The Oxford handbook of qualitative research in American music education
(Book)

Book Cover
Contributors:
Published:
New York City : Oxford University Press, 2014.
Format:
Book
Physical Desc:
xii, 681 pages ; 26 cm.
Status:
Copies
Location
Call Number
Status
ASU Main (3rd floor)
MT1 .O95 2014
Prospector Off Campus
Citations
APA Citation (style guide)

Conway, C. M. (2014). The Oxford handbook of qualitative research in American music education. New York City: Oxford University Press.

Chicago / Turabian - Author Date Citation (style guide)

Conway, Colleen M.. 2014. The Oxford Handbook of Qualitative Research in American Music Education. New York City: Oxford University Press.

Chicago / Turabian - Humanities Citation (style guide)

Conway, Colleen M., The Oxford Handbook of Qualitative Research in American Music Education. New York City: Oxford University Press, 2014.

MLA Citation (style guide)

Conway, Colleen M.. The Oxford Handbook of Qualitative Research in American Music Education. New York City: Oxford University Press, 2014. Print.

Note! Citation formats are based on standards as of July 2010. Citations contain only title, author, edition, publisher, and year published. Citations should be used as a guideline and should be double checked for accuracy.
Description
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 Conwayand 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 andexamines 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 analyzingdata 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 qualitativeresearch 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.
Also in This Series
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More Details
Street Date:
1404.
Language:
English
ISBN:
9780199844272, 0199844275

Notes

Bibliography
Includes bibliographical references and index.
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