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Eminence in Music Education Research as Measured in the New Handbook of Research on Music Teaching and Learning

2010; University of Illinois Press; Issue: 183 Linguagem: Inglês

10.2307/27861473

2162-7223

Clint Randles, Julie Hagen, BettyAnne Gottlieb, Karen Salvador,

Music Education and Analysis

Abstract The purpose of the present study was to identify (a) scholars, (b) journals, (c) authored monographs, (d) edited books or proceedings, and (e) dissertations that were the most eminent, as measured by the frequency of citation in the New Handbook of Research on Music Teaching and Learning (New Handbook). Data from 7,426 citations included in the 60 chapters containing reference sections were analyzed and rank ordered. The most frequently cited scholars were Edwin Gordon and Howard Gardner. The most eminent bibliographic sources were the Journal of Research in Music Education, the Bulletin of the Council for Research in Music Education, Music Matters, the Handbook of Research on Music Teaching and Learning, and dissertations by Mitchell Robinson and Kari Veblen. The authors include researchers, curriculum specialists, psychologists, sociologists, and philosophers from both music and general education. Results from this study clearly indicate the wide variety of sources that impact the field of music education research.