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Music education literature review example:.
Enz, N. (2013). Teaching Music to the Non-Major: A Review of the Literature. UPDATE: Applications Of Research In Music Education , 32 (1), 34-42. doi:10.1177/8755123313502344
Enz clearly states that he's interested in three research questions.
- Why is studying music at the college level important for non-music majors?
- What are the appropriate goals for college-level music study for non-majors?
- What methodologies and curricula are recommended for teaching the non-major and how might they be improved?
Because this is a literature review, Enz does not seek to answer these questions himself through applying a specific research methodology. Instead, he is curious to know what answers to these questions already exist so that they can be collected and examined for differences and commonalities. As he states in the concluding remarks, "It is my hope that this article will serve as a catalyst for future discourse and study."
Music Therapy Literature Review Example:
O'Callaghan, C. (2012). Grounded Theory in Music Therapy Research. Journal Of Music Therapy , 49 (3), 236-277.
"This paper examines grounded theory within music therapy research." It also does a wonderful job of outlining its methodology, providing a concise overview of results, and a few practical conclusions based on this review of grounded theory literature."
Note the sources used for this literature review (PubMed, CINAHL, PsycINFO, SCOPUS, and ERIC) are quite different from those used in the first literature review example (RILM, Music Index, ERIC, College Music Symposium publications). The only source reviewed by both articles in ERIC.
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A PRISMA review of research on feedback in music education and music psychology
- Music Studies
Research output : Contribution to journal › Article › peer-review
The purpose of this study was to conduct a systematic review of research literature about feedback in music. We employed the Preferred Reporting Systems for Systematic Reviews and Meta-Analyses (PRISMA) method to systematically review literature about feedback in music education and music psychology from the first identified article in 1973 to November 2021. We identified a total of 4,499 records using our inclusion criteria, of which a total of 153 were identified as relevant for further analysis. We documented percentages and frequencies for publications over time, type of publications, sampling location, methodology, and topic. We also employed recent conceptions of feedback to categorize the type of feedback studied. Results suggest the extant literature in music may be outdated and lack methodological rigor. Most studies did not provide a working definition of feedback and were largely confined to teacher feedback. Music researchers have primarily studied feedback in relation to learner’s behavior rather than their cognition or affect. Consequently, feed-back (as opposed to feed-up or feed-forward) represents the overwhelming focus of this literature. This review highlights the need for more in-depth, nuanced, and empirically robust studies on feedback in music education and music psychology.
- content analysis
- systematic review
ASJC Scopus subject areas
- Psychology (miscellaneous)
Access to Document
- 10.1177/03057356221109328
Other files and links
- Link to publication in Scopus
- Link to the citations in Scopus
Fingerprint
- Research Psychology 100%
- Psychology Psychology 100%
- education INIS 100%
- reviews INIS 100%
- psychology INIS 100%
- feedback INIS 100%
- Systematic Literature Review Psychology 66%
- Teachers Psychology 33%
Blackwell, J. (Creator), Matherne, N. (Creator) & McPherson, G. E. (Creator), SAGE Journals, 2022
DOI : 10.25384/sage.c.6128941 , https://sage.figshare.com/collections/A_PRISMA_review_of_research_on_feedback_in_music_education_and_music_psychology/6128941
T1 - A PRISMA review of research on feedback in music education and music psychology
AU - Blackwell, Jennifer
AU - Matherne, Nicholas
AU - McPherson, Gary E.
N1 - Publisher Copyright: © The Author(s) 2022.
PY - 2023/5
Y1 - 2023/5
N2 - The purpose of this study was to conduct a systematic review of research literature about feedback in music. We employed the Preferred Reporting Systems for Systematic Reviews and Meta-Analyses (PRISMA) method to systematically review literature about feedback in music education and music psychology from the first identified article in 1973 to November 2021. We identified a total of 4,499 records using our inclusion criteria, of which a total of 153 were identified as relevant for further analysis. We documented percentages and frequencies for publications over time, type of publications, sampling location, methodology, and topic. We also employed recent conceptions of feedback to categorize the type of feedback studied. Results suggest the extant literature in music may be outdated and lack methodological rigor. Most studies did not provide a working definition of feedback and were largely confined to teacher feedback. Music researchers have primarily studied feedback in relation to learner’s behavior rather than their cognition or affect. Consequently, feed-back (as opposed to feed-up or feed-forward) represents the overwhelming focus of this literature. This review highlights the need for more in-depth, nuanced, and empirically robust studies on feedback in music education and music psychology.
AB - The purpose of this study was to conduct a systematic review of research literature about feedback in music. We employed the Preferred Reporting Systems for Systematic Reviews and Meta-Analyses (PRISMA) method to systematically review literature about feedback in music education and music psychology from the first identified article in 1973 to November 2021. We identified a total of 4,499 records using our inclusion criteria, of which a total of 153 were identified as relevant for further analysis. We documented percentages and frequencies for publications over time, type of publications, sampling location, methodology, and topic. We also employed recent conceptions of feedback to categorize the type of feedback studied. Results suggest the extant literature in music may be outdated and lack methodological rigor. Most studies did not provide a working definition of feedback and were largely confined to teacher feedback. Music researchers have primarily studied feedback in relation to learner’s behavior rather than their cognition or affect. Consequently, feed-back (as opposed to feed-up or feed-forward) represents the overwhelming focus of this literature. This review highlights the need for more in-depth, nuanced, and empirically robust studies on feedback in music education and music psychology.
KW - PRISMA
KW - content analysis
KW - feedback
KW - praise
KW - systematic review
UR - http://www.scopus.com/inward/record.url?scp=85135309559&partnerID=8YFLogxK
UR - http://www.scopus.com/inward/citedby.url?scp=85135309559&partnerID=8YFLogxK
U2 - 10.1177/03057356221109328
DO - 10.1177/03057356221109328
M3 - Article
AN - SCOPUS:85135309559
SN - 0305-7356
JO - Psychology of Music
JF - Psychology of Music
IMAGES
VIDEO
COMMENTS
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The purpose of this study was to conduct a systematic review of research literature about feedback in music. We employed the Preferred Reporting Systems for Systematic Reviews and Meta-Analyses (PRISMA) method to systematically review literature about feedback in music education and music psychology from the first identified article in 1973 to November 2021.
Literature review Music Education and Cognitive Development . One of the most prevalent ideas among teachers, researchers, parents, and the public, is that music education and lessons can improve several aspects of cognitive development, including language development, executive function, intelligence, and academic success.
The effect of disc jockey, peer, and music teacher approval of music on music selection and preference. Journal of Research in Music Education, 30 (3), 173—186. Google Scholar. Anthony, J. (1974). Student perceptions of factors related to discontinuance from Iowa public high school band programs in districts of 10,000 or more students.
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