Examination of the International Scope of Papers Presented at the International Society for Music Education Research Commission Seminars, 1988—2006

Abstract

The authors classified citations included in papers presented at 10 International Society for Music Education (ISME) biennial International Research Commission Seminars across an 18-year period (1988)(1989)(1990)(1991)(1992)(1993)(1994)(1995)(1996)(1997)(1998)(1999)(2000)(2001)(2002)(2003)(2004)(2005)(2006) based on the six world regions as specified by the ISME Research Commission. Citations (N = 4,535) were examined from 238 papers presented at the 12th through 21st seminars. There were 2,250 citations from 407 journals, the most prevalent sources. Twenty-eight papers from this sample were multinational in nature, with 79% (n = 22) of these by U.S. researchers as either sole or senior authors. The main result of this study is that the researchers from around the world who were presenters at these seminars primarily cited sources within their own geographical regions. Additionally, the Journal of Research in Music Education was by far the most referenced journal throughout the entire sample.

Sources Cited in the Journal of Research in Music Education: 1953 to 2015

“…Our data indicate a lot of support for how strong the JRME is to the music education profession around the world (Price et al, 2010). There were 50 journals that represent 72% of the JRME's cited journal articles, with 1,272 representing the other 38%.…”

“…Although many presenters tended to rely on publications from their own region, the JRME was the most referenced journal throughout the entire sample. This finding speaks to its worldwide relevance and importance (Price et al, 2010).…”

First citation speed for articles in Psychology of Music

“…The 11 examined journals were the British Music-field collection. The music-field collection was derived from the insights chronicled in Cox et al (2012) and Price, Madsen, Cornacchio, and Webb (2010) which include:…”

Forum

“…I was initially somewhat surprised by this question. With virtually instantaneous global access to journal submission interfaces and published scholarship through online platforms and document repositories, one might easily miss regional emphases prevalent in research publishing and citation patterns, despite evidence of their presence (Price, Madsen, Cornacchio, & Webb, 2010). With further thought, I began to understand the impetus behind the question.…”

“…Knowledge of the ways in which people are or become musical not only benefits from the broadest possible range of perspectives, it requires it. Price et al (2010) encouraged “all music education researchers to look beyond their national and regional boundaries” (p. 95). I enthusiastically concur with this point not only in the spirit of scholarly diversity, but in recognition of its necessity to the understanding of fundamental principles and unique facets of music education.…”