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Elementary music teachers' and princ...

Goddard, Heather Jean.

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Elementary music teachers' and principals' perceptions of music teacher evaluation.

紀錄類型:	書目-電子資源 : Monograph/item
正題名/作者:	Elementary music teachers' and principals' perceptions of music teacher evaluation./
作者:	Goddard, Heather Jean.
面頁冊數:	237 p.
附註:	Source: Dissertation Abstracts International, Volume: 65-08, Section: A, page: 2932.
Contained By:	Dissertation Abstracts International65-08A.
標題:	Education, Music. -
電子資源:	http://pqdd.sinica.edu.tw/twdaoapp/servlet/advanced?query=3144268
ISBN:	0496023446

Elementary music teachers' and principals' perceptions of music teacher evaluation.
Goddard, Heather Jean.

Elementary music teachers' and principals' perceptions of music teacher evaluation. - 237 p.

Source: Dissertation Abstracts International, Volume: 65-08, Section: A, page: 2932.

Thesis (Ph.D.)--University of Minnesota, 2004.

Principals and elementary music teachers representing five Canadian school divisions completed a survey sharing their recollections, reactions, and reflections of music teacher evaluation. Seven principals and seven music teachers from one school division were interviewed extensively concerning their experiences in music teacher evaluation and their evaluation of a music teacher observed on videotape. Data from the surveys were analyzed using descriptive statistics, and information from the interviews was analyzed through identification and comparison of emerging themes. Findings were examined for overall themes and trends.

ISBN: 0496023446Subjects--Topical Terms:

1017808
Education, Music.

Elementary music teachers' and principals' perceptions of music teacher evaluation.
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245 1 0 $a Elementary music teachers' and principals' perceptions of music teacher evaluation.
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500 $a Source: Dissertation Abstracts International, Volume: 65-08, Section: A, page: 2932.
500 $a Adviser: Paul A. Haack.
502 $a Thesis (Ph.D.)--University of Minnesota, 2004.
520 $a Principals and elementary music teachers representing five Canadian school divisions completed a survey sharing their recollections, reactions, and reflections of music teacher evaluation. Seven principals and seven music teachers from one school division were interviewed extensively concerning their experiences in music teacher evaluation and their evaluation of a music teacher observed on videotape. Data from the surveys were analyzed using descriptive statistics, and information from the interviews was analyzed through identification and comparison of emerging themes. Findings were examined for overall themes and trends.
520 $a Participants were, in general, experienced professionals with formal training in music education or teacher evaluation. Observation of a few music classes by the principal was the main evaluation procedure reported by both groups. They agreed that criteria used most often in their last music teacher evaluation were classroom management, student participation, and creating performance opportunities for all students. These also were included in their checklist of criteria they believed should be used in music teacher evaluation. Additionally, principals included integration with other subjects, and music teachers included giving clear directions as compulsory criteria. Music teachers ranked subject integration amongst their least-considered criteria. The most infrequently used criteria for both groups included student achievement, student attitudes, and student performances.
520 $a Both groups agreed that music teachers should be evaluated as specialists, not generalists. They disagreed that only professionals in the field of music had the expertise to evaluate music teachers. Music teachers provided a more comprehensive evaluation of a videotaped music teacher by focusing on general and music-specific criteria, and by offering suggestions for correcting performance problems.
520 $a Recommendations for improvement related largely to making the evaluation more inclusive of: (1) music consultants or music teachers as evaluators with the principal during observations; (2) music-specific content; (3) checklists of criteria for evaluators to use as guidelines during observations of music teachers; (4) multiple observations; (5) goal-setting and professional growth components; (6) teacher input overall.
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