The Influences of Teacher Delivery and Student Progress on Experienced Teachers’ Perceptions of Teaching Effectiveness

UNCG Author/Contributor (non-UNCG co-authors, if there are any, appear on document)
Rebecca B. MacLeod, Associate Professor (Creator)
Institution
The University of North Carolina at Greensboro (UNCG )
Web Site: http://library.uncg.edu/

Abstract: The purpose of this replication and extension study was to examine how teacher delivery and student progress influenced experienced teachers’ perceptions of overall teaching effectiveness. Participants (N = 60 experienced music teachers) viewed 12 private lesson excerpts that included four separate 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. Participants rated teacher delivery, student progress, student musicianship, teacher knowledge of subject matter, and overall teaching effectiveness for each private lesson excerpt. Teaching excerpts with high teacher delivery were rated as more effective than excerpts with low teacher delivery, irrespective of student progress. Results of a multiple regression indicated that teacher delivery was the largest predictor for experienced teachers’ ratings of overall teaching effectiveness, followed closely by student progress.

Additional Information

Publication
Journal of Music Teacher Education
Language: English
Date: 2014
Keywords
teacher effectiveness, experienced teachers, delivery, student progress, perceptions, music education

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