Overview

This volume focuses specifically on narrative inquiry as a means to interrogate research questions in music education, offering music education researchers indispensible information on the use of qualitative research methods, particularly narrative, as appropriate and acceptable means of conducting and reporting research. This anthology of narrative research work in the fields of music and education builds on and supports the work presented in the editors’ first volume in Narrative Inquiry in Music Education: Troubling Certainty (Barrett & Stauffer, 2009, Springer). The first volume provides a context for undertaking narrative inquiry in music education, as well as exemplars of narrative inquiry in music education and commentary from key international voices in the fields of narrative inquiry and music education respectively. 

Full Product Details

Author:   Margaret S. Barrett ,  Sandra L. Stauffer
Publisher:   Springer
Imprint:   Springer
Edition:   2012
Dimensions:   Width: 15.50cm , Height: 2.20cm , Length: 23.50cm
Weight:   0.728kg
ISBN:  

9789400706989

ISBN 10:   9400706987
Pages:   360
Publication Date:   29 February 2012
Audience:   Professional and scholarly ,  Professional & Vocational
Format:   Hardback
Publisher's Status:   Active
Availability:   Awaiting stock  
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Table of Contents

Resonant Work: Toward an Ethic of Narrative Research by Margaret S. Barrett and Sandra L. Stauffer .- Section 1. Introduction . Engaging Stories: Constructing Narratives of Women’s Military Band Members by Janet Cape and Jeananne Nichols . Jeremiah Jones and the Musical Crusade by David Cleaver . Learning in a Teen Garage Band: A Relational Narrative Inquiry by Jane Baker . “Sheer Spine”: Evoking Past and Present in the Southern Highlands by Nathan B. Kruse .- Section 2. Introduction . You’re in or You’re out: Impact of Preconceptions on Social Development in the Kindergarten Music Classroom by Martina Miranda . Music Education in Homeschooling: Jamie’s Story by Jeananne Nichols .- Section 3. Introduction . Music Lessons and Other Stories: Partial Inventory by Rishma Dunlop .- Section 4. Introduction . Rediscovering Musical Identity Through Narrative in Pre-Service Teacher Education by Adam Adler . Narratives from Preservice Music Teachers: Hearing Their Voices while Singing with the Choir by Carole Richardson . Collaborative Journals: Scaffolding Reflective Practice in Teacher Education by Deborah V. Blair . Journey of Self-Exploration: Seeking Understanding Through Musical and Cultural Experiences in South India by Patricia E. Riley .- Section 5. Introduction . The Childhood of a Teacher: Allison’s Preservice Years as Baby Pictures by Margaret Schmidt and Alison Zenner . Hitting the Trail Running: Roadmaps and Reflections on Informal Faculty Mentorship Experiences by Shelley M. Griffin and Rodger J. Beatty . Elementary General Music Teachers and Professional Development: Kindling the Spark, Fanning the Flame, and Keeping an Eye on the Fire by Alison Reynolds .- Section 6. Introduction . Refusing Narratives: Functional Literacy and Determinism by Cathy Benedict . Student Composition in a Private Studio Setting: Rethinking Assumptions by Beth Ann Miller . Voices of Two Young Women: Listening to a Growing Selfhood by Graça Mota

Reviews

From the reviews: Narrative Soundings takes the reader on a highly worthwhile journey across that fertile ground: through the philosophical underpinnings of the discipline; via numerous research examples ... and on to narrative enquirers' reflections on the research process. Its audience will be broad and, as a satisfied traveller, I recommend the book wholeheartedly. (David Baker, British Journal of Music Education, Vol. 30 (2), 2013)

From the reviews: Narrative Soundings takes the reader on a highly worthwhile journey across that fertile ground: through the philosophical underpinnings of the discipline; via numerous research examples ... and on to narrative enquirers' reflections on the research process. Its audience will be broad and, as a satisfied traveller, I recommend the book wholeheartedly. (David Baker, British Journal of Music Education, Vol. 30 (2), 2013)

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