The Effect of Accuracy of Instruction, Teacher Delivery, and Student Attentiveness on Musicians' Evaluation of Teacher Effectiveness

Abstract

This study is an examination of whether accuracy and delivery of teacher instruction and student attentiveness would affect evaluative perceptions of teacher effectiveness. Participants were 168 musicians and were grouped according to experience level: (a) Grades 6–8, (b) Grades 9–12, (c) undergraduate, and (d) experienced teacher. Participants viewed and evaluated a videotape of eight teaching segments for teaching effectiveness. A two-way ANOVA with repeated measures indicated significant differences due to experience level and teaching segments. Results indicated that the secondary students rated a teacher giving inaccurate instruction relatively high when the teacher demonstrated high delivery and the class was attentive. Analysis of the descriptive data suggested that the four groups attended to the delivery of the teacher more than any other variable. Experienced teachers attended to accuracy of instruction more than did any other group, and middle schoolers attended to student attentiveness, or perceived classroom management skills of the teacher, more than did any other group.

Assessment of Trainee – Economics teachers’ Effectiveness: Senior High School Economics Students’ Perspective

“…It is also evident that Intellectual Quality, Quality learning environment and Significance, all significantly affected senior high school Economics students ratings of trainee -Economics teachers' effectiveness, with Intellectually quality accounting more for students' rating scores, with a higher T-value of 55.12 as against 11.31 and 11.06 for quality learning environment and Significance respectively. This finding contradict other studies which have revealed that pedagogical considerations influenced students rating of effective teaching more than teachers' knowledge of content (Hamann, Baker, McAllister, and Bauer ,2000;Madsen, 2003;Redding, 2011;Macleod and Napoles, 2012;Cassidy,1990) …”

“…This implies that from the perspective of their study, the employment of appropriate pedagogical skills influenced students rating of teacher effectiveness more than students' perception of teachers' content knowledge. This finding has been corroborated by a number of studies some of which include: Madsen (2003); Redding (2011);Macleod and Napoles (2012). In a related development, Cassidy (1990) found out that lack of subject matter expertise contributed to less intensity perception of the teacher.…”

The Influences of Teacher Delivery and Student Progress on Experienced Teachers’ Perceptions of Teaching Effectiveness

“…K. Madsen's (2003) secondary student participants rated excerpts with high teacher delivery, good classroom management, and inaccurate lesson content as very effective, higher than experienced teachers did. Redding (2011) replicated these results in a secondary choral rehearsal context, adding experienced teachers that were not music specialists, and they also responded differentially.…”

“…Hamann, Baker, McAllister, and Bauer (2000) also found that university students preferred teachers with high delivery skills, irrespective of lesson content. K. Madsen (2003) studied perceptions of secondary students, undergraduate musicians, and experienced teachers and found that all groups attended to delivery skills more than they did to accuracy of instruction. In fact, teaching excerpts with high delivery and inaccurate instruction were rated higher than excerpts with low teacher delivery and accurate instruction.…”

Examining the mismatch between the training and assessment of band and orchestra conductors in Michigan.

“…Bergee (1992) created a scale to assess music student teacher effectiveness in rehearsal focusing primarily on conducting techniques. Madsen (2003) studied how the accuracy and delivery of teacher instruction, coupled with student attentiveness, affected subsequent evaluations of teacher effectiveness. Sang (1985) focused on the teacher-student interaction in the classroom and sought support for a theoretical model for instructional effectiveness evaluating beginning music teachers focusing on three primary areas of instruction: (a) the teacher demonstrates essential music performance elements; (b) the teacher identifies student performance problems; and (c) the teacher assesses and corrects student musical problems.…”