Volume 5, No. 1 September 2007

Bruce P. Gleason, Editor

Welcome to the fifth issue of Research and Issues in Music Education (RIME), an on-line peer-reviewed journal devoted to thorough research and commentary that advances the practice and pedagogy of music teaching. Our international editorial board, comprised of noted scholar-practitioners is dedicated to these purposes, and has worked diligently to bring this forum to fruition. Members of the editorial board and I, look forward to your insights, comments, and article submissions. 

Notes from the Editor, Bruce Gleason

In the past year, our editorial board has welcomed the additions of William Bauer of Case Western Reserve University, Colleen Conway of the University of Michigan, Mitchell Robinson of Michigan State University, Michael Hewitt of the University of Maryland, Deborah Blair of Oakland University and David Hebert of Boston University. We’re pleased with these additions and look forward to their service and professional input. With this said, I offer my personal thanks to out-going board members, James Austin of the University of Colorado, Jacqueline Wiggins of Oakland University and Janet Robbins of West Virginia University. These three scholars were crucial as editors and professional colleagues, and the existence of RIME is due in no small part to their contributions. Jim, Jackie and Janet, we were fortunate to have the three of you on the board from the ground level.

Further reflecting on RIME’s development, as I write these notes, I am pleased, and maybe surprised that the hazy initiative that began in uncharted waters in 2000 continues to progress and is now publishing its fifth issue. As I tell my graduate students, history is difficult to assess as it is happening, and I think this may be no more evident than in the world of online publishing and instruction. When I do web searches for RIME, I am pleased to find it in many databases and am reminded that being careful about editorial content is paramount, since I have no idea how far the work of these scholars will reach.

While I don’t know what the future of online publishing will be, I have a feeling that it is here to stay. Along with this, I have these same inclinations when contemplating online educational efforts in general—especially in terms of graduate music education degree programs. Questions and skepticism arise about aspects of teaching and learning through web-based instruction, and scholars throughout the discipline watch and wonder as online programs develop.

In this vein, we are pleased to have insider, David G. Hebert of Boston University address Five Challenges and Solutions in Online Music Teacher Education.

Within the research portion of this issue:

P. Dru Davison of the Memphis City Schools examines The Effect of Band Director Leadership Style and Student Leadership Ability on Band Festival Ratings.

Don D. Coffman of the University of Iowa explores adult learning in An Exploration of Personality Traits in Older Adult Amateur Musicians.

Patrick Hawkins of the Phoenix Preparatory Academy in the Phoenix Elementary School District examines What Boys and Girls Learn Through Song: A Content Analysis of Gender Traits and Sex Bias in Two Choral Classroom Textbooks.

Diana Hollinger of San Jose State University and Jill M. Sullivan of Arizona State University examine The Effects of Technology-Based Conducting Practice on Skill Achievement in Novice Conductors.