left MEMT 812


INSTRUCTOR: James F. Daugherty
(email: jdaugher@ukans.edu)
Office: 311 Bailey Hall
Phone: 864-9637
Office Hrs: Mon/Wed/Fri: 10:10-11:00 AM; or by appointment

Course Webpage: http://falcon.cc.ukans.edu/~jdaugher


The primary objective of this course is for you to complete and write a full research study or full master's thesis proposal. To do so you will need to generate and refine research questions on a topic related to music education or music therapy that is of personal or professional interest to you; gain bibliographic control by searching, evaluating, and reviewing appropriate literature and other sources; formulate and implement a defensible research plan incorporating methodologies and data analyses most appropriate to your chosen research; and learn how to report/write your research according to accepted professional practice.

In so doing it is expected that you will:

Develop a positive attitude and evaluative stance toward research
Increase awareness, knowledge, and skills in philosophical, historical, qualitative and quantitative research related to music education and music therapy
Become comfortable with breadth and depth of research literature, categorical studies, research terminology, and research techniques
Become familiar with the facilities, tools, and procedures of research: libraries, archives, personal interviews, surveys, instrumentation, computers, computer searches, statistics, and design
Develop scholarly and professional writing skills and techniques

To make the most effective use of your time with the nature of this course it is assumed that once you choose a research idea or ideas on which to focus, you will use the required assignments of the course to further the primary objective, i.e., the production of a full research study or a full master's thesis proposal. Ways for you to do so will be explained and discussed fully in class.


Brundage, A. (1997). Going to the sources: A guide to historical research and writing. Second edition. Arlington Heights, IL: Harlan Davidson, Inc.

Johnson, B. and Christensen, L. (2000). Educational research. Needham Heights, MA: Allyn & Bacon.

Madsen, C.K. and Moore, R. S. (1978). Experimental research in music: Workbook in design and statistical tests. Raleigh, N.C.: Contemporary Publishing.

Publication Manual of the American Psychological Association. (1994). Fourth ed. Washington, D.C.: American Psychological Association.

Turabian, K. L. (1996). A manual for writers of term papers, theses, and dissertations. Sixth ed. Revised by John Grossman and Alicia Bennett. Chicago: University of Chicago Press.

Other readings as assigned.


Barzun, J. and Graff, H.F. (1992). The modern researcher. Fifth edition. New York: Harcourt, Brace, Jaovanovich, Publishers.

Bedau, H. (1996). Thinking and writing about philosophy. New York: St. Martin's Press.

Colwell, R. J. (ed.). (1992). Handbook of research on music teaching and learning. New York: Schirmer Books.

Isaac, S. and Michael, W.B. (1997). Handbook in research and evaluation. Third edition. San Diego, CA: Educational and Industrial Testing Services.

Madsen, C.K. and Madsen, C.H. (1997). Experimental research in music. Third ed. Raleigh, N.C.: Contemporary Publishing.

Rainbow, E.L. and Froehlich, H.C. (1987). Research in music education. New York: Schirmer Books. (Out of print).


Each student must have regular access to a computer with capable word processing software and internet access.

Each student must have a viable e-mail account and address.


Any student in this course with a disability that prevents the fullest expression of his or her abilities should contact the instructor as soon as possible to discuss the appropriate accommodations necessary to complete the course requirements.


Read all texts and other assigned readings, including all web forms based on the readings.

Pass with a score of 85% or above a test on the texts and readings of the course. This test will consist of true-false, multiple choice, short answer items, and one or two essay questions. Students not achieving the required score may submit two original multiple choice questions for each incorrect response to an objective question on the test. In each pair of original questions, one should be related to the material on which the incorrect test item is based; the other may cover any aspect of the texts or assigned readings. Suitability of submitted questions is determined solely by discretion of the instructor.

Complete 12 critiques of published research in the field of music/music education/music therapy. Two must be philosophical, two historical, three quantitative (non- experimental), one qualitative, and three quantitative (experimental).. All must be submitted using the Research Analysis Form. The wise student will complete critiques of published research related to a chosen research topic or idea.

Complete on time and with accuracy the five mini-projects.

Complete on time and with accuracy the five methodology modules.

Complete an oral research presentation and/or poster of your original research.

Complete and write in acceptable form a full research study or a complete master's thesis proposal. Studies will be assessed according to criteria of a refereed journal in the field. Thesis proposals will be evaluated according to standards of the Kansas University Division of Music Education and Music Therapy.

N.B. If choosing the thesis proposal option, you may use this course to work in consultation with your adviser in writing the actual proposal you will submit as part of your degree program. This approach may be especially appropriate for those students nearing the end of their coursework. If you are in the beginning stages of your graduate study, you may nonetheless choose the thesis proposal option to gain experience and practice in writing a full proposal. In no circumstance is the proposal written for this course binding upon you; it is, rather, an opportunity to fulfill a requirement for this course in a way that may be of practical benefit to you, either now or in the future.


Students may have up to 3 absences for any reason For the fourth and each succeeding absence, the final course grade will be lowered by one letter for each absence. Highly unusual or exceptional circumstances will be decided on a case by case basis.


A detailed course calendar with all due dates may be found on the class web page.


A list of research articles for exploration and possible analysis is attached to this syllabus.


A=All course requirements completed on time with competence and accuracy.
B=All course requirements completed with competence, though some turned in late; or the student has one unexcused absence.
C=All course requirements completed adequately, but some requirements completed late, and the student has unexecused absences.
D=Any course requirements not completed; unexcused absences.

I is not given.

Plus or minus grades may be given at the instructor's discretion.

No grade will be given without the final checklist.