Theory,Data and Educational Relevance

Abstract

In this paper two connected sets of relationships are examined; between research and music education practice and between theory and data. It is argued that the strength and coherence of theorising determines the quality of professional development. Three research models are proposed exemplifying the interaction of theory and data and the false dichotomy of quantitative and qualitative methods. Good theorising is the essential element. On the question of relevance, there are specific instances of research bearing upon practice, including curriculum development. We now know quite a lot about the relationship of performing, composing, moving to music and about the value of varying ways of practising and the importance of becoming familiar with music through repeated listening. Beyond the specific impact of research there is also an effect in the general sense of research-based theories affecting the educational climate. Professionals are not impervious to the general and specific effect of research.