Comparing Time Use and Teacher Behaviors in Beginning and Advanced Middle School Band Settings: An Exploratory Study

Autor/in	Singletary, Laura
Titel	Comparing Time Use and Teacher Behaviors in Beginning and Advanced Middle School Band Settings: An Exploratory Study
Quelle	In: Update: Applications of Research in Music Education, 40 (2021) 1, S.27-35 (9 Seiten) PDF als Volltext Verfügbarkeit
Zusatzinformation	ORCID (Singletary, Laura)
Sprache	englisch
Dokumenttyp	gedruckt; online; Zeitschriftenaufsatz
ISSN	8755-1233
DOI	10.1177/87551233211006388
Schlagwörter	Time Management; Teacher Behavior; Student Behavior; Middle School Teachers; Teacher Student Relationship; Music Education; Preservice Teacher Education; Music Activities; Experienced Teachers; Context Effect; Advanced Courses; Novices; Teacher Role; Individualized Instruction; Demonstrations (Educational) + Suchen Sie Ihr Suchwort? Zeitmanagement; Teacher behaviour; Lehrerverhalten; Student behaviour; Schülerverhalten; Middle school; Middle schools; Teacher; Teachers; Mittelschule; Mittelstufenschule; Lehrer; Lehrerin; Lehrende; Teacher student relationships; Lehrer-Schüler-Beziehung; Musikerziehung; Lehramtsstudiengang; Lehrerausbildung; Musikalische Aktion; Fortgeschrittenenunterricht; Lehrerrolle; Individualisierender Unterricht; Demonstrationsexperiment; Demonstrationsmodell; Demonstrationsunterricht
Abstract	The purpose of this study was to compare teachers' time use and teaching behaviors including teacher talk, modeling, physical location/proximity to students, conducting, and instructional choices in middle school (Grades 6-8) beginning and advanced band settings, with the goal of identifying practices that are specific or unique to each setting. Participants (N = 5) were expert middle school teachers who were recorded while teaching a heterogeneous beginning band and an advanced band class. I compared episodes of teacher and student behaviors including instruction, modeling, group/individual performance, and student talk, documenting frequency and time use in both settings. Results indicated differences in frequency and time for all observed episodes, with differences supporting greater emphasis placed on individuals in the beginning setting. I also found that teachers in the advanced setting addressed rehearsal frame targets representing traditional rehearsal goals more frequently (e.g., phrasing, articulation), whereas teachers in the beginning setting addressed targets representing typical beginning band goals more frequently (e.g., vocabulary/terms, rhythm literacy.) (As Provided).
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Erfasst von	ERIC (Education Resources Information Center), Washington, DC
Update	2024/1/01