Abstract
We analyzed each article published in 20 years (1991–2011) of the Journal of Music Teacher Education ( N = 282 articles) for possible changes across 5-year increments. All articles were examined by type of article, research methodologies used, and topics discussed. Nonrefereed articles included Society for Music Teacher Education chair and Journal of Music Teacher Education editor commentaries ( n = 77), and occasional statements by Music Educators National Conference (MENC)/National Association for Music Education (NAfME) officers ( n = 3). Peer-reviewed articles were classified as research articles ( n = 85), interest articles ( n = 99), and book reviews ( n = 18). Results showed a distinct increase in numbers of both quantitative ( n = 51) and qualitative ( n = 34 including historical) research articles over time with most appearing in the fourth quarter. Overall, more interest articles appeared ( n = 99), but the number decreased across each 5-year increment. Numbers of book reviews declined steadily. Analysis of specific topics revealed that curriculum, teaching techniques, and professional development were most frequently discussed but varied by type of article and methodology.
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