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An investigation of teacher performa...

Matthews, Keith P.

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An investigation of teacher performance and instrument modeling in the band classroom.

紀錄類型:	書目-電子資源 : Monograph/item
正題名/作者:	An investigation of teacher performance and instrument modeling in the band classroom./
作者:	Matthews, Keith P.
面頁冊數:	172 p.
附註:	Source: Dissertation Abstracts International, Volume: 76-02(E), Section: A.
Contained By:	Dissertation Abstracts International76-02A(E).
標題:	Education, Music. -
電子資源:	http://pqdd.sinica.edu.tw/twdaoapp/servlet/advanced?query=3638035
ISBN:	9781321215021

An investigation of teacher performance and instrument modeling in the band classroom.
Matthews, Keith P.

An investigation of teacher performance and instrument modeling in the band classroom. - 172 p.

Source: Dissertation Abstracts International, Volume: 76-02(E), Section: A.

Thesis (Ph.D.)--The Florida State University, 2014.

This item must not be sold to any third party vendors.

The purpose of this study was to examine the contribution of teacher performance and instrument modeling in the band classroom. Specifically, this study focused investigation on two sources of information: 1) undergraduate band students and their remembrances of band teacher performance in middle and high school, and 2) band teachers' current performance and modeling practices. The student population (N = 275) was undergraduate students enrolled in a performing band ensemble at a large southeastern university. In Part I of this study, student participants responded to a questionnaire asking them to describe circumstances in which their middle and high school band teacher performed and modeled on a primary or secondary instrument. Most students remembered specific circumstances in which their band teacher(s) performed on an instrument and often described a social effect (i.e. inspiration, motivation) of such event. Students identified the name and location of their former band teachers to provide the band teacher population for further questioning.

ISBN: 9781321215021Subjects--Topical Terms:

1017808
Education, Music.

An investigation of teacher performance and instrument modeling in the band classroom.
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245 1 3 $a An investigation of teacher performance and instrument modeling in the band classroom.
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500 $a Source: Dissertation Abstracts International, Volume: 76-02(E), Section: A.
500 $a Adviser: Steven Kelly.
502 $a Thesis (Ph.D.)--The Florida State University, 2014.
506 $a This item must not be sold to any third party vendors.
520 $a The purpose of this study was to examine the contribution of teacher performance and instrument modeling in the band classroom. Specifically, this study focused investigation on two sources of information: 1) undergraduate band students and their remembrances of band teacher performance in middle and high school, and 2) band teachers' current performance and modeling practices. The student population (N = 275) was undergraduate students enrolled in a performing band ensemble at a large southeastern university. In Part I of this study, student participants responded to a questionnaire asking them to describe circumstances in which their middle and high school band teacher performed and modeled on a primary or secondary instrument. Most students remembered specific circumstances in which their band teacher(s) performed on an instrument and often described a social effect (i.e. inspiration, motivation) of such event. Students identified the name and location of their former band teachers to provide the band teacher population for further questioning.
520 $a Part II asked band teacher participants (N = 109) to complete a similar questionnaire regarding performance and/or modeling circumstances in the band classroom along with more specific questions regarding training, performance background, and instructional methods. Similar to student responses, most teacher participants described the use modeling and its benefits for music teaching. However, teachers primarily discussed pedagogical modeling methods with little intended social implication. In Part III, questionnaire responses regarding modeling frequency were used to place teacher participants from Part Two into a high-modeling or low-modeling group, providing basis for selecting interview subjects ( N = 5) for further, in-depth, information. Differences between groups were found in pedagogical aspects of modeling instruction. Pedagogical and social reasons for modeling from band teachers were diverse, many of which were echoed in the teacher interview responses. Further results and implications are discussed in relation to music teacher training and the development of performance skills to enhance teacher effectiveness.
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