Example of International Journal of Music Education format
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Example of International Journal of Music Education format Example of International Journal of Music Education format Example of International Journal of Music Education format Example of International Journal of Music Education format Example of International Journal of Music Education format Example of International Journal of Music Education format Example of International Journal of Music Education format
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Example of International Journal of Music Education format Example of International Journal of Music Education format Example of International Journal of Music Education format Example of International Journal of Music Education format Example of International Journal of Music Education format Example of International Journal of Music Education format Example of International Journal of Music Education format
Sample paper formatted on SciSpace - SciSpace
This content is only for preview purposes. The original open access content can be found here.
open access Open Access

International Journal of Music Education — Template for authors

Publisher: SAGE
Categories Rank Trend in last 3 yrs
Music #23 of 147 down down by 3 ranks
Education #764 of 1319 down down by 249 ranks
journal-quality-icon Journal quality:
High
calendar-icon Last 4 years overview: 169 Published Papers | 190 Citations
indexed-in-icon Indexed in: Scopus
last-updated-icon Last updated: 08/06/2020
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Journal Performance & Insights

CiteRatio

SCImago Journal Rank (SJR)

Source Normalized Impact per Paper (SNIP)

A measure of average citations received per peer-reviewed paper published in the journal.

Measures weighted citations received by the journal. Citation weighting depends on the categories and prestige of the citing journal.

Measures actual citations received relative to citations expected for the journal's category.

1.1

22% from 2019

CiteRatio for International Journal of Music Education from 2016 - 2020
Year Value
2020 1.1
2019 0.9
2018 1.3
2017 1.2
2016 0.9
graph view Graph view
table view Table view

0.69

60% from 2019

SJR for International Journal of Music Education from 2016 - 2020
Year Value
2020 0.69
2019 0.432
2018 0.452
2017 0.709
2016 0.535
graph view Graph view
table view Table view

1.131

16% from 2019

SNIP for International Journal of Music Education from 2016 - 2020
Year Value
2020 1.131
2019 0.979
2018 1.022
2017 1.272
2016 0.747
graph view Graph view
table view Table view

insights Insights

  • CiteRatio of this journal has increased by 22% in last years.
  • This journal’s CiteRatio is in the top 10 percentile category.

insights Insights

  • SJR of this journal has increased by 60% in last years.
  • This journal’s SJR is in the top 10 percentile category.

insights Insights

  • SNIP of this journal has increased by 16% in last years.
  • This journal’s SNIP is in the top 10 percentile category.

International Journal of Music Education

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SAGE

International Journal of Music Education

Approved by publishing and review experts on SciSpace, this template is built as per for International Journal of Music Education formatting guidelines as mentioned in SAGE author instructions. The current version was created on 08 Jun 2020 and has been used by 919 authors to write and format their manuscripts to this journal.

Music

Education

Arts and Humanities

i
Last updated on
08 Jun 2020
i
ISSN
0255-7614
i
Impact Factor
High - 1.51
i
Open Access
No
i
Sherpa RoMEO Archiving Policy
Green faq
i
Plagiarism Check
Available via Turnitin
i
Endnote Style
Download Available
i
Bibliography Name
SageV
i
Citation Type
Numbered (Superscripted)
25
i
Bibliography Example
Blonder GE, Tinkham M and Klapwijk TM. Transition from metallic to tunneling regimes in superconducting microconstrictions: Excess current, charge imbalance, and supercurrent conversion. Phys. Rev. B 1982; 25(7): 4515–4532. URL 10.1103/PhysRevB.25.4515.

Top papers written in this journal

Journal Article DOI: 10.1177/0255761410370658
The power of music: Its impact on the intellectual, social and personal development of children and young people
Susan Hallam1

Abstract:

This paper reviews the empirical evidence relating to the effects of active engagement with music on the intellectual, social and personal development of children and young people. It draws on research using the most advanced technologies to study the brain, in addition to quantitative and qualitative psychological and educat... This paper reviews the empirical evidence relating to the effects of active engagement with music on the intellectual, social and personal development of children and young people. It draws on research using the most advanced technologies to study the brain, in addition to quantitative and qualitative psychological and educational studies. It explains how musical skills may transfer to other activities if the processes involved are similar. It explores the evidence relating to the impact of musical skills on language development, literacy, numeracy, measures of intelligence, general attainment, creativity, fine motor co-ordination, concentration, self-confidence, emotional sensitivity, social skills, team work, self-discipline, and relaxation. It suggests that the positive effects of engagement with music on personal and social development only occur if it is an enjoyable and rewarding experience. This has implications for the quality of the teaching. read more read less

Topics:

Music education (58%)58% related to the paper, Personal development (57%)57% related to the paper, Social change (55%)55% related to the paper, Social skills (55%)55% related to the paper, Numeracy (54%)54% related to the paper
View PDF
545 Citations
Journal Article DOI: 10.1177/0255761404047401
The impact of informal music learning practices in the classroom, or how I learned how to teach from a garage band
Sheri E. Jaffurs1

Abstract:

This ethnographic study is an investigation of the environment that students create when making music that is meaningful to them. The initial purpose of the study was to describe a developing ‘rock group’, and the factors that contributed to its creation. The significance of the study may be in the discovery of ways to ‘count... This ethnographic study is an investigation of the environment that students create when making music that is meaningful to them. The initial purpose of the study was to describe a developing ‘rock group’, and the factors that contributed to its creation. The significance of the study may be in the discovery of ways to ‘counter mechanisms of dominance inherent’ (Fornas, Lindberg, & Sernhede, 1995, p. 263) in many formal environments. The author reflects on the lessons of informal music learning practices and the implications for her own classroom environment. A broader perspective on the informal/formal dichotomy may help teachers establish more diverse learning practices. read more read less

Topics:

Rock music (61%)61% related to the paper, Music education (61%)61% related to the paper, Informal education (60%)60% related to the paper, Popular music (54%)54% related to the paper, Musicality (53%)53% related to the paper
182 Citations
Journal Article DOI: 10.1177/0255761406065472
Garage rock bands: a future model for developing musical expertise?
Heidi Westerlund1

Abstract:

A commonly accepted assumption in music education based on the apprenticeship tradition is that teachers deliver their musical expertise using pedagogically relevant methods that will help them to have effective mastery and control over the process of learning. This article decentres the traditional notion of mastery and peda... A commonly accepted assumption in music education based on the apprenticeship tradition is that teachers deliver their musical expertise using pedagogically relevant methods that will help them to have effective mastery and control over the process of learning. This article decentres the traditional notion of mastery and pedagogy. Rather, it is suggested that, in line with situated learning theories and research on expertise-based learning, garage rock bands and their informal ways of learning can exemplify how to develop knowledge-building communities and musical expertise in formal music education. However, this approach is not intended to question or replace the need for teachers. read more read less

Topics:

Music education (57%)57% related to the paper, Situated learning (56%)56% related to the paper, Learning theory (55%)55% related to the paper, Mastery learning (55%)55% related to the paper, Informal education (55%)55% related to the paper
View PDF
164 Citations
Journal Article DOI: 10.1177/025576149101800104
Music Teacher Education as Identity Construction

Abstract:

The research from which this report is extracted attempts to build a theory in the grounded tradition (Glaser &: Strauss, 1967) to account for the interaction of music education students in Canadian universities as they come to construct an identity as a 'musician'. The paper is based on a qualitative research initiative with... The research from which this report is extracted attempts to build a theory in the grounded tradition (Glaser &: Strauss, 1967) to account for the interaction of music education students in Canadian universities as they come to construct an identity as a 'musician'. The paper is based on a qualitative research initiative with data coming from participant observation and interviews with 108 students into the social world of music education students over a period of 36 months at five Canadian universities (Roberts, 1991a). The assumption taken here is that the meaning of 'musician' is a social construction (Berger &: Luckmann, 1966) for these students and that music education students interact on the basis of the meanings that they come to associate with this social construct. It can be shown that this construct is a pivotal component of the music education students' identity, in fact, an all-engulfing construct (Hargreaves, 1976, p.204) in the formation of their identity. Music education students appear to acquire an identity as a 'musician' which they seem to construct as having a core meaning 'performer', and this process of construction appears largely dependent upon social interaction in the fullest symbolic interactionist's and Meadean sense of both with 'other' and with 'self'. This occurs most particularly through societal reaction <Roberts, 1991b). Within the process of music teacher education in Canadian universities, however, what counts as 'musician' is not as unproblematic as might be assumed, and there is generally Widespread disagreement in the literature as to the nature of the 'musician' who eventually ends up as a teacher in front of our children in the schools. Witkin (1974) suggests that 'one of the problems is that the music teacher is usually himself trained from the point of view of the instrumentalist' (p.l20). There is, he asserts, 'among music teachers, a fear and distrust of experiment, of musical invention, of anything that threatens the disciplined. service to the musical masters that their training has developed in them'. He goes further when he writes 'Of all the arts that we have looked at in schools music is apparently in the greatest difficulty' (p.118). His suggestion is that many of these apparent difficulties in music education stem from the kind of training that music teachers undergo. His conclusions hint strongly that there is conflict between who the teacher is and who he or she wants the pupils to be and what might be perceived as a more legitimate instructional goal for school mus¥: education. As an aside, of course, the question may not be a simple matter of 'goal' and may much more significantly be tied to what counts as music altogether; There are clear signs in the music school of a stratified knowledge where types of music and involvement in these various types of music have an almost precise hierarchy (Roberts, 1991c). One university in this study, for example, claims that its goal for its music teacher preparation programme is to 'make musicians first, teachers second'. This motto is widely known and widely promulgated in the Faculty of Music. One needs to ask, in light of the apparent gulf developing between music education as practised. in the universities and music education as practised in the lower schools, just what meanings are taken into music education students' understanding of 'musician', read more read less

Topics:

Music education (72%)72% related to the paper, Period (music) (63%)63% related to the paper, Meaning (existential) (53%)53% related to the paper, The arts (53%)53% related to the paper, Identity (social science) (51%)51% related to the paper
View PDF
120 Citations
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Frequently asked questions

1. Can I write International Journal of Music Education in LaTeX?

Absolutely not! Our tool has been designed to help you focus on writing. You can write your entire paper as per the International Journal of Music Education guidelines and auto format it.

2. Do you follow the International Journal of Music Education guidelines?

Yes, the template is compliant with the International Journal of Music Education guidelines. Our experts at SciSpace ensure that. If there are any changes to the journal's guidelines, we'll change our algorithm accordingly.

3. Can I cite my article in multiple styles in International Journal of Music Education?

Of course! We support all the top citation styles, such as APA style, MLA style, Vancouver style, Harvard style, and Chicago style. For example, when you write your paper and hit autoformat, our system will automatically update your article as per the International Journal of Music Education citation style.

4. Can I use the International Journal of Music Education templates for free?

Sign up for our free trial, and you'll be able to use all our features for seven days. You'll see how helpful they are and how inexpensive they are compared to other options, Especially for International Journal of Music Education.

5. Can I use a manuscript in International Journal of Music Education that I have written in MS Word?

Yes. You can choose the right template, copy-paste the contents from the word document, and click on auto-format. Once you're done, you'll have a publish-ready paper International Journal of Music Education that you can download at the end.

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7. Where can I find the template for the International Journal of Music Education?

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SciSpace's International Journal of Music Education is currently available as an online tool. We're developing a desktop version, too. You can request (or upvote) any features that you think would be helpful for you and other researchers in the "feature request" section of your account once you've signed up with us.

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11. What is the output that I would get after using International Journal of Music Education?

After writing your paper autoformatting in International Journal of Music Education, you can download it in multiple formats, viz., PDF, Docx, and LaTeX.

12. Is International Journal of Music Education's impact factor high enough that I should try publishing my article there?

To be honest, the answer is no. The impact factor is one of the many elements that determine the quality of a journal. Few of these factors include review board, rejection rates, frequency of inclusion in indexes, and Eigenfactor. You need to assess all these factors before you make your final call.

13. What is Sherpa RoMEO Archiving Policy for International Journal of Music Education?

SHERPA/RoMEO Database

We extracted this data from Sherpa Romeo to help researchers understand the access level of this journal in accordance with the Sherpa Romeo Archiving Policy for International Journal of Music Education. The table below indicates the level of access a journal has as per Sherpa Romeo's archiving policy.

RoMEO Colour Archiving policy
Green Can archive pre-print and post-print or publisher's version/PDF
Blue Can archive post-print (ie final draft post-refereeing) or publisher's version/PDF
Yellow Can archive pre-print (ie pre-refereeing)
White Archiving not formally supported
FYI:
  1. Pre-prints as being the version of the paper before peer review and
  2. Post-prints as being the version of the paper after peer-review, with revisions having been made.

14. What are the most common citation types In International Journal of Music Education?

The 5 most common citation types in order of usage for International Journal of Music Education are:.

S. No. Citation Style Type
1. Author Year
2. Numbered
3. Numbered (Superscripted)
4. Author Year (Cited Pages)
5. Footnote

15. How do I submit my article to the International Journal of Music Education?

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16. Can I download International Journal of Music Education in Endnote format?

Yes, SciSpace provides this functionality. After signing up, you would need to import your existing references from Word or Bib file to SciSpace. Then SciSpace would allow you to download your references in International Journal of Music Education Endnote style according to Elsevier guidelines.

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