The Evaluation of Teaching in Choral Rehearsals

1998 ◽  
Vol 46 (4) ◽  
pp. 469-481 ◽  
Author(s):  
Cornelia Yarbrough ◽  
Katia Madsen
Keyword(s):  
Student Performance ◽  
Student Behavior ◽  
Teaching Effectiveness ◽  
Average Length ◽  
Teacher Behavior ◽  
Music Majors ◽  
Student Activities ◽  
Performance Quality ◽  
Negative Comments ◽  
Evaluation Of Teaching

Seven rehearsal excerpts demonstrating research-identified teaching skills were presented to university music majors ( N = 89) for ratings and comments. The excerpts focused on the conductor/teacher and were selected from previously taped choral rehearsals of two contrasting pieces across one complete semester. Numerical ratings from 1 to 10 were assigned by subjects to 10 categories of student and teacher behavior: time use, musicianship, accuracy of presentation, student attentiveness, student performance quality, enthusiasm, intensity, pacing, personality, and overall effectiveness. Comparisons of the characteristics of the highest-rated excerpt with the highest-rated showed that the highest-rated excerpt contained less off-task student behavior, a higher percentage of approvals, more eye contact, more activity changes, and that the average length of both teacher and student activities was from 5-6 seconds. Subjects' comments revealed that the highest-rated excerpt received the most positive comments and the lowest-rated received the most negative comments. For the highest-rated excerpt, the most positive comments were for student attentiveness, enthusiasm, pacing, and overall teaching effectiveness; and for the lowest-rated, the most negative comments were for student attentiveness, pacing, and overall teaching effectiveness.

The Effect of Observation Focus on Evaluations of Choral Rehearsal Excerpts

1999 ◽  
Vol 47 (4) ◽  
pp. 308-318 ◽  
Author(s):  
Cornelia Yarbrough ◽  
Paul Henley
Keyword(s):  
Student Performance ◽  
Average Length ◽  
Teacher Behavior ◽  
Student Response ◽  
Student Activities ◽  
Performance Quality ◽  
Task Behavior ◽  
Teaching Characteristics ◽  
Choral Rehearsal ◽  
Rapid Pacing

Seven rehearsal excerpts demonstrating research-identified teaching characteristics were presented to university music majors ( N = 176) for ratings. Subjects watched either a videotape focused on the teacher or another focused on students. Numerical ratings from 1 to 10 were assigned by subjects to 10 categories of student and teacher behavior: time use, musicianship, accuracy of presentation, student attentiveness, student performance quality, enthusiasm, intensity, pacing, personality, and overall effectiveness. Results demonstrated that subjects gave their highest ratings when viewing the teacher and lowest ratings when viewing students. The highest-rated excerpt contained a hw percentage of student off-task behavior (6.53%), a high percentage of approvals (71%), moderate eye contact (2730%), many activity changes (27), a high percentage of student response time (66%), and rapid pacing, as indicated by an average length of both teacher and student activities of 5-6 seconds.

Analysis of Teacher-Student Interactions in the Piano Lessons of Adults and Children

1997 ◽  
Vol 45 (1) ◽  
pp. 6-20 ◽  
Author(s):  
Dennis J. Siebenaler
Keyword(s):  
Effective Teaching ◽  
Student Performance ◽  
Student Behavior ◽  
Teaching Effectiveness ◽  
Teacher Behavior ◽  
Student Interactions ◽  
Teacher Student ◽  
Piano Teachers ◽  
Teachers And Students ◽  
Adults And Children

The purpose of this investigation was to identify and describe the characteristics of effective teaching in the piano studio. Thirteen piano teachers were videotaped with one adult student and one child student during three consecutive lessons each. An 8- to 12-minute segment showing work on a piece in progress was excerpted from each of the 78 lessons. Computerized observation procedures, designed specifically for this and related research, were used to record and analyze teacher behavior, student behavior, and lesson progress. Ten representative excerpts were evaluated by five expert piano pedagogues, who rated the teaching effectiveness observed in each. The expert pedagogues were generally reliable in identifying ineffective teaching, but were less reliable in assessing effective teaching. Correlational analyses were used to identify the lesson characteristics associated with effective and ineffective ratings. Relatively active teachers were ranked higher than were inactive teachers. Active teachers provided more modeling and gave more feedback. Student performance episodes generally were shorter among the more active teachers, and students of the more active teachers tended to perform mare successfully. The duration and pace of behavior episodes were important variables in discriminating among levels of instructional quality, with shorter episodes and, thus, faster pace associated with more effective teaching.

Experience, Expertise, and Teaching Effectiveness with Mainstreamed and Nondisabled Children in Physical Education

1992 ◽  
Vol 9 (4) ◽  
pp. 316-329 ◽  
Author(s):  
E. William Vogler ◽  
Hans Van der Mars ◽  
Barbara E. Cusimano ◽  
Paul Darst
Keyword(s):  
Physical Education ◽  
Student Behavior ◽  
Teaching Effectiveness ◽  
Teacher Behavior ◽  
Teacher Experience ◽  
Elementary Level ◽  
Class Time ◽  
Mainstreamed Students ◽  
Similar Experience

Teaching effectiveness with elementary level mainstreamed and nondisabled children was analyzed from the perspective of teacher experience and expertise. There were three analyses: (a) experienced (12.6 yrs) versus less experienced (2.3 yrs) teachers, n=10 each, (b) expert (met 4 of 5 criteria) versus nonexpert (met no criteria) teachers, n=5 each, and (c) expert (met 4 of 5 criteria) versus experienced (no criteria, similar experience) teachers, n=4 each. Classes were matched on activities. Teaching effectiveness was evaluated by analysis of how the teacher allocated class time and how time was spent by the student. Specifically, motor appropriate, on- and off-task data were collected on one mainstreamed and one nondisabled student from each class. Results indicated that teacher behavior differed little as a function of either experience or expertise. Mainstreamed students were significantly less motor appropriate and more off-task than nondisabled students, and neither experience nor expertise significantly altered those differences. The results imply that greater teacher experience or expertise does not necessarily translate into improvements of teacher and student behavior, and simple placement of mainstreamed students with teachers with more experience or expertise may not necessarily be beneficial.

Evaluation of Teaching Effectiveness Using Student Performance in Pre-Post Tests

1988 ◽  
Vol 10 (3-4) ◽  
pp. 313-321
Author(s):  
A. Cariappa ◽  
B. Devasundaram
Keyword(s):  
Student Performance ◽  
Teaching Effectiveness ◽  
Evaluation Of Teaching

Student Performance and the Evaluation of Teaching Effectiveness

1984 ◽  
Vol 11 (2) ◽  
pp. 92-95 ◽  
Author(s):  
Gary D. Phye
Keyword(s):  
Student Performance ◽  
Teaching Effectiveness ◽  
Evaluation Of Teaching

The Effect of Focus of Attention and Teaching Experience on Perceptions of Teaching Effectiveness and Student Learning

2005 ◽  
Vol 53 (3) ◽  
pp. 222-233 ◽  
Author(s):  
Katia Madsen ◽  
Jane W. Cassidy
Keyword(s):  
Music Education ◽  
Student Learning ◽  
Student Behavior ◽  
Teaching Effectiveness ◽  
Teaching Experience ◽  
Teacher Behavior ◽  
Focus Of Attention ◽  
Experienced Teachers ◽  
Full Time ◽  
Significant Difference

The purpose of this study was to examine preservice and experienced teachers' ratings and comments on teacher effectiveness and student learning after observing videotaped music classes. Comparisons were made among experience levels of observers and between focus of attention of observation. Subjects for the study included college junior and senior music education majors who either had no practicum teaching experience ( n= 26) or who had practicum teaching experiences but had not student-taught ( n= 26). A third group included subjects with full-time music teaching experience ( n= 26). Subjects watched two videotapes, one of an elementary music lesson with the camera focused on the teacher and one with the camera focused on the students. Subjects were asked to rate the effectiveness of teaching and student learning of both videotapes and provide a written rationale for assigning the ratings. Ratings were analyzed statistically and indicated a significant difference among groups ( p < .001), with experienced teachers rating teachers and students lower than undergraduate subjects. Comments were categorized as relating to teacher behavior, student behavior, or other. Analyses indicated that all groups made more comments about the teacher regardless of whether they watched the teacher tape or watched the student tape. Experienced teachers were more critical in their evaluations and made more judgment statements than the undergraduate subjects did. Total ratings of the teacher were significantly higher than those of the students. No differences were found due to focus of attention of observation.April 1, 2005May 25, 2005

Refining Learned Repertoire for Percussion Instruments in an Elementary Setting

2006 ◽  
Vol 54 (3) ◽  
pp. 231-243 ◽  
Author(s):  
Donald M. Taylor
Keyword(s):  
Music Education ◽  
Student Performance ◽  
Teaching Effectiveness ◽  
Dependent Measure ◽  
Upper Elementary ◽  
Elementary Music ◽  
Orff Schulwerk ◽  
Rehearsal Strategies ◽  
Percussion Instruments ◽  
Improve Student Performance

The purpose of this study was to examine teaching effectiveness in an elementary music setting using student achievement as a dependent measure. Because Orff Schulwerk instruction is one of the most prevalent pedagogies in elementary music education, this study examined the rehearsal strategies of recognized Orff Schulwerk teachers as they worked to refine learned repertoire for percussion instruments. Eight instructors and their upper elementary students were videotaped in four regular rehearsals each. Systematic analyses of rehearsal frames in which teachers were working to improve student performance revealed fast teacher pacing and a predominance of instructional directives that were procedural (e.g., where to begin playing) rather than musical (e.g., how to perform more accurately or expressively). The majority of students' performance problems were related to precision, often caused by rushing the underlying pulse. Instructional targets were most often related to technique. Students successfully accomplished proximal goals in 63 % of the performance trials in which the targets were verbalized by the teacher prior to performance and in 74 % of the performance trials when the targets were verbalized by the teachers while students were playing. Students were most successful when teachers used clear, explicit directives and positive modeling.

scholarly journals Lessons Learned from Research on Student Evaluation of Teaching in Higher Education

2021 ◽  
pp. 237-256
Author(s):  
Bob Uttl
Keyword(s):  
Higher Education ◽  
Effective Teaching ◽  
Teaching Effectiveness ◽  
Student Evaluation ◽  
High Stakes ◽  
Student Evaluation Of Teaching ◽  
Knowledge Class ◽  
Teaching Awards ◽  
Student Preference ◽  
Evaluation Of Teaching

AbstractIn higher education, anonymous student evaluation of teaching (SET) ratings are used to measure faculty’s teaching effectiveness and to make high-stakes decisions about hiring, firing, promotion, merit pay, and teaching awards. SET have many desirable properties: SET are quick and cheap to collect, SET means and standard deviations give aura of precision and scientific validity, and SET provide tangible seemingly objective numbers for both high-stake decisions and public accountability purposes. Unfortunately, SET as a measure of teaching effectiveness are fatally flawed. First, experts cannot agree what effective teaching is. They only agree that effective teaching ought to result in learning. Second, SET do not measure faculty’s teaching effectiveness as students do not learn more from more highly rated professors. Third, SET depend on many teaching effectiveness irrelevant factors (TEIFs) not attributable to the professor (e.g., students’ intelligence, students’ prior knowledge, class size, subject). Fourth, SET are influenced by student preference factors (SPFs) whose consideration violates human rights legislation (e.g., ethnicity, accent). Fifth, SET are easily manipulated by chocolates, course easiness, and other incentives. However, student ratings of professors can be used for very limited purposes such as formative feedback and raising alarm about ineffective teaching practices.

Effective Learning in Large Classes Through Risk Management

1985 ◽  
Vol 17 (2) ◽  
pp. 97-104
Author(s):  
Josef M. Broder ◽  
Bernard V. Tew ◽  
Jeffery R. Williams
Keyword(s):  
Risk Management ◽  
Student Performance ◽  
Student Behavior ◽  
Management Strategies ◽  
Management Theory ◽  
Large Classes ◽  
Effective Learning ◽  
Grading Systems ◽  
Risk Management Strategies

AbstractRisk Management strategies for maintaining student performance in large classes are discussed. Risk management theory is discussed and used to describe student behavior. Results of risk management experiments in which students are exposed to alternative levels of grading are reported along with other factors which influence student behavior. Class performance was not found to decline under a system involving only a 50 percent chance of assignments being graded. Procedures for implementing and limitations of chance grading systems in large classes are discussed.

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