Literaturnachweis - Detailanzeige
| Autor/inn/en | Royston, Natalie Steele; Fisher, Ryan A. |
|---|---|
| Titel | A Comparison of Collegiate Ensemble Members' Preferences of Teacher Interpersonal Behaviors |
| Quelle | In: Contributions to Music Education, 43 (2018), S.77-94 (18 Seiten)
PDF als Volltext |
| Sprache | englisch |
| Dokumenttyp | gedruckt; online; Zeitschriftenaufsatz |
| ISSN | 0190-4922 |
| Schlagwörter | Musical Instruments; Singing; Music Teachers; College Students; Interpersonal Relationship; Interaction; Teacher Behavior; Statistical Analysis; Questionnaires; Formative Evaluation; Preferences; Student Attitudes; Questionnaire on Teacher Interaction |
| Abstract | The purpose of the present study was to examine collegiate band, choir, and orchestra members' preferred teacher interpersonal behaviors. The sample (N = 705) was composed of band, choir, and orchestra members at six universities. Participants completed the Teacher Interaction Preference Questionnaire (TIPQ). Descriptive results showed that all sub-groups most preferred the dominant-cooperative (DC) behaviors, followed by submissive-cooperative (SC) behaviors, and least preferred the dominant-oppositional (DO) behaviors. Three one-way, between-subjects ANOVAs were used with ensemble type (band, choir, and orchestra) as the independent variable and the TIPQ category (DC, SC, DO) as the dependent variable. A main effect was found for ensemble on the TIPQ-SC category with band and choir participants having a significantly higher preference for submissive-cooperative teacher interactions than orchestra participants. These findings indicate that the use of a formative assessment tool could be valuable to the music teacher in gauging preferences and effectiveness in the music classroom. (As Provided). |
| Anmerkungen | Ohio Music Education Association. Cleveland State University, 2121 Euclid Avenue MU332, Cleveland, OH 44115. e-mail: member_services@omea-ohio.org; Web site: http://www.omea-ohio.org/v3_resources/v3_resources/cme.html |
| Erfasst von | ERIC (Education Resources Information Center), Washington, DC |
| Update | 2020/1/01 |
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