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Volume 5, Issue 1 – February 2023

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Table of Contents

From the Editor
Jennifer S. Walter, Editor

From the Editor

During the COVID-19 pandemic, qualitative researchers missed out on opportunities to recruit potential participants. Researchers did not have access to pools of participants in the same ways as before the pandemic. Also, the typical issues of recruiting participants seemed to be magnified. For example, participants may have been concerned about the time investment,
cost(s) of participation, and possible bias surrounding qualitative research participation. Perhaps these concerns were made even worse because of the stress induced by a global pandemic. Qualitative research has also not been broadly generalizable. So potential participants may be asking themselves, “Why is my participation important?”

In addition, perhaps the massive cultural and political shifts in America over the past three years have also made participation in qualitative studies that much more difficult. Will sensitive topics be covered? How will participants be protected? Can you guarantee that participants’ responses will not be linked back to specific individuals in any way? These
questions became of even greater concern to those wishing to remain protected from the harsh criticism that members of society often inflict on others.

As time continues, perhaps researchers can consider that recruitment is both contextual and dynamic. For instance, connection matters. Making connections with potential participants can be crucial to the success of the study. Considering the specific context of the research being conducted and how that context relates to the participants’ lives could also be important. And finally, recruitment continues to be an ongoing process throughout the study, which will be revisited over and over. Managing a pool of participants, regardless of size, takes careful planning and continued reflection.


MTE Mothers: Finding Balance During the COVID-19 Pandemic
Rachel Grimsby, Ashley Allen

Abstract

The purpose of this study was to examine how MTE mothers adapted instructional practices to ensure the health and safety of their students, while caring for their families and personal wellbeing. To better understand these issues the following research questions were posed:

  1. How are MTEs adapting curriculum to meet regulations associated with COVID-19?
  2. What are the emotional implications of teaching during a pandemic, both for the teacher and their perceived implications for students?
  3. What do MTEs need in order to feel successful, supported, or adequate with teaching in a pandemic?

A basic qualitative design was used for this study (Merriam & Tisdell, 2016). Participants were purposively sampled to include five female music teacher educators from separate institutions across the United States. They represented choral, general, instrumental, and string disciplines. Participants met with the researchers four times between February and April 2021
using Zoom. We provided guiding questions based on initial interviews and meeting transcriptions to initiate deeper Conversations.

The following themes emerged: Stressors, Changes, and Positives from Covid; Finding Balance: Teaching While Parenting, Parenting While Teaching, and Needing Spousal Support; Blurred Lines: Losing, Reforming, and Creating Boundaries; Impact on Students and Instruction; and Benefits of Participation: Considering Work Demands, Mental Health, and Gratitude. Mental
health, maintaining work/home life balance, and concerns for students’ wellbeing were among the most prominent findings. Implications for change to institutions of higher learning to better support MTE mothers are explored.

Keywords: MTE mothers, COVID-19, pandemic, higher education, music education


Corresponding Authors:
Rachel Grimsby, Illinois State University
Ashley Allen, The University of Southern Mississippi

© Qualitative Research in Music Education 2020 qrme.uncg.edu


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Kodály-based Folk Song Collecting: A Multiple Case Study
Heather Waters

Abstract

Three music educators engaged in a multiple case study bounded by the experience of completing a folk song collection as part of Kodály certification requirements at an American university-based teacher training program. The purpose of this study was to explore these teachers’ perceptions of their experiences collecting and analyzing their folk song collections, and to reflect on the (1) criteria they used to select songs to include in their collection; (2) challenges they experienced during the process and ways they addressed them; (3) resources they found most valuable in crafting their collection; (4) ways the participants utilized their collection in their teaching; and, (5) suggestions for enhancing the project as a whole. Implications include ways Kodály teacher training programs can design folk song collection projects to best meet teachers’ needs.

Keywords: Kodály certification, folk song collection, repertoire selection


Corresponding Author:
Heather Waters, Adelphi University

© Qualitative Research in Music Education 2020 qrme.uncg.edu


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