- Commentary Critical Reflections and Future Action
- Politics, Policy, and Music Education
- Instrumental Teachers and Their Students: Who's in the Driver's Seat?
- University Professors and the Entrepreneurial Spirit
- Pride and Professionalism in Music Education
- Pondering the Grand Experiment in Public Music Education
- Music Education and Some of Its Subfields: Thoughts about Future Priorities
- Music Education: An Unanswered Question
- Improving Primary Teaching: Minding the Gap
- International Music Education: Setting up a Global Information System
- The Responsibility of Research in Defining the Profession of Music Education
- Constructing Communities of Scholarship in Music Education
- Internationalizing Music Education
- Emotion in Music Education
- Music Education from a Slightly Outside Perspective
- Research Issues in Personal Music Identification
- Preparation, Perseverance, and Performance in Music: Views from a Program of Educational Psychology Research
- Music Therapy in Schools: An Expansion of Traditional Practice
- Embracing New Digital Technologies: Now and into the Future
- Challenges for Research and Practices of Music Education
- All Theoried Up and Nowhere to Go
- Make Research, Not War: Methodologies and Music Education Research
- The Preparation of Music Teacher Educators: A Critical Link
- Music and the Arts: As Ubiquitous and Fundamental as the Air We Breathe
- There is Nothing Complex about a Correlation Coefficient
- Dewey's Bastards: Music, Meaning, and Politics
Abstract and Keywords
This article argues that music education researchers need not define nor divide themselves by the types of research they choose to do. They should defend their choices only with respect to how well they address research questions, and not against some abstract set of presumed “nonbelievers.” They need not “take sides,” set up “camps,” or hurl salvos at those whose research pursuits are different from their own, but rather attempt to understand the differences, and respect and value them.
Wendy L. Sims completed bachelor's and master's degrees at Kent State University and the doctor of philosophy degree in music education at Florida State University. She taught elementary music in public schools in Ohio, and since 1985 has been on the faculty of the University of Missouri, Columbia. An expert on early childhood music education and research, she regularly presents research and workshop sessions at national and international conferences. Her publications include articles in national and international journals and two edited books about music in prekindergarten. She served as a member and chair of the Music Education Research Council of MENC-The National Association for Music Education, on the Board of Directors of the International Society for Music Education (ISME), and as the ISME Publications Standing Committee chair. In 2006 she was appointed to a six-year term as editor of the Journal of Research in Music Education.
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