This study reports the frequencies of methodologies and topics appearing in the Journal of Music Teacher Education from 1991 to 2011. Exploratory review of the middle years of publication was used to categorize methodologies and topics prior to formal analysis. Results indicated that few articles documented the profession's history, reinforcing the importance of editor and Society for Music Teacher Education chair comments for audience communication. Publication count increased from four articles per volume to seven, on average. The year 2003 marked the introduction of qualitative methods, and the early 2000s marked a shift toward a balance of research reports with other article types, whereas early issues had few reports of empirical evidence. Finally, article topics were not represented similarly among article types. Results are discussed in terms of implications for the music teacher preparation profession.
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