Electronic Theses and Dissertations

Date of Award


Document Type


Degree Name

Ph.D. in Music

First Advisor

Alan L. Spurgeon

Second Advisor

Andrew Paney

Third Advisor

Brenda H. Prager


University of Mississippi

Relational Format



The purpose of this descriptive study is to explore the trends in historical research over a period of forty years (1980-2019) as presented in peer-revieJournal of Historical Research in Music Education (JHRME). This content analysis is geared towards examining categories of research conducted particularly within the last decade (2010-2019) with comparisons to previous studies. Adopting categories and definitions from Heller (1985), McCarthy (1999, 2012), and Stabler (1986), five questions guide the focus of investigation to include historical periods of study (e.g., 20th century), individuals, events, outcomes, and process variables, i.e., the teacher, the learner, the interaction of the teacher and the learner, the content of instruction, and the environment of instruction. Seventy-nine articles published between 2010 and 2019 were read, categorized, and codified. Cliometric analysis is conducted to note trends in biographies, curricular methods and materials, music education development, and historiography. Title analysis and non-random, purposive sampling of the 204 articles published between 1980 and 2009 is done to compare examples with findings from this study and that of McCarthy (1999, 2012). Of the five process variables, three are noted as having consistently high frequencies of exploration. However, one category is significantly underserved both in focus and in measurement of effectiveness of music education over time in the United States and Internationally. Noting the actors, social history, and new historicism, the challenge is presented to researchers to extend the focus of research to include voices not yet represented in the literature, often unrecognized due to geographic, linguistic, and cultural barriers.



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