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Abstract

The purpose of this study was to examine master’s students’ attitudes toward research in music education. Participants (N = 140) were students enrolled in master’s programs in music education in the United States who completed an online questionnaire. Participants reported generally positive attitudes toward research in music education, although there was a notable amount of variability. No significant differences in research attitudes were found among participants enrolled in academic year, online, and summer degree programs. However, participants who indicated future plans for doctoral study reported significantly more positive research attitudes than those who did not plan to pursue doctoral study. Responses to open-ended questions indicated ways that participants believed their master’s program improved their skills and knowledge regarding both teaching and research. These results provide descriptive data that illustrate how music educators view research and integrate it into their teaching.

Keywords

attitudes graduate study master’s degree online degree research summer degree

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The Role of Research in Music Education Master’s Programs: Examining Students’ Attitudes

Abstract

Keywords

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References

Supplementary Material