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The article discusses the importance of connecting research in music education with the practice of music teaching and learning. It references a study that raises concerns about the validity of recommendations for practice based on nonexperimental research. The author encourages readers to explore the study and its responses to consider the arguments raised. The author also reflects on the presence of experimental research in the Journal of Research in Music Education (JRME) and expresses a desire for more experiments to be submitted in the future. [Extracted from the article]

This document is an editorial from the Journal of Research in Music Education, written by Peter Miksza. Miksza discusses the topic of evaluating the impact of research in the field of music education. He acknowledges that traditional quantitative measures, such as journal impact factors and citation counts, may not accurately reflect the impact of research in this field due to the limited number of scholars and the personal passions that drive their research. Miksza also highlights the indirect influence of scholarly work on practice, as it is disseminated through networks of educators and practitioners. Ultimately, he emphasizes the importance of research in fostering knowledge generation and encouraging continual learning and innovation in music education. [Extracted from the article]

I am writing this editorial forum on the heels of the 2022 NAfME National Conference that took place in National Harbor, Maryland. It is a privilege to be able to include Dr. McCarthy's keynote address in this issue of the I JRME i . In other words, to borrow Dr. McCarthy's elegant phrasing: To what degree does the I JRME i feature and support the richness within the "ecology of research" happening in our field?. [Extracted from the article]

The purpose of this article is to discuss the potential that moderation hypotheses hold for yielding insights into the complex processes of music teaching and learning. We begin with a discussion of the conceptual relevance of moderation hypotheses to music education research by drawing from a compelling example in the extant literature. This is followed by a brief review and critique of how moderation hypotheses and the concomitant statistical interaction effects have been presented and interpreted in recent research articles in the Journal of Research in Music Education. We offer recommendations to increase the robustness of the theoretical foundations from which moderation hypotheses are generated and the consistency of the ways statistical analyses are reported and interpreted. Next, we provide an illustration of basic statistical models that are useful for testing moderation hypotheses. We then provide an example of moderation analyses in linear regression and ANOVA frameworks as well as advice for reporting the results of these analyses. The examples we present employ real data consisting of 190 collegiate music students' reports of self-regulated learning processes and motivational beliefs. A summary list of recommendations for readers to consider when conducting their own research is provided. [ABSTRACT FROM AUTHOR]

The purpose of this study was to investigate intermediate musicians’ self-regulated practice behaviors. Thirty sixth- through eighth-grade students were observed practicing band repertoire individually for 20 min. Practice sessions were coded according to practice frame frequency and duration, length of musical passage selected, most prominent musical objective, and practice behaviors. The 600 min of video were parsed into 234 practice frames for analysis. Practice sessions also were rated for overall degree of self-regulation. Reliability of the observational procedures (three observers, 95% to 100% agreement) and self-regulation ratings (two raters, coefficients of .89 to .96) was excellent. Analyses revealed an average of 7.8 practice frames with a mean duration of 2 min 45 s across sessions. Participants most frequently addressed the musical objective pitch accuracy and most commonly selected passages of nine measures in length or greater. The most common practice behaviors were varying tempo, repeating fewer than four measures, repeating more than four measures, and irrelevant playing. Significant relationships were found between self-regulation ratings and frequencies of the behaviors writing on music (r = .55), varying tempo (r = .42), repeating four or more measures (r = .41), and irrelevant playing (r = −.59). Implications for future research and practical applications are discussed. [ABSTRACT FROM AUTHOR]

We at the I JRME i are fortunate to be able to feature the recipients of the National Association for Music Education's Senior Researcher Award. Brian Shaw's study of school music offerings and enrollments in Ohio resulted in a number of compelling findings. West paints a rich picture of the kinds of professional development activities music teachers have engaged in and offers several suggestions for enhancing the impact of professional development activities. [Extracted from the article]