Comparing Time Use and Teacher Behaviors in Beginning and Advanced Middle School Band Settings: An Exploratory Study

2021 ◽  
pp. 875512332110063
Author(s):  
Laura Singletary
Keyword(s):  
Middle School ◽  
Time Use ◽  
Individual Performance ◽  
Student Behaviors ◽  
Teaching Behaviors ◽  
Beginning Band ◽  
Student Talk ◽  
Modeling Group ◽  
Band Class ◽  
In The Beginning

The purpose of this study was to compare teachers’ time use and teaching behaviors including teacher talk, modeling, physical location/proximity to students, conducting, and instructional choices in middle school (Grades 6–8) beginning and advanced band settings, with the goal of identifying practices that are specific or unique to each setting. Participants ( N = 5) were expert middle school teachers who were recorded while teaching a heterogeneous beginning band and an advanced band class. I compared episodes of teacher and student behaviors including instruction, modeling, group/individual performance, and student talk, documenting frequency and time use in both settings. Results indicated differences in frequency and time for all observed episodes, with differences supporting greater emphasis placed on individuals in the beginning setting. I also found that teachers in the advanced setting addressed rehearsal frame targets representing traditional rehearsal goals more frequently (e.g., phrasing, articulation), whereas teachers in the beginning setting addressed targets representing typical beginning band goals more frequently (e.g., vocabulary/terms, rhythm literacy.)

What Preservice Physical Educators Observe about Lessons in Progressive Field Experiences

1988 ◽  
Vol 7 (4) ◽  
pp. 311-326 ◽  
Author(s):  
David E. Belka
Keyword(s):  
Teacher Education ◽  
Teacher Education Program ◽  
Effective Instruction ◽  
Physical Educators ◽  
Teaching Skills ◽  
Student Behaviors ◽  
Teaching Behaviors ◽  
Current Field ◽  
Undergraduate Teacher Education ◽  
Critical Interest

How undergraduate teacher education recruits learn to observe and interpret effective teaching is of critical interest in understanding effects of formal preservice programs. In this study, 45 TEPE recruits from each of the 4 undergraduate years observed and interpreted a videotaped soccer skill lesson, described the important parts of the lesson and recommended changes for the lesson. As a function of time in the program, recruits interpreted the observed lesson more congruently with program goals and tended to reflect the targeted teaching skills in the current field experience. Differences were evident in the quality and clarity of the responses as the subjects matriculated the teacher education program in physical education. There were, however, few discernible interpretation differences between year 3 and year 4 subjects. In describing effective instruction, recruits generally focused on teaching behaviors, with somewhat less emphasis on content, and even less focus on student behaviors.

Effect of Vocalization on the Sense of Pitch of Beginning Band Class Students

1974 ◽  
Vol 22 (2) ◽  
pp. 120-128 ◽  
Author(s):  
Charles A. Elliott
Keyword(s):  
Pitch Discrimination ◽  
Experimental Sample ◽  
Control Groups ◽  
Beginning Band ◽  
Wind Instrumentalists ◽  
School Year ◽  
Vocal Ensemble ◽  
Usual Manner ◽  
Band Class ◽  
Wind Players

Studies have shown that wind instrumentalists tend to score lower on tests of aural acuity than do string players and pianists. Several explanations have been advanced to explain this deficiency among wind players. Research studies show that the students participating in both an instrumental and a vocal ensemble tend to score highest on tests of aural acuity. The purpose of this study was to ascertain the effect of daily vocalization practice on the sense of pitch of students in selected beginning band classes. The experimental sample consisted of six selected beginning band classes of heterogeneous grouping. The six groups were equal in size, academic achievement, and extracurricular musical activities. A pretest of pitch discrimination and tonal memory revealed the groups were similar with respect to these abilities also. There were three control groups and three experimental groups. Instructors for the control groups were allowed to conduct their band classes as usual throughout the school year. Experimental-group instructors conducted their classes in the usual manner except to teach their students to vocalize previously designated pitches and exercises selected from the class text. A posttest given to all groups at the end of the school year revealed that: (1) Regular participation in band class resulted in improved pitch discrimination and tonal memory abilities. (2) Regular practice in vocalization during the band class had a significant effect on the sense of pitch of students in the experimental groups, who scored significantly higher on the posttest than the students in the control groups. (3) Brass and woodwind players were affected equally by the vocalization procedure. (4) Private piano study was a factor in the posttest results, especially on the test where subjects had to match musical sounds with notation. (5) Regular participation in an extracurricular vocal ensemble had little effect on posttest results.

Understanding the Benefits and Impact of Communities of Practice

2011 ◽  
pp. 1-13 ◽  
Author(s):  
Michael A. Fontaine ◽  
David R. Millen
Keyword(s):  
Communities Of Practice ◽  
Time Use ◽  
Knowledge Work ◽  
Individual Performance ◽  
Bottom Line ◽  
Work Activities ◽  
Organizational Benefits ◽  
Community Benefits ◽  
The Impact

Organizations are increasingly providing Communities of Practice with resources to improve the exchange and flow of knowledge and information. However, as with any other significant investment, managers are naturally interested in, and are frequently called upon to justify, the impact that these communities have on individual performance, overall productivity and the bottom line. In this chapter, we present the results of work with thirteen Communities of Practice, focusing on how managers can collect community benefits via serious anecdotes and measure the impact that communities have on time use in knowledge work activities and on individual, community and organizational benefits.

scholarly journals Multiple Team Membership, Performance, and Confidence in Estimation Tasks

2021 ◽  
Vol 12 ◽  
Author(s):  
Oana C. Fodor ◽  
Petru L. Curşeu ◽  
Nicoleta Meslec
Keyword(s):  
Experimental Study ◽  
Human Resources ◽  
Time Use ◽  
Transfer Of Learning ◽  
Work Organization ◽  
Individual Performance ◽  
Cognitive Resources ◽  
Estimation Errors ◽  
Working Together ◽  
Multiple Team Membership

Multiple team membership (MTM) is a form of work organization extensively used nowadays to flexibly deploy human resources across multiple simultaneous projects. Individual members bring in their cognitive resources in these multiple teams and at the same time use the resources and competencies developed while working together. We test in an experimental study whether working in MTM as compared to a single team yields more individual performance benefits in estimation tasks. Our results fully support the group-to-individual (G-I) transfer of learning, yet the hypothesized benefits of knowledge variety and broader access to meta-knowledge relevant to the task in MTM as compared to single teams were not supported. In addition, we show that individual estimates improve only when members are part of groups with low or average collective estimation errors, while confidence in individual estimates significantly increases only when the collective confidence in the group estimates is average or high. The study opens valuable venues for using the dynamic model of G-I transfer of learning to explore individual learning in MTM.

Peer Tutoring Effects on the Music Performance of Tutors and Tutees in Beginning Band Classes

1983 ◽  
Vol 31 (1) ◽  
pp. 33-47 ◽  
Author(s):  
Lucille Alexander ◽  
Laura G. Dorow
Keyword(s):  
Error Correction ◽  
Peer Tutoring ◽  
Music Performance ◽  
Regular Band ◽  
Peer Tutors ◽  
Beginning Band ◽  
Band Students ◽  
Band Class ◽  
Class Instruction

This study compared the pre- and posttest music performance of beginning band students in tutor and tutee pairs with students in regular band class instruction. The effect of tutor approval and disapproval (error correction) techniques was also studied. In Experiment 1, students that had been tutored performed substantially higher on the posttest than control students. In Experiment 2, only students tutored with approval techniques performed higher than the control students. In both experiments peer tutors performed as well as the control tutors even though only the control tutors continued to have weekly band lessons during the experiment. All groups, except control tutees, showed significant pre- and posttest gain in both experiments. Peripheral investigations showed that there was a significant correlation between the tutors' posttest scores and the number of exercises completed by their tutees. Approval tutor and tutee posttest scores correlated significantly with the number of approvals given by the tutor. No other groups showed significant correlations.

Relationships Between Classroom Behaviors and Student Outcomes in Junior High Mathematics and English Classes

1980 ◽  
Vol 17 (1) ◽  
pp. 43-60 ◽  
Author(s):  
Carolyn M. Evertson ◽  
Charles W. Anderson ◽  
Linda M. Anderson ◽  
Jere E. Brophy
Keyword(s):  
Direct Instruction ◽  
Student Outcomes ◽  
Junior High ◽  
Classroom Behaviors ◽  
Coding System ◽  
Student Behaviors ◽  
Teaching Behaviors ◽  
Indirect Influence ◽  
English Classes ◽  
Influence Model

Sixty-eight teachers (39 English and 29 mathematics) were observed in two of their class sections with a low-inference coding system designed to record context, teacher, and student behaviors. Relationships among teaching behaviors and student outcomes in mathematics classes suggest that elements of both the direct instruction model and indirect influence model are supported. Results in English classes are less clear.

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