Bibliometric of academic output in music education in Spain Análisis bibliométrico de la producción científica en Educación Musical en España

Ángela MORALES, PhD. Senior Lecturer. Universidad Autónoma de Madrid ([email protected]). Enrique ORTEGA, PhD. Senior Lecturer. Universidad de Murcia ([email protected]). Elena CONESA. Early Stage Researcher. Universidad de Murcia ([email protected]). Cecilia RUIZ-ESTEBAN, PhD. Senior Lecturer. Universidad de Murcia ([email protected]).

Abstract Resumen The aim of this work is to analyse in Este trabajo tiene por objeto analizar las ten­ music education from Spain through dencias de la investigación realizada en España

bibliometric analysis of the academic output en educación musical a través de los 143 artí­ year LXXV, n. 268, September-December 2017, 399-414 in the Web of , comprising culos publicados entre los años 2000 al 2015, a 143 articles published between 2000 and través de un análisis bibliométrico de la produc­ 2015. Several types of variable were analysed: ción científica en la de datos Web of Scien­ a) structural variables; b) variables relating to ce. Se analizaron diferentes tipos de variables: the topic being studied; c) variables relating to a) estructurales; b) relacionadas con la temática; the sample; and d) variable s relating to the c) relacionadas con la muestra; y d) relacionadas con los métodos e instrumentos de investigación research and instruments used. The utilizados. Los resultados muestran un incre­ results show increased representation of music mento en presencia en las revistas especializa­ education in specialised journals and a broad das de educación musical y una amplia disper­ revista española de pedagogía dissemination in journals from related areas. sión en revistas de áreas afines. Nuestros datos The data indicate that both the number of ar­ indican que tanto el número de artículos publi­ ticles on music education published and their cados en educación musical como el impacto de impact are still limited when compared with estos siguen siendo escasos si se compara con other related areas. Measures are proposed to otras áreas afines. Se proponen medidas para achieve a greater impact of the publications on conseguir un mayor impacto de las publicacio­ the career of the and to nes en el desarrollo profesional de los autores y give the discipline a higher profile. para una mayor visibilidad de la disciplina.

Keywords: Music Education, , Descriptores: Educación Musical, biblio­ metría, España, .

Spain, Web of Science.

Revision accepted: 2017-05-10. This is the English version of an originally printed in Spanish in issue 268 of the revista española de pedagogía. For this reason, the abbreviation EV has been added to the page numbers. Please, cite this article as follows: Morales, Á., Ortega, E., Conesa, E., & Ruiz- Esteban, C. (2017). Análisis bibliométrico de la producción científica en Educación Musical en España | Bibliometric analysis of academic output in music education in Spain. Revista Española de Pedagogía, 75 (268), 399-414. doi: https://doi.org/10.22550/ REP75-3-2017-07 https://revistadepedagogia.org/ ISSN: 0034-9461 (Print), 2174-0909 (Online) 399 EV Ángela MORALES, Enrique ORTEGA, Elena CONESA and Cecilia RUIZ-ESTEBAN 1. Introduction & Wolter, 2013; Fejes & Nylander, The dissemination of scientific find­ 2014; Maz-Machado et al., 2012; More­ ings through academic is no-Fernández & Moreno-Crespo, 2016). an essential activity for producing and This large increase has led to the birth of sharing knowledge and for making re­ bibliometric studies that analyse quality searchers’ work credible (Devís-Devís, and quantity in research in education­ Antolín, Villamón, & Valenciano, 2003; al . Accordingly, there are three Hernández-González, Reverter-Masia, major lines of research that bring togeth­ & Jové-Deltell, 2017). Bibliometrics is er different bibliometric studies. Specif­ a corpus-based that focus­ ically, they are studies that: a) analyse ses on analysing information contained scientific journals that specialise in edu­ primarily in academic research publica­ cational sciences; b) studies that analyse tions, although increasingly it focusses academic output in education from an not only on analysis of academic publica­ overall perspective in doctoral theses, re­ tions but also on analysis of researchers search projects, conferences, etc.; and c) a and academic (Orduña-Malea, third major group that analyses in detail Martín-Martín, & Delgado-López-Cózar, academic output in specific areas within 2016). Analysing activity through bib­ the educational sciences. liometric indicators makes it possible to The studies in the first group analyse study the structure and dynamics of the scientific journals related with ­educa research process in-depth and show re­ tional sciences, evaluating their academic search trends and the main lines of action output and the most relevant and up-to- (Olmedilla et al., 2013; Ortega et al., 2014; date topics in each area, and comparing Palazón, Ortega, & García-Angulo, 2015; journals with each other to establish Permanyer-Miralda, Hinrichs-Krapels, rankings, quality criteria and so on (e.g. & Adam, 2016; Peset et al., 2013). These Azes, 2015; Fejes & Nylander, 2014; Zu­ studies can also supply interesting data for rita, Merigo, & Lobos-Ossandon, 2014). shaping a country’s scientific policy (Cabe­ For example, in the context of music ed­ zas-Clavijo, 2014; Sanz-Valero, Casterá, ucation, Bansal (2014) performed a study & Wanden-Berghe, 2014; Torres-Salinas that found a total of 44 open-access jour­ & Jiménez-Contreras, 2015). Indeed, the nals related to music education, the oldest use of bibliometric indicators in addition of which was founded in 1984 (Pacific Re- to other academic indicators is increas­ view of Ethnomusicology) while the most ingly being used to analyse the situation recent ones were from 2011 (Journal of of research in a country, its development Jazz Studies, Journal of Sonic Studies, over time, and its position in the interna­ Musica Docta: Rivista Digitale di Peda- revista española de pedagogía year LXXV, n. 268, September-December 2017, 399-414 n. 268, September-December LXXV, year tional setting (Orduña-Malea et al., 2016; gogia, and SoundEffects). This study also Peralta, Frías, & Gregorio, 2015). found that the country with most journals In recent years, there has been sig­ on music education is the USA, followed nificant growth in academic output in by Spain, and that the principal educational sciences (Azer, 2015; Diem is English. Similarly, Hancock (2015)

400 EV Bibliometric analysis of academic output in music education in Spain performed a bibliometric study in which output in the major educational areas over he analysed the time of appearance of the the last twenty years require greater spe­ first of the articles published in cialisation and greater specific knowledge a specific music education journal Jou( r- of small areas (Fernández-Cano Torral­ nal of Research in Music Education). He bo & Vallejo, 2008; Moreno-Fernández & concluded that the first citation appears Moreno-Crespo, 2016), areas which are be­ approximately one year after publica­ coming ever more important and which it tion, that of articles published in is necessary to know about and organise. these journals appear earlier than for the Finally, the third large group analyses other journals in this area, and that arti­ academic output from specific educational cles with several authors are more likely specialisms (e.g. Montero-Herrera, 2016). to be cited than ones by a single . Accordingly, in music education different Finally, it is worth noting the study by authors have analysed the academic out­ Diaz and Silveira (2016) that analyses the put contained in various databases (Dial­ academic output of three music journals net, , and Eric). Furthermore, most (Journal of Research in Music Education, of these studies analyse structural vari­ Psychology of Music, and Music Percep- ables, in other words, the journals where tion). They conclude that most the articles the articles are published, the most im­ in these scientific journals on music are

portant authors, the year of publication, LXXV, n. 268, September-December 2017, 399-414 experimental works that analyse the topic the number of authors, and the country of preferences and expression and princi­ of publication among others. However, pally analyse classical music. The most most of these studies do not consider vari­ common task in them is listening, the gen­ ables relating to the content of the works eral topic is multiculturalism, and their such as methodological aspects, the type sample is mainly primary school pupils. of sample, the topic of the study, the type

The second large group of biblio­metric of music, and the evaluation instruments r evista española de pedagogía research works comprises pieces of re­ used, or variables relating to qualitative search that quantitatively evaluate ac­ criteria such as the number of citations ademic output in the field of educational received. Similarly, these studies tend sciences in general by studying works pub­ to be multinational, analysing academic lished in journals (e.g. Azes, 2015), works output relating to music education at an presented at conferences (e.g. Méndez, international level and not at the national Amaya, & Rodríguez, 2015), doctoral the­ level. ses (e.g. Max et al., 2012; Moreno-Fernán­ However, owing to the local speci­ dez & Moreno-Crespo, 2016; Vallejo, ficity of education, there are ever more Torralbo, & Fernández-Cano, 2015) and, authors who reiterate the need for bib­ to a lesser extent, funding awarded for liometric studies on specific educational research projects (e.g. Ortega, Valdivia- specialisms in geographic areas and/or Moral, Hernán-Villarejo, & Olmedilla, specific countries (Espinet, Izquierdo, & 2014), and so on. These works all conclude García-Pujol, 2015), studies that make that the significant increase in academic it possible to discover how research into 401 EV Ángela MORALES, Enrique ORTEGA, Elena CONESA and Cecilia RUIZ-ESTEBAN

these specialities is developing in these Topic, and «Spain» in Country (n = 262). areas. These studies can be used to estab­ Next, only academic articles were selected; lish research policies and academic diffu­ conference papers, editorials, letters to sion and dissemination policies, and for the editor, and such like were rejected detecting both large clusters of scientific (n = 168). A total of 143 articles were knowledge and possible lacunae that fu­ selected from this sample. These articles ture researchers could cover. were the ones that corresponded with the study’s proposed objectives; 25 studies In this sense, bibliometric stud­ that were not related to music education ies on music education carried out in were eliminated. To ensure the evalu­ English-speaking settings are very inter­ ation of quality in the review process esting as they reveal the strengths and (Wright, Brand, Dunn, & Spindler, 2007), weaknesses of the research in a very spe­ agreement between the two researchers cific area in a particular territory (Díaz & was measured using Cohen’s kappa cal­ Silveira, 2014; Hancock, 2015). culation. A score of k = 0.96 was obtained. The limited number of studies of this Figure 1 shows the selection process for type in Spain and the lack of studies that the study sample. This search was per­ analyse the Web of Science databases formed on 1 September 2016. (ISI-Thomson) make this piece of work The following groups of variables were necessary. It has the aim of analysing analysed in each of the selected articles: trends in research on music education a) structural variables; b) variables re­ in Spain through bibliometric analysis of lating with the topic being studied; c) the Spanish academic output in the Core variables related with the sample being Collection database of the Web of Science studied; and d) variables relating with the platform, analysing: a) structural vari­ research methods and instruments used ables; b) variables relating with the topic in the study. Furthermore, the number of being studied; c) variables related with citations listed in the Web of Science data­ the sample being studied; and d) vari­ base for each of the works was recorded. ables relating with the research methods and instruments used in the study. In the first large group of variables, the following items were analysed for each article: 1) the title; 2) the name of 2. Method the journal where it was published; 3) the The study was carried out using the year of publication; 4) the lead author’s articles published in journals indexed in institution; 5) the gender of the lead au­ the Core Collection database of the Web thor; 6) the number of authors; and 7) any revista española de pedagogía year LXXV, n. 268, September-December 2017, 399-414 n. 268, September-December LXXV, year of Science platform. Two researchers in­ foreign co-authors. The following cate­ dividually carried out the process of se­ gories for foreign co-authors were estab­ lecting the sample. The initial sample lished: no foreign co-authors, co-authors comprised all of the articles returned by from the USA, co-authors from European a search of the Web of Science database Union countries, co-authors from the using the terms «musi*» and «educat*» in UK, co-authors from South American 402 EV Bibliometric analysis of academic output in music education in Spain countries, co-authors from other countries gender of the sample (male, female, or or mixed co-authors. mixed) and 15) type of sample (early years education pupils, primary school pupils, In the second large group of variables, secondary students, university students, the following ones were analysed: 9) musi­ students at centres governed by special cal style analysed; 10) the task being per­ regulations —such as music schools, con­ formed; 11) broad research lines; 12) gen­ servatories, and so on— teachers, special eral topic; and 13) specific topic. Jazz, folk, populations, adult amateurs, and studies world, pop, mixed styles, and other styles with no sample). were noted in the «musical style» variable. When analysing the «tasks» variable, the Finally, for the fourth major group, the following categories were proposed: lis­ variables relating to the research meth­ tening, performance, , analysis, lis­ ods and instruments used in the studies tening/viewing, others, and mixed. When were recorded. The following in particu­ analysing the «major research lines» lar were analysed: 16) the research meth­ variable, the following categories were odology used (experimental, descriptive, analysed: educational resources (peda­ , literature reviews/theoretical, gogy, methodology, teaching approach, others) and 17) the instruments used for etc.), human resources (teachers- collecting data (questionnaires, observa­

students), material resources (centres, tion sheets, , and/or instrumen­ LXXV, n. 268, September-December 2017, 399-414 music , instruments, etc.), and tal/technical). others. Next, the following categories This research project is an ex post fac­ were established for analysing the «gener­ to retrospective study (Montero & León, al topic»: studies on educational centres, 2007). Descriptive and frequency analy­ studies of students, studies of teachers, ses were used to identify and classify the studies of the curriculum, studies of eval­ different variables, using the SPSS 19 uation, studies of educational practice it­ r evista española de pedagogía statistics program. self, studies of music education itself, and possible mixed studies. Finally, when an­ alysing the «specific topic» variable, pos­ 3. Results sible studies on multiculturalism, studies Figure 1 shows a gradual increase in on gender, psychological studies, studies the number of publications, with notable that analyse the movement of the body, figures apparent for 2007, 2010, and 2015. studies that compare age groups, studies This type of article was especially prolific that analyse special populations, studies in 2015 with 25.9% of the publications that analyse socio-cultural factors, and fi­ that appeared between 2000-2016 being nally studies that analyse aspects related from this year. Of the articles published with ethnicity/race were established. during these seventeen years, 56.7% are In the third large group of variables, from between 2012 and 2015 (both in­ those relating to the sample that is the clusive). It is worth noting that the data subject matter were analysed. The follow­ collection ended in June 2016, and so the ing specific variables were analysed: 14) publications for that year are incomplete. 403 EV Ángela MORALES, Enrique ORTEGA, Elena CONESA and Cecilia RUIZ-ESTEBAN

Figure 1. Frequency of publication.

Source: Own elaboration.

Table 1 shows the percentage and of 24 articles on music education. In the numbers of the structural variables es­ group of psychology journals, the follow­ tablished for this study. ing stand out: Psicodidácica, Atención primaria, and Infancia y aprendizaje with Articles on music education were pub­ a total of 11 pieces. Finally, the journals lished in 88 journals in these years. Specif­ Medical Problems of Performing Artists ically, 34 (23.77%) articles were published and Revista de Neurología stand out in in specialist music education journals and the group with a total of four 109 (76.6%) in non-specialist journals. Re­ publications. garding the journals where these works were published, three major groups are Regarding the institution of the lead apparent: a) education journals; b) psy­ author, 119 of the works analysed have chology journals; and c) medicine jour­ a lead author from a Spanish institution, nals. The following journals stand out while the lead author of 24 is from a for­ from the first large group: Music Educa- eign institution. The University of Grana­ tion Research, Cultura y Educación, and da on 11.2% and the Autonomous Uni­ International Journal of Music Educa- versity of Madrid on 10.5% in particular revista española de pedagogía year LXXV, n. 268, September-December 2017, 399-414 n. 268, September-December LXXV, year tion, who between them published a total stand out over the rest.

404 EV Bibliometric analysis of academic output in music education in Spain

Table 1. Music education articles by structural aspects studied.

Variable Category Number Percentage Male 79 55.24% Gender of lead author Female 64 44.76% One 32 22.38% Two 37 25.87% Number of authors Three 49 34.27% More than three 25 17.48% No co-authors 108 76.06% USA 9 6.34% 8 5.36% Foreign co-authors UK 7 4.93% South America 7 4.93% Others 3 2.11% Source: Own elaboration. LXXV, n. 268, September-December 2017, 399-414 The data in Table 1 show that for the have any foreign co-authors. Almost 25% gender of the lead author, men are the lead of the remaining works have co-authors authors of 55.2% of the articles. Further­ from the USA (6.34%) while a further more, the average number of authors for 5.36% have co-authors from the Europe­ the articles is 2.83 ± 2.61. Single authors an Union, 4.93% have co-authors from the wrote 22.38% of the articles, while 25.87% UK and the same number have co-authors were written by two authors, and 34.27% from Latin American countries. The re­ by three authors. Finally, Table 1 shows maining 2.11% have co-authors from other r evista española de pedagogía that 76.06% of the works analysed do not countries or from more than one country.

Table 2. Music education articles by the topic studied.

Variable Category Absolute Relative frequency frequency Not stated 114 91.94% Jazz 1 .81% Folk 0 .00% Musical style World 0 .00% Pop 0 .00% Mixed 6 4.84% Others 3 2.42%

405 EV Ángela MORALES, Enrique ORTEGA, Elena CONESA and Cecilia RUIZ-ESTEBAN

Variable Category Absolute Relative frequency frequency Listening 9 7.89% Performance 9 7.89% Survey 23 20.18% Task performed Analysis 69 60.53% Listening/Viewing 1 .88% Others 2 1.75% None 10 8.85% Centres 1 .88% Students 12 10.62% Teachers 10 8.85% Curriculum 7 6.19% General topic Evaluation 2 1.77% Educational practices 27 23.89% Music education 36 31.86% Several topics 8 7.08% Multiculturalism 6 12.00% Gender 2 4.00% Psychological 5 10.00% Movement of the body 2 4.00% Specific topic Age 4 8.00% Special population 7 14.00% Socio-cultural 16 32.00% Socio-economic 3 6.00% Others 5 10.00%

Source: Own elaboration.

Table 2 shows the absolute and rela­ a mix of styles, a single article analyses tive percentage of the variables related to jazz, and 2.42% analyse other styles. Spe­ the topic that is the object of study. cific articles on musical styles such as revista española de pedagogía year LXXV, n. 268, September-December 2017, 399-414 n. 268, September-December LXXV, year folk, world or pop were not found. The figures in Table 2 show thatwhen analysing the variables relating to the On the other hand, when analysing topic being studied, most articles do not the «task performed» variable in pieces of specify the musical style they are analys­ research, the data in Table 2 show that ing (91.4%), 4.8% of the articles analyse in the large majority of cases an analysis 406 EV Bibliometric analysis of academic output in music education in Spain of different variables and topics was per­ third of the publications from the years formed, with surveys being used to a les­ under consideration while 23.89% of the ser extent. A small number of studies in studies were on educational practice itself. which listening, performance, listening/ Lower percentages of articles were found on viewing, other tasks, or no task were per­ a) education centres, b) students, c) teach­ formed were also noted. ers, d) evaluation, and e) mixed studies. Regarding «main research lines», the When analysing the «specific topic» data from this study show three major ones: variable, sociocultural studies are most a) educational resources (pedagogy, meth­ frequent, appearing in 32% of the articles odology, didactics, etc.) with 50.44% of the while of the specific topics proposed those articles; b) human resources (teachers- relating to gender and bodily movement students) with 20.35%; and c) material are least frequent with just 4% each. resources (centres, musical materials, Table 3 shows the relative percent­ instruments, etc.) with 14.16%, leaving ages of the «sex of sample» and «type of 15.04% of articles in the others section. sample» variables, belonging to the third When analysing the «general topic», large group of variables that are the ob­ studies on music education comprised a ject of study. LXXV, n. 268, September-December 2017, 399-414

Table 3. Music education articles by sample being studied.

Variable Category Absolute Relative Frequency Frequency Male 1 .85% Female 2 1.71% Sex of the sample r evista española de pedagogía Both 74 63.25% No gender 40 34.19% No sample 36 31.30% Early years 2 1.74% Primary 10 8.70% Secondary 14 12.17% University 9 7.83% Type of sample Special regulations 15 13.04% Teachers 18 15.65% Professionals 4 3.48% Special population 4 3.48% Adult amateurs 3 2.61%

Source: Own elaboration.

407 EV Ángela MORALES, Enrique ORTEGA, Elena CONESA and Cecilia RUIZ-ESTEBAN

The data in Table 3 show that subjects on teachers, students under special reg­ of both genders are used in almost two out ulations, and secondary school students of every three studies, while one in three stand out among the empirical studies studies do not state gender as they do not that study individuals. There are very study subjects per se. Only one piece ana­ few works where the sample that is the lyses males exclusively and two analyse object of study comprises early years stu­ females only. dents, special populations, professionals, or adult amateurs. Furthermore, when analysing the type of sample, the data in Table 3 show that Finally, Table 4 shows the absolute in one in three studies there is no sample and relative percentages of the variables strictly speaking as they are theoretical relating with the research methods and studies, practical proposals, etc. Studies instruments used in the studies.

Table 4. Articles on music education, by methodology being studied and number of citations received.

Variable Category Absolute Relative Frequency Frequency Experimental 17 11.89% Descriptive 105 73.43% Methodology used Case studies 5 3.50% 10 6.99% Others 6 4.20% No citations 81 56.64% One citation 15 10.49% Number of Two citations 9 6.29% citations received Three citations 9 6.29% More than three citations 29 20.3% Questionnaire 39 31.97% 14 11.97% Instrumental 18 15.38% Observation sheet 7 5.98% revista española de pedagogía year LXXV, n. 268, September-December 2017, 399-414 n. 268, September-December LXXV, year Source: Own elaboration.

The data in Table 4 show that the tive in most cases. Other research methodology used was descrip- such as experimental work, literature 408 EV Bibliometric analysis of academic output in music education in Spain reviews, case studies, and others were sample of the object of study; and d) vari­ less common. As for the instruments used ables relating to the research methods for collecting data, the articles mainly and instruments used in the study. used questionnaires, followed to a lesser Firstly, it is important to note the li- extent by instrumental/technical, inter­ mited number of works published on views, and observation sheets. music education in Spain compared Finally, a mean number of cita­ with other types of works in general or tions obtained by each of the articles of works related with education in parti- 2.96 ± 7.00 was recorded, although only cular (Huggett, Gurney, & Jumlet, 2016). 62 of the 143 works in the study were ac­ It is not until 2010 that we start to see tually cited. Table 4 shows that if articles an increase in the number of publications with no citations are disregarded, ones in impact journals in this thematic area. with one, two, or three citations are most The limited number of works published common, although seven pieces have over on music education by Spanish authors is 25 citations and one study stands out also observed in the studies by Gustems with 45 citations (from the Autonomous and Calderón-Garrido (2016) based on University of Barcelona published in the an analysis of the SCOPUS database, journal Poetics entitled «From exclusive Gustems and Calderón-Garrido (2014) to inclusive elitists and further: Twenty based on DIALNET, and Galera and LXXV, n. 268, September-December 2017, 399-414 years of omnivorousness and cultural di­ Pérez (2008) based on the ERIC database. versity in arts participation in the USA»). When analysing the journals in which Only one of the articles with over 25 ci­ these works are published, in this study tations was published in a specific music and in the studies by Gustems and journal, the rest being published in medi­ Calderón-Garrido (2014, 2016) and Gale- cine or computing journals (Dementia and ra and Pérez (2008), journals from the Geriatric Cognitive Disorders, Journal of field of music education stand out, for r evista española de pedagogía , Multiple Sclerosis Journal, example, Music Education Research and Applied , Medical Problems of International Journal of Music Educa- Performing Artists, Transactions on Visu- tion. This latter journal is one of the jour­ alization and Computer Graphics). nals from the first quartile, being number 11 of 113 and having an of 0.57 and an h-index of 17. However, 4. Discussion while a significant number of non-music The objective of this piece is to ana­ journals are found in this study (princi­ lyse trends in music education research pally psychology and medicine, represent­ from Spain through bibliometric analysis ing 56.86% of the total), in the study by of Spanish academic output in the Core Calderón-Garrido (2016), and in the study Collection database of the Web of Science by García-Sánchez (2016), the percentage platform, analysing: a) structural vari­ of non-music journals is much lower in the ables; b) variables relating with the topic works by Gustems and Calderón-Garrido being studied; c) variables relating to the (2014) and Galera and Pérez (2008). This 409 EV Ángela MORALES, Enrique ORTEGA, Elena CONESA and Cecilia RUIZ-ESTEBAN

difference is because in this study and the Fuentes, Luque, and López (2012) when piece by Calderón-Garrido (2016), the two they analysed all of the works in the Span­ most significant international databases ish education journals indexed in JCR. The (SCOPUS and ISI) were searched, while ever-greater consolidation of the research the pieces by Gustems and Calderón-Gar­ teams might be one reason for which the rido (2014) and Galera and Pérez (2008) number of authors whose names appear analysed national databases such as DI­ on the articles is increasing. ALNET and databases with almost exclu­ Finally, the figures from this study sively educational content such as ERIC. show a very low level of joint authorship. Furthermore, when analysing the in­ As Fuentes, Luque, and López (2012) also stitutions of the lead authors of pieces of note, this low level of joint authorship is work on music education, the University closely related to Spanish music educa­ of Granada and the Autonomous Uni­ tion researchers’ difficulties with the En­ versity of Madrid stand out in this study glish language. with values similar to those already re­ Secondly, when analysing the vari­ corded by Gustems and Calderón-Garri­ ables relating to the topic being studied, do (2016) and by García-Sánchez (2016). the data from this study show a lack of While there is a small percentage of ar­ studies on specific musical styles such ticles with lead authors from universities folk, jazz, pop, etc., and a large number outside Spain, no particular university of works in which a particular variable is stands out over the others. analysed but a low number of articles in Regarding the gender of the lead au­ which listening, performance or surveys thor, the data in this study show a small are used. Studies whose general topic is majority of men (55.24%) with figures music education and whose specific topic very similar to those recorded by More­ relates to socio-cultural aspects are in­ no-Fernández and Moreno-Crespo (2016) creasing in number while there appears in the analyses in their doctoral theses on to be a fall in the interest raised a few education in Spain. years ago by studies on gender relating to music education (Galera & Pérez, 2008) When analysing the mean number and psychological studies (Gustems & of authors, the data in this study give a Calderón-Garrido, 2014, 2016). These figure of 2.83 ± 2.61, values which are figures differ significantly from the ones very close to those recorded by the EC3 observed by Diaz and Silveria (2014) research group from the University of who when analysing works from three Granada that places the average number high-impact English-language music- of authors in the education area for 2015 revista española de pedagogía year LXXV, n. 268, September-December 2017, 399-414 n. 268, September-December LXXV, year education journals observed a large num­ from Spain at 2.4 and internationally ber of works in which specific musical styles at 3.0. These figures are slightly higher were studied; listening, performance, and than the 1.85 recorded by Gustems and survey were found, and multicultural as­ Calderón-Garrido (2016), but are similar pects were studied as well as gender and to the 2.35 authors recorded in 2010 by psychological aspects. These 410 EV Bibliometric analysis of academic output in music education in Spain might be because of the time period an­ 143 works studied were cited at all. These alysed (1990-2009 instead of 1990-2016) figures are slightly higher than those and the territoriality, concerns, problems, recorded by Gustems & Calderón-Gar­ and needs, and the fact that the Spanish rido (2016) who obtained a mean of 2.05 educational system is different from those citations per article. Although authors of English-speaking countries in general increasingly choose journals with higher and the USA in particular. impact indexed in the most academically prestigious bibliographies at an interna­ On the other hand, when analysing tional level, the number of citations they the variables relating to the sample be­ obtain is very low. ing studied, in this work it can be seen that most studies analyse both genders The low JCR impact factors of the spe­ and that only two out of three studies cific music journals might suggest that analyse individuals, in particular studies the journals chosen by the Spanish au­ on teachers, students under special reg­ thors are not very impactful. However, ulations, and secondary school students. there are many journals in the first quar­ These data are quite different from those tile in SJR in the area of music: Psychol- recorded by Díaz and Silveria (2014), ogy of Music, Journal of Research in Mu- where studies on university students sic Education, Research Studies in Music dominate. Again, the explanation might Education, Music Education Research, LXXV, n. 268, September-December 2017, 399-414 be because of both the time period of the Musicae Scientiae, International Journal study and the territoriality typical of of Music Education, British Journal of studies on education. Music Education. Nonetheless, if the area of education is analysed, fewer of the jour­ When analysing the variables relating nals being examined are in this quartile, to the research methods and instruments even though the area of education has

used, the data from this study, show that 1066 journals indexed in JCR and SJR r evista española de pedagogía virtually the only methodology used in compared with 113 for music. None of the the field of music education is descrip­ journals analysed that are classified as tive, mainly using questionnaires. Again, being about medicine or psychology are in these data differ from those obtained by the first quartile, although some of them Díaz and Silveria (2014) who analysed are in the second. Authors should be made English-language publications and found aware that, while their publications re­ that the main methodology was experi­ ceive more citations if they are in journals mental and that there was a high number from related areas (principally music), of articles with theory-based methodol­ the impact of their publications on their ogy, something that was barely found in professional development is better if they the articles that comprise the sample for publish in less specific journals with a low the current study. impact factor (psychology and medicine). Finally, when analysing the number of In summary, the number of articles citations, the articles studied obtained an published and their impact continues average of 2.96 ± 7.00, while only 62 of the to be limited when compared with other 411 EV Ángela MORALES, Enrique ORTEGA, Elena CONESA and Cecilia RUIZ-ESTEBAN

related areas. It is necessary to boost re­ Díaz, F. M. & Silveira, J. M. (2014). Music and search in this field among teachers from affective phenomena a 20-year content and universities and conservatories. It is log­ bibliometric analysis of research in three emi­ ical that for these professionals, instru­ nent journals. Journal of Research in Music ments and teaching are the two most im­ Education, 62 (1), 66-77. portant activities in their discipline, but it Diem, A. & Wolter, S. C. (2013). The use of biblio­ is important to emphasise the more scien­ metrics to measure research performance in tific perspective of the discipline based on education sciences. Research in Higher Edu- research and innovation. Making an area cation, 54 (1), 86-114. visible in the helps Espinet, M., Izquierdo, M., & García-Pujol, C. with its visibility and recognition by the (2015). Can a Spanish science education jour­ academic community as a whole. In re­ nal become international? The case of Ense­ cent years, a growing trend towards pub­ ñanza de las Ciencias. Cultural Studies of lishing articles can be seen that should be Science Education, 10 (4), 1017-1031. consolidated. Fejes, A. & Nylander, E. (2014). The Anglopho­ ne International: A Bibliometric Analysis of Three Adult Education Journals, 2005- References 2012. Adult Education Quarterly, 64, 222-239. Azer, S. A. (2015). The top-cited articles in medical Fernández-Cano, A., Torralbo, M., & Vallejo, M. education: a bibliometric analysis. Academic (2008). Revisión y prospectiva de la produc­ Medicine, 90 (8), 1147-1161. ción española en tesis doctorales de pedagogía Bansal, N. (2014). Directory of Jour­ (1976-2006). Revista de Investigación Educati- nals, Music: A Bibliometric Study. Internatio- va, 26 (1), 191-207. nal Journal of Scientific and Research Publi- Fuentes, J. L., Luque, D., & López Gómez, E. cations, 4 (1), 1-9. (2012). Análisis bibliométrico de las revistas Cabezas-Clavijo, Á. (2014). Estudio bibliométrico españolas de educación incluidas en el Jour­ de la producción, actividad y colaboración cien- nal Citation Report: producción científica y tíficas en grupos de investigación: el caso de la elementos controvertidos. Teoría de la Educa- Universidad de Murcia. Unpublished doctoral ción, 24 (1), 183-217. dissertation. Universidad de Granada. Galera-Núñez, M. & Ceballos, J. M. P. (2008). La Dehdarirad, T., Villarroya, A., & Barrios, M. investigación en Educación Musical en la base (2015). Research on women in science and hi­ de datos ERIC. Revista electrónica de LEEME, gher education: a bibliometric analysis. Scien- 22, 1-14. tometrics, 103 (3), 795-812. García Sánchez, M. I. (2016). La Musicología en Devis-Devis, J., Valenciano Valcárcel, J., Antolín las universidades españolas. Investigación, Jimeno, L., Villamón Herrera, M., & Moreno publicación y visibilidad científica. Doña, A. (2003). Las revistas científico-técni­ Gustems, J. & Calderón, D. (2014). Estudio bi­ revista española de pedagogía year LXXV, n. 268, September-December 2017, 399-414 n. 268, September-December LXXV, year cas españolas de las ciencias de la actividad bliométrico de los artículos de educación musi­ física y el deporte: inventario y análisis de la cal incluidos en DIALNET 2003-2013. Revista calidad de contenido y difusión. Revista Espa- electrónica de LEEME, 33 (2), 27-39. ñola de Documentación Científica, 26 (2), 177- Gustems, J. & Calderón, D. (2016). Scopus: una 190. herramienta para el análisis de las publicacio­ 412 EV Bibliometric analysis of academic output in music education in Spain

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414 EV revista española de pedagogía año LXXV, nº 268, septiembre-diciembre 2017 Spanish Journal of Pedagogy year LXXV, n. 268, September-December 2017 Table of Contents Sumario

Music education Jesús Manuel de Sancha Navarro Music in Secondary: interest for the contents, according Educación musical to the students and the teachers of 4º of ESO Guest editor: Ángela Morales Música en Secundaria: interés por los contenidos, según el Editora invitada: Ángela Morales alumnado y el profesorado de 4º de ESO 433

Ángela Morales Tatiana García-Vélez and Antonio Maldonado Rico Presentation: Music education, looking Reflections on musical intelligence from the past to the future Reflexiones en torno a la inteligencia musical 451 Presentación: La educación musical, una mirada del pasado al futuro 389 Patrick Freer and Alfonso Elorriaga Llor Toward a pedagogy informed by research about Ángela Morales, Enrique Ortega, the boy’s changing voice Elena Conesa and Cecilia Ruiz-Esteban El desarrollo de la voz masculina durante la adolescencia: una Bibliometric analysis of scientific pedagogía basada en la investigación 463 output in music education in Spain Análisis bibliométrico de la producción científica Miguel Román Álvarez en Educación Musical en España 399 Technology at the service of music education Tecnología al servicio de la educación musical 481 Roberto Cremades-Andreu and Desirée García-Gil Musical training for Primary Education graduates Susana Toboso Ontoria, Inmaculada Tello in the context of Madrid Díaz-Maroto y Francisco José Álvarez García Formación musical de los graduados de Maestro en University musical training in a blended-learning context Educación Primaria en el contexto madrileño 415 Formación musical universitaria en un contexto de enseñanza blended-learning 497 Studies 2. reviews Estudios Ibáñez-Martín, J. A., & Fuentes, J. L. (Coords.) Educación y capacidades: hacia un nuevo Sara González Gómez, Bernat Sureda García and enfoque del desarrollo humano [Education and Francisca Comas Rubí capabilities: Towards a new focus on human- The educational renovation of the Barcelona City development] (Cruz Pérez). Kristjánsson, K. Council and its photographic diffusion (1908-1936) Aristotelian Character Education (Juan Luis La renovación escolar del Ayuntamiento de Barcelona y Fuentes). Barraca Mairal, J. Originalidad e su difusión fotográfica (1908-1936) 519 Identidad Personal. Claves antropológicas frente a la masificación [Originality and personal Vicente Llorent-Bedmar, Verónica Cobano- identity: Anthropological keys in the face of Delgado and María Navarro-Granados overcrowding] (Aquilino Polaino-Lorente). School and school management Renzulli, J. S., & Reis, S. M. Enriqueciendo el in underprivileged areas currículo para todo el alumnado [Enriching the Liderazgo pedagógico y dirección escolar curriculum for all students] (Patricia Olmedo en contextos desfavorecidos 541 Ariza). Prats, E. Teorizando en Educación: entre erudición, poesía y opinionitis Theorising in education: Between erudition, poetry, and opinionitis] (David Reyero). Segura Peraita, C. (Ed.) El método socrático hoy. Para una enseñanza y práctica dialógica de la filosofía [The Socratic method today: For dialogical teaching and practice of philosophy] (Ernesto Baltar). 571

Table of contents of year LXXV Índice del año LXXV 603

This is the English version of the research articles and book reviews published orig- inally in the Spanish printed version of issue 268 of the revista española de pe- dagogía. The full Spanish version of this issue can also be found on the journal's website http://revistadepedagogia.org.

ISSN: 0034-9461 (Print), 2174-0909 (Online) https://revistadepedagogia.org/ Depósito legal: M. 6.020 - 1958 INDUSTRIA GRÁFICA ANZOS, S.L. Fuenlabrada - Madrid