The effect of focus of attention and teaching experience on perceptions of teaching effectiveness and student learning

Journal of Research in Music Education

Volumn 53, Issue 3, 2005, Pages 222-233

  Madsen, Katia ^a,b   Cassidy, Jane W ^a  

^a LOUISIANA STATE UNIVERSITY   (United States)

^b Department of Music Education ^*

Author keywords

[No Author keywords available]

Indexed keywords

EID: 61249732034     PISSN: 00224294     EISSN: None     Source Type: Journal    
DOI: 10.1177/002242940505300304     Document Type: Article

References (27)

1. Butler, A. (2001). Preservice music teachers' conceptions of teaching effectiveness, microteaching experiences, and teaching performance. Journal of Research in Music Education, 49, 258-272.
2. Cassidy, J. W. (1990). Effect of intensity training on preservice teachers' instruction accuracy and delivery effectiveness. Journal of Research in Music Education, 38, 164-174.
3. Duke, R. A. (1987). Observation of applied music instruction: The perceptions of trained and untrained observers. In C. K. Madsen & C. A. Prickett (Eds.), Applications of research in music behavior (pp. 115-124). Tuscaloosa: University of Alabama Press.
4. Duke, R. A. (2000). Measures of instructional effectiveness in music research. Bulletin of the Council for Research in Music Education, 143, 1-48.
5. Duke, R. A., & Henninger, J. C. (1998). Effects of verbal corrections on student attitude and performance. Journal of Research in Music Education, 46, 482-495.
6. Duke, R. A., & Henninger. J. C. (2002). The effects of knowledge of instructional goals on observations of teaching and learning. Journal of Research in Music Education, 50, 37-50.
7. Duke, R. A., & Prickett, C. A. (1987). The effect of differentially focused observation on evaluation of instruction. Journal of Research in Music Education, 35, 27-37.
8. Dunn, D. E. (1997). Effect of rehearsal hierarchy and reinforcement on attention, achievement, and attitude of selected choirs. Journal of Research in Music Education, 45, 547-567.
9. Froelich, H. (1981). The use of systematic observation in research on elementary general music teaching. Bulletin of the Council for Research in Music Education, 66-67, 15-19.
10. Hamann, D. L., Baker, D. S., McAllister, P. A., & Bauer, W. I. (2000). Factors affecting university music students' perceptions of lesson quality and teaching effectiveness. Journal of Research in Music Education, 48, 102-113.
11. Hamann, D. L., Lineburgh, N., & Paul, S. (1998). Teaching effectiveness and social skill development. Journal of Research in Music Education, 46, 87-101.
12. Hancock, C. B. (2003). An examination of preservice teaching intensity in relation to in-service teacher retention and attrition. Journal of Research in Music Education, 51, 166-178.
13. Kaiser, K. (1998). The effect of differentiated high versus low intensity teaching on band musicians' evaluation of teaching effectiveness. Unpublished doctoral dissertation, Florida State University, Tallahassee.
14. Kuhn, T. (1975). The effect of teacher approval and disapproval on attentiveness, musical achievement, and attitude of fifth grade students. In C. K. Madsen, R. D. Greer, & C. H. Madsen, Jr. (Eds.), Research in music behavior (pp. 40-48). New York: Teachers College Press.
15. Madsen, C. K., & Geringer, J. M. (1989). The relationship of teacher "ontask" to intensity and effective music teaching. Canadian Music Educator, 30, 87-94.
16. Madsen, C. K., Standley, J. M., Byo, J. L., & Cassidy, J. W. (1992). Assessment of ef Fective teaching by instrumental student teachers and experts. Update: Applications of Research in Music Education, 10 (2), 20-24.
17. Madsen, K. (2003). The effect of accuracy of instruction, teacher delivery, and student attentiveness on musicians' evaluation of teacher effectiveness. Journal of Research in Music Education, 51, 38-50.
18. Price, H. E. (1983). The effect of conductor academic task presentation, conductor reinforcement, and ensemble practice on performers' musical achievement, attentiveness, and attitude. Journal of Research in Music Education, 31, 245-257.
19. Siebenaler, D. (1997). Analysis of teacher-student interactions in the piano lessons of adults and children. Journal of Research in Music Education, 45, 6-20.
20. Standley, J. M., & Greenfield, D. G. (1987). The effect of a focused observation task and its transfer on the analysis of a kindergarten music class by pre-senior versus pre-internship music education/therapy majors. In C. K. Madsen & C. A. Prickett (Eds.), Applications of research in music behavior (pp. 99-114). Tuscaloosa: University of Alabama Press.
21. Taebel, D. K., & Coker, J. G. (1980). Teaching effectiveness in elementary classroom music: Relationship among competency measures, pupil product measures, and certain attribute variables. Journal of Research in Music Education, 28, 250-264.
22. Teachout, D. J. (2001). The relationship between personality and the teaching effectiveness of music student teachers. Psychology of Music, 29 (2), 179-192.
23. Wang, C. C., & Sogin, D. W. (1997). Self-reported versus classroom activities in elementary general music. Journal of Research in Music Education, 45, 444-456.
24. Ware. J. E., Jr., & Williams, R. G. (1975). The Dr. Fox effect: A study of lecturer effectiveness and ratings of instruction. Journal of Medical Education, 50 (2), 149-156.
25. Ware, J. E., & Williams, R. G. (1976). Validity of student ratings of instruction under different incentive conditions: A further study of the Dr. Fox effect. Journal of Educational Psychology, 68 (1), 48-56.
26. Yarbrough, C. (1975). The effect of magnitude of conductor behavior on performance, attentiveness, and attitude of students in selected mixed choruses. Journal of Research in Music Education, 23, 134-146.
27. Yarbrough, C., & Henley, P. (1999). The effect of observation focus on evaluations of choral rehearsal excerpts. Journal of Research in Music Education, 47, 308-318.