The purpose of this study was to explore research and publishing preparation, experiences, and expectations of music education faculty members employed at higher education institutions. We developed the Publishing Preparation and Expectations Survey (PPES) to examine music education faculty members’ current areas of research, peer-reviewed journals they read and published in, and their experiences with peer reviewers. Utilizing the Directory of Music Faculties from the College Music Society, we distributed the PPES to 1,081 music education faculty members across 487 higher education institutions in the United States, resulting in 179 responses. The participants self-reported as predominantly White ( n = 157, 87.7%), female ( n = 101, 56.4%), and possessing a PhD ( n = 145, 81.0%). Additionally, 83 participants (46.4%) initially submitted a research article for publication in a peer-reviewed music education journal during their doctoral programs. Participants anticipated publishing an average of 11.44 articles ( SD = 8.89) for promotion to associate professor and had an average of 9.81 ( SD = 11.02) peer-reviewed research articles previously published. Finally, participants shared their experiences with peer reviewers using descriptors such as “discouraging,” “harsh,” and “cruel.”

中文翻译：

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高等教育音乐教育教师的出版准备、经验和期望


本研究的目的是探讨高等教育机构雇用的音乐教育教职员工的研究和出版准备、经验和期望。我们开发了出版准备和期望调查 （PPES），以检查音乐教育教师当前的研究领域、他们阅读和发表的同行评审期刊以及他们与同行评审员的经历。利用大学音乐协会的音乐学院名录，我们将 PPES 分发给美国 487 所高等教育机构的 1,081 名音乐教育教职员工，共收到 179 份回复。参与者自我报告为主要是白人 （ n = 157， 87.7%）、女性 （ n = 101， 56.4%） 和拥有博士学位 （ n = 145， 81.0%）。此外，83 名参与者 （46.4%） 最初在博士课程期间提交了一篇研究文章，以便在同行评审的音乐教育期刊上发表。参与者预计平均发表 11.44 篇文章 （ SD = 8.89） 以晋升为副教授，并且之前平均发表过 9.81 篇 （ SD = 11.02） 篇同行评审研究文章。最后，参与者使用“令人沮丧”、“严厉”和“残忍”等描述与同行评审员分享了他们的经历。