Evaluative and Behavioral Correlates to Intrarehearsal Achievement in High School Bands

Autor/in	Montemayor, Mark
Titel	Evaluative and Behavioral Correlates to Intrarehearsal Achievement in High School Bands
Quelle	In: Journal of Research in Music Education, 62 (2014) 1, S.33-51 (19 Seiten)Infoseite zur Zeitschrift PDF als Volltext Verfügbarkeit
Sprache	englisch
Dokumenttyp	gedruckt; online; Zeitschriftenaufsatz
ISSN	0022-4294
DOI	10.1177/0022429413520010
Schlagwörter	Music; Music Education; Music Activities; Musicians; Drills (Practice); Achievement; Correlation; Instructional Effectiveness; Teacher Effectiveness; Teacher Evaluation; Feedback (Response); Music Teachers; Observation; Program Evaluation; Program Effectiveness; Administrators; High School Students + Suchen Sie Ihr Suchwort? Musik; Musikerziehung; Musikalische Aktion; Musiker; Performance; Leistung; Korrelation; Unterrichtserfolg; Effectiveness of teaching; Instructional effectiveness; Lehrerleistung; Teacher appraisal; Lehrerbeurteilung; Music; Teacher; Teachers; Musiklehrer; Beobachtung; Programme evaluation; Programmevaluation; High school; High schools; Student; Students; Oberschule; Schüler; Schülerin; Studentin
Abstract	The purpose of this study was to investigate relationships of teaching effectiveness, ensemble performance quality, and selected rehearsal procedures to various measures of intrarehearsal achievement (i.e., musical improvement exhibited by an ensemble during the course of a single rehearsal). Twenty-nine high school bands were observed in two rehearsals of a common music selection. Separate panels of experts evaluated ensemble performance quality from audio recordings and teacher effectiveness from video recordings. Rehearsal frames were identified in second-day rehearsals, and "before" and "after" rehearsal trials for each target ("N" = 404) were extracted and evaluated for achievement. Selected rehearsal procedures within each frame also were measured. Results indicated no significant relationships between rehearsal effectiveness scores and any of five conceptualizations of intrarehearsal achievement. Significant, positive correlations were found between performance quality and three achievement computations, and between performance quality and rehearsal effectiveness. With one exception, none of the selected rehearsal procedures were associated with achievement differences within rehearsal frames. These findings suggest limitations of considering ensemble teacher evaluation in terms of student achievement. An ensemble's extant skill level may contribute more to short-term rehearsal achievement than does the quality of its conductor's rehearsing. (As Provided).
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Erfasst von	ERIC (Education Resources Information Center), Washington, DC
Update	2017/4/10