ERIC Number: EJ1113696
Record Type: Journal
Publication Date: 2016-Oct
2016 Senior Researcher Award Acceptance Address: Developing Productive Researchers Through Mentoring, Rethinking Doctoral Dissertations, and Facilitating Positive Publishing Experiences
Sims, Wendy L.
Journal of Research in Music Education, v64 n3 p262-273 Oct 2016
In her acceptance address, Wendy Sims provides a unique perspective based on thoughts and reflections resulting from her 8 years of service as the ninth Editor of the "Journal of Research in Music Education" ("JRME"). Specifically, she addresses how college-level music education researchers can promote positive attitudes toward research among doctoral students and early career faculty--those most deeply engaged in learning to read and write it? To answer this question, she addresses several additional questions in three broad areas related to the following subjects: the affective domain, or attitudes toward research; the development of graduate students into researchers; and aspects of individuals' experiences with the research publication process that may inspire them to continue, or to discontinue, completing and publishing research. She divides her address into answering the following questions: Why Do Music Educators Do Research? How Can We Develop Positive Attitudes--Affective Responses--Toward Research? What Can Teachers Do to Help Graduate Students Develop Into Researchers? What Can Programs Do to Help Graduate Students Develop Into Researchers? and What Advice Does a Former Journal Editor Have to Share That Might Help Set Up the Publication Process to Be a Positive Experience for Prospective Authors?
Descriptors: Researchers, Awards, Speeches, Graduate Students, Positive Attitudes, Music Teachers, Music Education, Educational Research, Periodicals, Editing, Higher Education, College Faculty, Affective Behavior, Authors, Faculty Publishing
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Publication Type: Journal Articles; Speeches/Meeting Papers; Reports - Descriptive
Education Level: Higher Education; Postsecondary Education
Authoring Institution: N/A
Grant or Contract Numbers: N/A