A Conceptual Framework for the Study of Dance Teaching

Gray, Judith A.

doi:10.1080/00336297.1984.10483810

Cited by 9 publications

(6 citation statements)

References 4 publications

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“…The model was modified from one used by (Benn 1988(Benn , 1991 to study dance teaching situations in state primary schools in England. Her framework was a modification of Gray's (1984) original conceptual framework and was used in private dance schools in America. Gray's model was 'the first conceptual framework designed explicitly for the empirical study of dance teaching.…”

Section: Methodological and Conceptual Frameworkmentioning

confidence: 99%

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Dance students’ perceptions of tertiary education in England and in Greece

Tsompanaki

Benn

2011

Research in Dance Education

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The comparative study examined dance students' views of their dance education and training in tertiary education (further and higher) and their perceptions about the opportunities offered in the their courses available in England (higher education) and in Greece (further education). The aim was to explore similarities and differences between English and Greek dance education systems in order to improve understanding. An interpretive, predominantly qualitative study was undertaken shaped by a modified theoretical model. Presage, process and product variables embraced the design and analysis of the study. Multiple case studies were used to gain insight across dance institutions. These totalled six -three in Greece and three in England -enabling comparative analysis across national borders. Methods involved interviews with dance students (18), lecture observation (average 20) in each, open-ended questionnaires (to 97 students). The results indicated that students from the Greek case study institutions were concerned about the low status and lack of breadth in dance study opportunities, whereas students from the English institutions expressed their satisfaction with the level and breadth of opportunities available. In Greece, a predominantly didactic approach to teacher/learner interaction is applied in contrast to English institutions that apply a more holistic approach.

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Section: Methodological and Conceptual Frameworkmentioning

confidence: 99%

“…(2) Product variables explore the resulting outcomes of the dance teaching; for example, in this study, enabling analysis, synthesis and reflection stages reconceptualisation and empirically based recommendations for improvement (Gray 1984, in Benn 1988.…”

Section: Research In Dance Educationmentioning

confidence: 99%

Dance students’ perceptions of tertiary education in England and in Greece

Tsompanaki

Benn

2011

Research in Dance Education

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“…La quasi-inexistence de recours à des stratégies s'expliquerait peut-être aussi par une tendance des professeurs à reproduire un modèle d'enseignement où, traditionnellement, le maître à danser était le seul détenteur de la connaissance. Comme l'exprime Gray (1984): «Traditionnally, dance teachers have taught as they themselves were taught. Role modeling was and still is a dominant part in training of dance teachers» (p. 137).…”

Section: Caractéristiques D'émission Des Correctionsunclassified

La technique des incidents critiques pour cerner l’efficacité des feed-back de correction en danse moderne

Fortin

2009

rse

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Les études descriptives en classe de danse ont démontré qu’une des principales habiletés d’intervention des professeurs consiste à corriger les erreurs d’exécutions motrices des étudiants. Les professeurs utilisent à cette fin un vaste éventail de stratégies. Y a-t-il des stratégies plus efficaces que d’autres? Pour répondre à cette question, la méthodologie qualitative des incidents critiques a été appliquée auprès de 205 étudiants. Le traitement inductif des réponses obtenues au moyen d’un questionnaire ouvert a permis d’identifier 18 caractéristiques de feed-back de correction perçues comme efficaces et neuf comme inefficaces.Descriptive studies of dance classes have demonstrated that the correction of students' performance errors is one of the principal intervention skills used by teachers. In order to attain this objective, teachers use a wide variety of strategies. Are some strategies more efficient than others? In order to respond to this question, a methodology using critical incidents was used in studying the responses of 205 students to an open questionnaire. Treatment of the results using an inductive approach permitted the author to identify those characteristics related to correction feedback, 18 of which were perceived as efficient and 9 as inefficient.Los estudios descriptivos en clases de danza han demonstrado que una de las principales habilidades de intervención de los profesores consiste en corregir los errores de ejecución motriz de los estudiantes. Los profesores utilizan, con este objeto, una vasta gama de estrategias. ¿Hay estrategias más eficaces que otras? Para responder a esta pregunta se aplicó la metodología cualitativa de los incidentes críticos en 205 estudiantes. El tratamiento inductivo de las respuestas mediante un cuestionario abierto permitió identificar 18 caracteristicas de feed-back de correción percibidas como eficaces y 9 como ineficaces.Beschreibende Studien zum Tanzunterricht haben aufgezeigt, dass eine der Hauptmöglichkeiten, die der Lehrer zum Eingreifen hat, im Korrigieren der Fehler bei der Ausführung der Bewegungen durch die Schüler besteht. Dazu benützen die Lehrer eine Vielfalt von Strategien. Gibt es Methoden, die wirksamer sind als andere? Um diese Frage zu beantworten, wurde bei 205 Schülern die qualitative Methode der "kritischen Vorfälle" angewandt. Die induktive Behandlung der mittels eines offenen Fragebogens erhaltenen Antworten erlaubt, achtzehn Arten von Feedback zur Korrektur als wirksam und neun als unwirksam zu bezeichnen

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“…Interestingly, the field of dance education provides another example of how a conceptual framework has been used to guide research (Gray, 1984) (see Figure 2) . Broad-based and multidimensional, the dance teaching framework contains all possible elements and concepts related to the present, past, and future of dance teaching and the assumed or propositional relationships among them.…”

Section: Conceptual Frameworkmentioning

confidence: 99%

“…In dance instruction, it is thought that a high level of accessibility represents an effective teaching strategy. According to Gray's (1984) conceptual framework, teacher background, consisting of factors such as age, gender, dance training, experience, and motivation, may influence a teacher's location during instruction, thereby affecting accessibility. Assuming that accessibility is a desired teacher outcome variable, a researcher might ask: What are the ways in which background fac- tors such as age, gender, and teaching experience influence accessibility?…”

Section: Conceptual Frameworkmentioning

confidence: 99%

Conducting Social Competence Research: Considering Conceptual Frameworks

Smith

Travis²

2001

Behavioral Disorders

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Although education professionals frequently use social skills training with students who exhibit significant behavioral problems, researchers continue to question its efficacy and generalizability. Because social skill deficits are predictive of adult adjustment problems, robust and omnibus interventions to remediate social deficits in children and youths are paramount. In this article we examine the social skills training research-to-practice process and argues that a logical and attendant line of rigorous study is currently lacking. Multiple areas of social inquiry are drawn from to discuss the need for conceptual frameworks to guide investigation and offer a way for researchers to design and interpret social interaction research.

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A Conceptual Framework for the Study of Dance Teaching

Cited by 9 publications

References 4 publications

Dance students’ perceptions of tertiary education in England and in Greece

Dance students’ perceptions of tertiary education in England and in Greece

La technique des incidents critiques pour cerner l’efficacité des feed-back de correction en danse moderne

Conducting Social Competence Research: Considering Conceptual Frameworks

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