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ERIC Number: ED359095
Record Type: Non-Journal
Publication Date: 1990
Pages: 11
Abstractor: N/A
Reference Count: N/A
ISBN: N/A
ISSN: N/A
A Validation of Music Teacher Behaviors Based on Music Achievement in Elementary General Music Students.
Doane, Christopher; And Others
Research Perspectives in Music Education, v44 n1 p24-41 Fall 1990
This purpose of the study was to examine music achievement of elementary general music students in relationship to teacher behaviors as measured by the Florida Performance Measurements System (FPMS), a research-based system for the evaluation of generic teacher behaviors and a Music Behavior Observation Form (MBOF), an investigator-devised form designed to assist in the assessment of typical musical behaviors required of teachers in elementary music classrooms. A total of 19 teachers and 1681 third grade students took part in the study, which took place in the elementary schools of a large west-central Florida county over the 1988-89 academic year. Student data collected included music achievement, pre- and post-instruction scores generated from a standardized county music assessment, music aptitude scores from the Gordon Primary Measure of Music Audiation, academic achievement assessments taken from CTBS (Comprehensive Tests of Basic Skills) scores in mathematics, reading and language and classification of students by socio-economic level, gender, gifted/SLD characteristics and ethnicity. Teachers were assessed over two 30-minute lessons by teams of trained observers using the FPMS and MBOF observation forms. Residualized achievement gain scores controlling for student characteristics were correlated with total scores and subscores on the FPMS and mean scores on the subtests and total MBOF. Analyses of the data revealed strong relationships between the teacher evaluation instruments. No significant relationships were found between teacher characteristics and residualized student achievement scores. Regression analyses showed that student achievement posttest scores could be predicted most effectively on the basis on pretest scores, rhythmic aptitude scores, and reading and mathematics achievement. Among the recommendations for further study were the need to expand the items that are contained on music achievement tests to more completely sample the diversity of learning that occurs in an elementary music classroom. (Author)
Publication Type: Journal Articles; Reports - Research
Education Level: N/A
Audience: N/A
Language: English
Sponsor: N/A
Authoring Institution: N/A
Identifiers - Location: Florida