Editor
David A. Stringham
James Madison University, Harrisonburg, Virginia, USA
Founding Editor
Bruce P. Gleason
University of St. Thomas, St. Paul, Minnesota, USA
Please direct all comments or inquiries to:
David A. Stringham
Research and Issues in Music Education (RIME)
James Madison University Center for Inclusive Music Engagement
Burruss Hall 205, MSC 7810
Harrisonburg, VA 22807
Email: stringda@jmu.edu
Phone: 540.568.5279
Editorial Board
Carlos Abril
William Bauer Colleen Conway David
Hebert Michael
Hudson
Amy
Lewis
|
Barbara Lewis
Herbert Marshall Kerry Renzoni Mitchell
Robinson
Katherine Strand Jill Sullivan |
David Stringham, (Editor, Research and Issues in Music Education), serves as Associate Professor of Music at James Madison University, and was appointed founding director of the James Madison University Center for Inclusive Music Engagement in December 2018. His teaching and research interests include generative creativity, lifelong music engagement, and music teacher education. Dr. Stringham has presented his scholarly work in state, national, and international venues, with recent publications in Research Studies in Music Education and Visions of Research in Music Education and as co-editor of Musicianship: Improvising in Band and Orchestra (GIA Publications, Inc.). Prior to joining JMU’s faculty in 2010, he taught middle school and high school instrumental music in Western New York and earned degrees (BM with highest distinction, MM, Ph.D.) from University of Rochester.
Carlos Abril is associate professor and director of undergraduate music education at the Frost School of Music at the University of Miami where he teaches courses in cultural diversity, music in childhood, and philosophy of music education. Prior to this appointment he served as the coordinator of music education and associate professor of music education at Northwestern University. Abril’s research focuses on sociocultural issues in music education, music education policy, curriculum, and music perception. His work has been published in books, research journals, and professional journals. He recently published a chapter in the Handbook of Research on Music Learning (Oxford) and co-edited the book, Musical Experience in Our Lives (Rowman & Littlefield). He serves on various editorial boards including the Journal of Research in Music Education and the Bulletin of the Council for Research in Music Education. Abril received a Ph.D. in music education at The Ohio State University, M.M. in performance at the University of Cincinnati College-Conservatory of Music, and a B.M. in music education at the University of Miami.
William Bauer is an Associate Professor of music education at Case Western Reserve University where he teaches undergraduate and graduate level classes in music education research, music cognition and learning, instrumental music education, and the applications of technology to music teaching and learning. He served as the Director of Teacher Licensure at Case from 2004-2007. From 1997-2001 Bauer was on the music education faculty of the Ball State University School of Music, where he was also the Co-Director of the Music Technology Resource Laboratory. Previous to his appointment at BSU, Bauer was the Director of Music Education at Radford University in Radford, VA. A native of northeastern Ohio, he taught instrumental (band and orchestra) and general music for eight years in the Ohio public schools.
Bauer's publications include articles in the Journal of Research in Music Education, the Bulletin of the Council for Research in Music Education, UPDATE: The Applications of Research in Music Education, the Journal of Music Teacher Education, Contributions to Music Education, the Music Educators Journal, the Journal of Technology in Music Learning, the Southeastern Journal of Music Education, TRIAD, the Indiana Musicator, and journals outside of music and music education. He is currently the Editor of Contributions to Music Educationn, the Arts and Humanities Editor of Academic Intersections, and a member of the editorial boards of Research and Issues in Music Education and the American Educational Research Association book series Advances in Music Education Research. In the summer of 2003 Bauer was named an Apple Distinguished Educator by Apple Computer, Inc., and an M-Powered Educator by M-Audio in 2005.
Dr. Bauer has presented at conferences throughout the country and is in demand as an adjudicator and clinician. He is on the National Advisory Board of the Technology Institute for Music Educators (TI:ME) and serves as a member of the Ohio Society for Music Teacher Education Executive Board. Bauer is an active member of many professional organizations including MENC: The National Association for Music Education, the Ohio Music Education Association, the Society for Research in Music Education, the Society for Music Teacher Education, the American Educational Research Association, the College Music Society, the Association for Technology in Music Instruction, and the International Society for Technology in Education. He is a graduate of The Ohio State University (BME), Bowling Green State University (MM), and Kent State University (PhD). His major areas of interest and research include music teacher education, music cognition, and the applications of technology to music teaching and learning. A euphoniumist and trombonist, Dr. Bauer is an active performer with the Sounds of Sousa Band and other professional ensembles. He is also the founder and conductor of the Wadsworth Community Band.
Colleen Conway is Professor of Music Education at The University of Michigan in Ann Arbor. She holds bachelors and masters degrees in horn performance and music education from the Eastman School of Music and a doctorate in music education from Teachers College, Columbia University. Her scholarly interests include instrumental music education, preservice music teacher education, qualitative research, professional development for the inservice music teacher, and the mentoring and induction of beginning music teachers. She has presented throughout the USA and in Brazil, Canada, China, Cyprus, Macedonia, Norway, and Sweden and has published over 90 articles on these topics in all of the major music education journals. She is currently Editor-in-Chief of Arts Education Policy Review, on the review board of the Journal of Research in Music Education and a senior editor for Oxford University Press. Book and edited book publications include: Great Beginning for Music Teachers: A Guide to Mentoring and Induction (Rowman & Littlefield, 2003); Handbook for the Beginning Music Teacher (GIA, 2006); Teaching Music in Higher Education (Oxford, 2009, 2019); Handbook for the Music Mentor (GIA, 2010); Handbook of Qualitative Research in American Music Education (Ed.) (Oxford, 2014, 2020) and Musicianship-Focused Curriculum and Assessment (Ed.)(GIA, 2015); The Oxford Handbook on Preservice Music Teacher Education in the United States (Ed.) (2019); and Teaching Private Lessons to K-12 Students (2019).
David G. Hebert, David G. Hebert (PhD, University of Washington) is a full Professor of Music Education with Western Norway University of Applied Sciences (Bergen), where he manages the state-funded Nordic Network for Music Education, coordinating teacher exchange and Master classes for institutional partners across eight countries. He is also a Professor II with the Malmo Academy of Music, Lund University (Sweden), and an Honorary Professor with the Education University of Hong Kong (China). A widely cited researcher (h-index: 14), he has published several books as well as articles in 35 different professional journals. He has held Visiting Researcher fellowships from the governments of Brazil (CNPq: Federal University of Rio Grande du Sol), China (Hanban: Central Conservatory of Music), and Japan (National Institutes for the Humanities/Nichibunken). His previous academic positions were with Sibelius Academy (Finland), Boston University (USA), Lomonosov Moscow State University (Russia), and Te Wananga O Aotearoa (New Zealand).
Michael Hudson is assistant professor and coordinator of music education and music therapy at the University of Kentucky (UK). He joined the faculty in 2012 and teaches undergraduate and graduate courses in instrumental music education methods and conducting, observes student teachers, and supervises graduate research. Michael has presented research at regional, national and international conferences and has been published in Approaches: Interdisciplinary Journal of Music Therapy and Music Education, and the Journal of Research in Music Education. He serves as an advisory board member of the Music Educators Journal, regularly presents clinics and is an active conductor with the UK Symphony Band and Lexington New Horizons Concert Band. Prior to joining the UK faculty, Michael received the PhD in music education from the Florida State University.
Sondra Wieland Howe is an independent scholar in Minnesota. She holds an A.B. in music from Wellesley College, A.M.T. in music education from Radcliffe College, and an M.A. in musicology and a Ph.D. in music education from the University of Minnesota. She is an independent piano teacher in Wayzata, Minnesota, and the musicologist for the Minnesota High School Music Listening Contest. Her research area is the history of music education and women in music and she is the author of Luther Whiting Mason: International Music Educator (Harmonie Park Press, 1997), book chapters, and articles in the Journal of Historical Research in Music Education, Journal of Research in Music Education, Bulletin of the Council for Research in Music Education, and the Philosophy of Music Education Review.
Amy Lewis is Assistant Professor of Music at James Madison University in Harrisonburg, Virginia, where she teaches various music education courses and facilitates a professional learning community of local music educators focused on Critical Race Theory. Previously, she pursued doctoral work in music education at Michigan State University with a research focus on Critical Race Theory, antiracism education, and activism in music education. As a public school music teacher, she taught K-1 general music and 6-8- general music, beginning band, middle school choir, and jazz band in Des Plaines, IL. She received the 2019 Black Faculty, Staff, and Administrators Association Emerging Leader Award, and was also named the 2015 Illinois Education Association Teacher of the Year. She is an active clinician and guest lecturer on topics pertaining to equity in music education. She earned her B.M.E. degree from DePaul University and an M.A. from Concordia University.
Barbara Lewis, Associate Professor at the University of North Dakota in Grand Forks, North Dakota, holds a Ph.D. from Indiana University in music education and has taught K-8 general music in the public schools of Maryland as well as graduate and undergraduate music education courses at the college level. Her research has appeared in several journals including Psychology of Music, Journal of Research in Music Education, Update, the Southeastern Journal of Music Education, and Philosophy of Music Education Review. Dr. Lewis has recently edited a book published by MENC titled Syllabi for Music Methods Courses.
Herbert Marshall, Assistant professor at Baldwin-Wallace College, holds degrees in music education from Michigan State University, Syracuse University, and Temple University. After teaching instrumental and general music in the public schools in upstate New York for 11 years, he served on the faculties of Temple University and Georgia State University, and now teaches undergraduate and graduate courses and advises research at Michigan. His research interests and clinic activities focus on music acquisition, general and instrumental music methodology, multicultural music, urban education, and reflective teaching practice, as well as action research, which resulted in the development of a community music program at Adrian College for research in early childhood music instruction and acquisition. Dr. Marshall serves frequently as a clinician, consultant, adjudicator, and conductor, and teaches workshops for the Gordon Institute of Music Learning. His musical and educational activities on four continents have prompted a lifelong interest in studying and sharing diverse musical styles and means of transmission throughout the world.
Kerry Renzoni, Assistant Professor of Music at SUNY Buffalo State. There, she serves as Coordinator of the undergraduate music education program, teaches undergraduate and graduate music education courses, and guides student research projects. Dr. Renzoni received a Ph.D. in music education from Temple University, where she was awarded a University Fellowship and the prestigious Presser Music Award. She holds a B.M. in both harp performance and music education from the Eastman School of Music, and an M.M. in music education from the Eastman School of Music. In addition to teaching elementary general music for six years in Western New York, Dr. Renzoni has taught at SUNY Fredonia and through the Boston University online graduate degree program. Dr. Renzoni is an active researcher, conference presenter, and clinician at the state, national, and international levels. She has presented at ISME, NAfME, SMTE, MENC Eastern, NYSSMA, PMEA, NJMEA, CMEA, and the Suncoast Music Education Research Symposium. Her research interests include the role of environment in music learning and children’s music creativity.
Mitchell Robinson is associate professor of music education at Michigan State University, where he teaches graduate and undergraduate courses and coordinates the student teaching program. Previous positions include an appointment as assistant professor and coordinator of music education at the University of Connecticut, and an appointment as assistant professor of school and community music education at the Eastman School of Music in Rochester, NY, where he also served as director of wind activities and wind ensemble conductor at the University of Rochester. Prior to that, Dr. Robinson taught for 10 years in the public schools of New York State, and also worked in administrative positions as a music supervisor and high school assistant principal.
Dr. Robinson holds BFA degrees in music education and performance (trumpet) from SUNY Buffalo, a Masters degree in music education and conducting from the Hartt School of Music, a school administrative certificate from SUNY College at Oswego, and a Ph.D. in Music Education from the Eastman School of Music. He has also pursued post-graduate studies in music education and conducting at Northwestern University. Robinson was awarded the 1997 Reston Prize from Arts Education Policy Review for his analysis of arts education policy, and the 1999 Research Award from the International Network of Performing & Visual Arts Schools.
Dr. Robinson's research interests include beginning music teacher induction and support, school/college collaboration, assessment, and the effects of educational policy initiatives on music teachers and students. His publications have appeared in Arts Education Policy Review, Music Educators Journal, the Bulletin of the Council for Research in Music Education, American Music Teacher, American School Board Journal, and the Journal of Music Teacher Education, and he contributed chapters to two books from MENC on beginning music teacher induction and mentoring and issues in urban music education. Robinson currently serves on the Editorial Board of the Journal of Music Teacher Education, and is the Chair of the Editorial Committee of the Music Educators Journal.
Fumiko Shiraishi, assistant professor of music education at Iwate University in Japan, earned her bachelor's degree and a master's degree in music education at Joetsu University of Education (Japan) and another master's degree in educational philosophy at the University of Tsukuba (Japan). She studied in the United States as a Fulbright scholar and received a Ph.D. in music education from the University of Kansas. Her research interest is general music at the elementary and secondary school level, particularly the historical, philosophical, and theoretical inquiry of its values, goals, curriculum, and methodology. Her research in the history of American music education has been published in The Bulletin of Historical Research in Music Education, Journal of Research in Music Education, and several Japanese learned journals.
Katherine Strand, Assistant professor of music education at Indiana University, holds a Ph.D. in music education from Northwestern University (2003), a Master of music in choral conducting from Virginia Commonwealth University (1987), and a Bachelor of Arts in music from Allegheny College (1981). Dr. Strand is on the voice faculty, and is an integrated arts teacher at the summer Virginia Governor's School for the Humanities and the Visual and Performing Arts, and is the director of the Descant choir for the Indiana University Children's Chorus. She has taught pre-kindergarten through 12th-grade choral and general music in Virginia and the Chicago public schools, and served for four years with the School for the Performing Arts in the Richmond Community performing arts academy as vocal coach and music director. Dr. Strand's research interests include action research, learning and transfer, integrated curriculum development, and composing in the music classroom. Her articles have appeared in the Music Educators Journal and the Indiana Musicator, and she has presented research on preschool children's rhythmic perception at the 6th International Conference on Music Cognition and Perception in Keele, England and on incorporating research in the undergraduate curriculum at the 2004 National MENC conference.
Jill M. Sullivan is an Assistant Professor of Instrumental Music Education at Arizona State University in the School of Music, which is part of the Herberger College of Arts. She teaches undergraduate instrumental methods, doctoral research classes in quantitative and historical methodologies, and a master's level course in instrumental literature. Prior to working at ASU, she held teaching positions at the University of Oklahoma, and Augustana College in Rock Island, Illinois.
Her research agenda includes historical publications pertaining to nineteenth- and twentieth-century women's bands and quantitative pre-service and in-service music teacher investigations. Dr. Sullivan has published in several refereed music journals: American Music, Bulletin of the Council for Research in Music Education, Contributions to Music Education, Journal of Band Research, Journal of Music Therapy, Journal of Research in Music Education, Research and Issues in Music Education, and Teaching Music. She is currently completing her book American Women's Military Bands during World War II as part of The Scarecrow Press new series on American Wind Bands. She has presented her research and teacher-pedagogy workshops internationally in Australia, Austria, Italy, and Sweden.
Currently Dr. Sullivan serves as the national chair of CMENC (Collegiate Music Educators of the National Association for Music Education), the past chair of Arizona CMENC, and is the ASU CMENC chapter advisor. She also is the past chair of the Gender Special Research Interest Group (SRIG) of The National Association for Music Education and is the past president of ACME (Arizona College Music Educators).