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An investigation of the relationship...

Raiber, Michael Allen.

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An investigation of the relationship between teachers' engagement in reflective practice and music teaching effectiveness.

Record Type:	Language materials, printed : Monograph/item
Title/Author:	An investigation of the relationship between teachers' engagement in reflective practice and music teaching effectiveness./
Author:	Raiber, Michael Allen.
Description:	202 p.
Notes:	Adviser: Nancy Barry.
Contained By:	Dissertation Abstracts International62-02A.
Subject:	Education, Music. -
Online resource:	http://pqdd.sinica.edu.tw/twdaoapp/servlet/advanced?query=3004869
ISBN:	0493129111

An investigation of the relationship between teachers' engagement in reflective practice and music teaching effectiveness.
Raiber, Michael Allen.

An investigation of the relationship between teachers' engagement in reflective practice and music teaching effectiveness. - 202 p.

Adviser: Nancy Barry.

Thesis (Ph.D.)--The University of Oklahoma, 2001.

The purpose of this study was to determine the extent to which selected instrumental music teachers' aptitude for reflection and/or self-reported engagement in reflective practice could predict their instructional effectiveness. Subjects were fifty instrumental music teachers with one-half year to twenty-eight years experience. Their instructional experience ranged from beginning instrumental classes to collegiate ensemble conducting. Two survey instruments were used to measure subject's reflective aptitude and engagement in reflective practice. Instructional effectiveness scores were determined via an evaluation of ten-minute teaching tapes submitted by each subject. A team of three adjudicators reviewed the tapes and calculated scores using the Survey of Teaching Effectiveness (Hamann & Baker, 1996).

ISBN: 0493129111Subjects--Topical Terms:

1017808
Education, Music.

An investigation of the relationship between teachers' engagement in reflective practice and music teaching effectiveness.
LDR:02993nam 2200289 a 45 001 932700
005 20110505
008 110505s2001 eng d
020 $a 0493129111
035 $a (UnM)AAI3004869
035 $a AAI3004869
040 $a UnM $c UnM
100 1 $a Raiber, Michael Allen. $3 1256443
245 1 0 $a An investigation of the relationship between teachers' engagement in reflective practice and music teaching effectiveness.
300 $a 202 p.
500 $a Adviser: Nancy Barry.
500 $a Source: Dissertation Abstracts International, Volume: 62-02, Section: A, page: 0505.
502 $a Thesis (Ph.D.)--The University of Oklahoma, 2001.
520 $a The purpose of this study was to determine the extent to which selected instrumental music teachers' aptitude for reflection and/or self-reported engagement in reflective practice could predict their instructional effectiveness. Subjects were fifty instrumental music teachers with one-half year to twenty-eight years experience. Their instructional experience ranged from beginning instrumental classes to collegiate ensemble conducting. Two survey instruments were used to measure subject's reflective aptitude and engagement in reflective practice. Instructional effectiveness scores were determined via an evaluation of ten-minute teaching tapes submitted by each subject. A team of three adjudicators reviewed the tapes and calculated scores using the Survey of Teaching Effectiveness (Hamann & Baker, 1996).
520 $a Results from multiple regression analysis show that reflective aptitude combined with teaching experience is significantly predictive of music teaching effectiveness, but in very different ways. Novice teachers with higher reflective aptitudes were found to be more effective teachers. Conversely, career teachers with lower reflective aptitudes were found to be more effective teachers. A teacher's belief concerning his/her direct effect on the teaching and learning in the classroom was found to be predictive of music teaching effectiveness across all experience levels.
520 $a As many music teacher education programs cite reflective frameworks as the foundation of their instructional program, these findings may be cause for some modification. It appears that knowledge of students' reflective aptitude is important at initial stages of music teacher education. Additionally, changing school environments such that they are more conducive to reflective teaching, may allow more experienced music teachers to continue to use their reflective abilities to modify instruction. Finally, it appears that aiding pre-service music teachers' role development so that they take ownership of a classroom may be a key to effective music teacher education.
590 $a School code: 0169.
650 4 $a Education, Music. $3 1017808
690 $a 0522
710 2 0 $a The University of Oklahoma. $3 1021915
773 0 $t Dissertation Abstracts International $g 62-02A.
790 $a 0169
790 1 0 $a Barry, Nancy, $e advisor
791 $a Ph.D.
792 $a 2001
856 4 0 $u http://pqdd.sinica.edu.tw/twdaoapp/servlet/advanced?query=3004869