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Music Education Research
Music Educ Res

Published/Hosted by Taylor and Francis Group. ISSN (printed): 1461-3808. ISSN (electronic): 1469-9893.

Music Education Research is a new refereed journal which will draw its contributions from a wide community of researchers. The focus will be firmly on research, providing a forum for debate arising from findings as well as methods and methodologies. It will seek to generate and promote research from both experienced researchers and those new to the field. Qualitative and quantitative research methodologies, ethnographic, action research and experimental approaches will be encouraged as well as reflections on the research process and reports on research in progress. Research in music education is diverse and hugely varied in quality and relevance. In recent years there has been a particular bias towards the psychological perspective. The sociological study of music in education is of growing interest, particularly issues of gender, culture, ethnicity, class and disability. The philosophical discourse surrounding values, principles and purpose are particularly relevant in comparative studies. The importance of developing the imagination and creativity is recognised in many societies: research into how these may be fostered and how we recognise and evaluate such qualities in music education is needed. Music Education Research will encourage contributors whose research interests encompass music teaching and learning in styles and traditions outside the European 'classical' tradition. There is also a need to acknowledge the influence of particular educational philosophies on music education in particular countries. Music education research still tends to be rather parochial; this is a journal with an international constituency which will offer a forum for comparative investigations and discussions. Music Education Research interprets education in its widest sense, as a lifelong process which includes both formal and informal settings. Research in this field should be relevant and illuminating and should encourage teachers, student teachers and researchers at all levels to reflect on, and challenge theories and practices.

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