data. (RKM)