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ERIC Number: EJ1019909
Record Type: Journal
Publication Date: 2013-Oct
Pages: 13
Abstractor: As Provided
ISSN: ISSN-0022-4294
The Influences of Teacher Delivery and Student Progress on Preservice Teachers' Perceptions of Teaching Effectiveness
Napoles, Jessica; MacLeod, Rebecca B.
Journal of Research in Music Education, v61 n3 p249-261 Oct 2013
The purpose of this study was to examine how teacher delivery and student progress influenced preservice teachers' perceptions of overall teaching effectiveness. Experienced teachers ("n" = 6) were videotaped teaching mini applied lessons under four conditions: (a) high teacher delivery and more student progress, (b) high teacher delivery and less student progress, (c) low teacher delivery and more student progress, and (d) low teacher delivery and less student progress. Preservice teachers ("n" = 75) viewed these teaching excerpts and rated each for teacher delivery, student progress, student musicianship, teacher knowledge of subject matter, and overall teaching effectiveness. Participants rated teachers with high delivery as more effective than teachers with low delivery, irrespective of student progress. There was a moderate positive correlation ("r" = 0.53) between perceptions of teacher delivery and student progress. Results of a multiple regression analysis revealed that teacher delivery was the best predictor of perceptions of overall teaching effectiveness, followed closely by student progress.
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Publication Type: Journal Articles; Reports - Research
Education Level: Higher Education; Postsecondary Education
Audience: N/A
Language: English
Sponsor: N/A
Authoring Institution: N/A
Identifiers - Location: North Carolina; Utah
Grant or Contract Numbers: N/A