Using specialist software for qualitative data analysis. [Closing seminar]

This paper is divided in four parts. The first part provides some background information on the analysis of non-numerical data, specifically the content analysis of text, including approaches such as ‘grounded theory’ and ‘recursive comparative analysis’. In the second section, the use of computers for qualitative data analysis is discussed, with particular reference to its general advantages and misconceptions. The third section outlines the possibilities of some specialist software programmes for qualitative data analysis (NVivo and MAXqda). Finally, an example of the use of specialist software in a recently completed research project funded by the ESRC Teaching and Learning Research Programme is examined

Exploring the potential of music education to facilitate children's cross-community activities in Belfast

This paper discusses a qualitative investigation of practitioners’ perceptions of the key factors for successful cross-community music education activities with Protestant and Catholic communities in Northern Ireland. The methodology and some data from interviews are discussed. It is suggested that Pettigrew’s three stages to reduce conflict between communities (intergroup contact theory) may assist in understanding the interviewees’ experiences. Practical implications for the design of cross-community projects are considered in the conclusions, including the need to offer activities that entice children, parents and schools

The construction of creativity: using video to explore secondary school music teachers’ views

This paper is taken from research which seeks to illustrate how English secondary school music teachers view creativity. It explores methodological issues regarding the eliciting of the views of teachers regarding creativity, with particular reference to the use of videotaped extracts of lessons during in-depth semi-structured interviews. Various research designs and results from previous studies are examined and the implications pointed out. A pilot study using a theoretical four-fold framework (pupil-environment-process-product) is reported. A qualitative research design was used to allow teachers to reflect on their own ideas. Music lessons on composition and improvisation from three schools were observed and videotaped. The teachers were interviewed and asked to complete a ‘Musical Career Path’. The process of analysis was assisted by a software package for qualitative research (i.e. NUDIST). The conclusions presented some subcategories that supported the initial framework and exemplified the complexities in defining the term ‘creativity’, pointing to a need for further enquiry. It is suggested that the use of videotaped extracts of lessons for the purpose of discussion with participants during the interviews, proved beneficial in exploring the teachers’ views of creativity. This method may have relevance for both researchers and practitioners interested in teachers’ attitudes

Early Music Education as a Tool for Inclusion and Respect for Diversity. Study Paper for the Bernard van Leer Foundation

This report explores the topic of using music education activities as a way to address inclusion and respect for diversity with children. It is intended to inform the development of appropriate activities and indicators for the Bernard van Leer Foundation’s Social inclusion and respect for diversity issue area, particularly those which address the use of music in projects with young children. The study begins with an overview of musical development from prenatal to eight years of age and provides a review of the significant processes and outcomes of music education activities aimed at bringing together children in divided contexts. It is apparent that cross-community development of music skills has been and continues to be an effective means of addressing prejudice with young people. The study includes the analysis of interviews with 16 experienced practitioners in Northern Ireland regarding ways in which music plays a part in facilitating respect and inclusion with young people, and an analysis of five children’s focus groups. It concludes with recommendations to bring this knowledge to the early childhood and lower primary school sector and offers some questions for further study

Some considerations on research dissemination with particular reference to the audience and the authorship of papers.

Original article can be found at : http://www.informaworld.com/This paper suggests that some refinements might need to be considered to current codes of ethics for dissemination of research. The growth of research in music education over the last decade is reviewed, with examples from new journals, conferences and professional associations. It is argued that nowadays researchers have to address a multidisciplinary number of audiences and this should be taken into account in the regulations for conferences and publications with the incorporation of guidelines for contributors to address their specific audience and to explain any previous dissemination. The authorship of papers is also considered, in particular issues arising from multiple authorship, as well as the research participants' contribution to the final report. Some of these issues are discussed with reference to studies focussed on a particular topic (creativity in music education) within the context of music education research, but it is acknowledged that the discussion also applies to other fields of the humanities and social sciences.Peer reviewe

To use or not to use software? An exploration of the use of software for qualitative data analysis

This paper discusses the potential of specialist software to enhance qualitative data analysis and to substantiate the researchers’ conclusions. An example from an enquiry on using music education as an inclusion tool in a post-conflict context is considered. A number of suggestions on how to support the researchers’ claims are made. It is argued that the use of specialist software can enhance knowledge generation and, ultimately, if analyses processes are fully disclosed, improve the perception of educational research

How do secondary school music teachers view creativity? A report on educators' views of teaching composing skills

This paper explores secondary school music teachers' views of creativity and some of their ideas about teaching composing skills. In order to do this, firstly an initial explanation of past and present controversies surrounding the meaning of the term creativity is given. The centralised production of music curricula during the 1990s has unified the knowledge pupils are expected to ‘attain’. However, issues concerning creativity, its meanings and their interpretation remain because they have not been resolved by centralised policy production. Secondly, different approaches taken by several studies on creativity are reviewed and a four-fold framework for researching music teachers' views of creativity is suggested (i.e. Pupil - Environment - Process - Product). Finally, preliminary results of an enquiry carried out in England with six teachers are presented for consideration. A qualitative research design was used to allow teachers to reflect on their ideas. Selected videotaped extracts of their own lessons on composition and improvisation where used for the purpose of discussion with participants during later interviews. The process of analysis was assisted by a software package for qualitative research (i.e. NUDIST). The conclusions drawn from the interviews indicated to some new categories and subcategories that supported the initial framework. The focus in this paper is on the teachers' definitions of creativity, their role in teaching composing skills and the positive influence of teaching in developing their own creativity. The teachers' comments revealed some of the complexities embraced within the concept of creativity and its use in music education