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

Madsen, Katia; Cassidy, Jane W.

doi:10.2307/3598681

Cited by 8 publications

(12 citation statements)

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“…The finding that pre-service observers made significantly more comments about teachers than about lessons or students depicted on the videotapes is in keeping with previous research on pre-service and novice music teachers (Berg, Woody, & Bauer, 2002;Duke & Prickett, 1987;Henninger, 2002;Madsen & Cassidy, 2005;Standley & Greenfield, 1987;Yarbrough & Henley, 1999). It is in contrast to findings from other fields involving expert teachers (Carter et al, 1988;Graham French, & Woods, 1993;Needels, 1991).…”

Section: Discussionsupporting

confidence: 82%

“…In music, Berg, Woody, and Bauer (2002) reported that 64 percent of pre-service teachers' observations of videotaped classrooms were focused on music teachers, with only 25 percent focused on learners, 6 percent on classroom environment, and 5 percent on subject matter. Madsen and Cassidy (2005) reported that both pre-service and in-service music teachers made more comments about videotaped music teachers than about the students, results that corroborated findings of other studies (Duke & Prickett, 1987;Henninger, 2002;Standley & Greenfield, 1987;Yarbrough & Henley, 1999).…”

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confidence: 84%

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Classroom observation ability among pre-service music educators in Greece

Androutsos

Humphreys

2010

International Journal of Music Education

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The purpose of this study was to examine the classroom observation ability of pre-service music teachers in Greece (N = 62). Two groups of undergraduates, one near the beginning and one near the end of a two-year course sequence in teaching methods that included in-class and in-school training in observation ('juniors' and 'seniors', respectively), observed videotapes of one elementary (4 th grade) and one secondary (8 th grade) general music class, each being taught by its own expert music teacher. Subjects wrote comments that judges classified into subcategories within overall categories of lesson, teacher, and students. Results largely confirmed those of previous research from the USA, with the more experienced subjects making significantly more comments and both groups focusing more on teachers than on lessons or students. There were also differences between subcategories and significant interactions involving experience level and sex of the subjects.

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Section: Discussionsupporting

confidence: 82%

supporting

confidence: 84%

Classroom observation ability among pre-service music educators in Greece

Androutsos

Humphreys

2010

International Journal of Music Education

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“…Further investigation is now needed to determine on what factors pupils base this evaluation. Previous research would suggest that delivery, intensity, and classroom management may all affect student perceptions of effectiveness at "being a teacher" (Madsen, 2003;Madsen & Cassidy, 2005;Madsen & Geringer, 1989).…”

Section: Discussionmentioning

confidence: 96%

“…When preservice university music education majors and experienced music teachers were asked to rate the effectiveness of videotaped teachers, it was found that the less experienced teachers gave higher, less critical ratings than did the experienced teachers (Madsen & Cassidy, 2005). Similarly, when music students of various levels--6th through 8th graders, 9th through 12th graders, university undergraduates, and experienced teachers--were asked to evaluate videotaped teaching segments, the secondary school students rated highly teachers with good delivery and attentive students, whereas the experienced teachers appeared to judge more on the basis of accuracy of information (Madsen, 2003).…”

Section: Review Of Literaturementioning

confidence: 98%

An Exploratory Study of Secondary School Pupils’ Perspectives Regarding the Student Teachers in their Music Classrooms

Davis¹

2009

Journal of Music Teacher Education

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The purpose of this study is to determine how pupils view the student teachers in their classrooms. In this exploratory study, secondary school music students were asked to offer their insights about the student teachers assigned to their music classes as well as discuss their feelings regarding the experience of being taught by a student teacher. Participants in this study were 248 middle and high school students from a medium-sized southern city who were enrolled in one of three types of school ensemble: band, choir, or orchestra. Seven student teachers were represented in this study. In a 20-question survey, pupils were asked to respond to questions regarding the student teacher's warmth, enthusiasm, and fairness; preparation and delivery; classroom management; and knowledge of subject matter or musicianship. Pupils rated the student teachers favorably in creating good relationships with the students and in improving their teaching skills. Certain delivery and classroom management skills were rated lower.

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“…Occasionally, differences are displayed when examining preservice and experienced music teachers' ratings and comments on teacher effectiveness and student learning after observation (Madsen & Cassidy, 2005). Researchers have found that teachers with experience in the class room do respond differently to evaluations.…”

Section: Teaching Behaviors Effective Teachingmentioning

confidence: 99%

The KMEA and its string program : teaching techniques of string teachers.

Joseph¹

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

Cited by 8 publications

References 0 publications

Classroom observation ability among pre-service music educators in Greece

Classroom observation ability among pre-service music educators in Greece

An Exploratory Study of Secondary School Pupils’ Perspectives Regarding the Student Teachers in their Music Classrooms

The KMEA and its string program : teaching techniques of string teachers.

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