Effect of a Visual Prompt on Changes in Antecedents and Consequents of Teaching Behavior.

Autor/in	Wolfe, David E.
Titel	Effect of a Visual Prompt on Changes in Antecedents and Consequents of Teaching Behavior.
Quelle	In: Research Perspectives in Music Education, 44 (1990) 1, S.9-13 (7 Seiten) PDF als Volltext kostenfreie Datei Verfügbarkeit
Sprache	englisch
Dokumenttyp	gedruckt; online; Zeitschriftenaufsatz
Schlagwörter	Classroom Communication; Educational Research; Music Education; Music Teachers; Music Therapy; Teacher Behavior + Suchen Sie Ihr Suchwort? Klassengespräch; Bildungsforschung; Pädagogische Forschung; Musikerziehung; Music; Teacher; Teachers; Musiklehrer; Musiktherapie; Teacher behaviour; Lehrerverhalten
Abstract	The purpose of this study was to examine the use of a visual prompt placed within an actual music teaching situation to effect changes in the frequency of teacher antecedents (spoken questions and statements), the quality of those antecedents (appropriate and inappropriate questions), and the frequency of teacher consequents (spoken approvals). Undergraduate music therapy students participated as teachers in providing music instruction on the guitar, recorder, or keyboard to small groups of handicapped children. The music instruction occurred on a weekly basis for a six-week period of time within instructional groups comprised of from three to six participants. The student instructors were assigned randomly to one of two groups, and its corresponding experimental conditions: Group I = A (Baseline) B (Antecedent Prompt) C (Consequent Prompt) A (Baseline) D (Both Prompts); Group II = A (Baseline) C (Consequent Prompt) B (Antecedent Prompt) D (Both Prompts) A (Baseline). This behavioral design was used to assess the effect of the independent variable (visual prompt) on teacher verbalizations. Throughout the experimental conditions, a randomly selected 3-minute segment was videotaped for subsequent analysis. These tapes were reviewed by two independent observers, and the recorded frequencies of antecedents, consequences, and complete teaching units were converted to rate data. Results of the study suggest that the use of a visual prompt to effect changes in particular kinds of teacher verbal behavior was effective with music therapy trainees. (Author)
Erfasst von	ERIC (Education Resources Information Center), Washington, DC
Update	2004/1/01