Establishing Reliability and Validity of a Tool for Large Ensemble Teacher Use of Space and Interactions

Autor/in	Roseth, Nicholas E.
Titel	Establishing Reliability and Validity of a Tool for Large Ensemble Teacher Use of Space and Interactions
Quelle	In: Research and Issues in Music Education, 15 (2019) 1, Artikel 6 (30 Seiten) PDF als Volltext kostenfreie Datei Verfügbarkeit
Sprache	englisch
Dokumenttyp	gedruckt; online; Zeitschriftenaufsatz
ISSN	1532-8090
Schlagwörter	Space Utilization; Measures (Individuals); Music Teachers; Test Reliability; Test Validity; Classrooms; Teacher Student Relationship; Content Validity; Interrater Reliability; Proximity; Preservice Teachers; Music Education; Teacher Behavior; Middle School Students; Middle School Teachers; Intervention; Instructional Effectiveness; Musicians + Suchen Sie Ihr Suchwort? Raumnutzung; Messdaten; Music; Teacher; Teachers; Musiklehrer; Testreliabilität; Testvalidität; Classroom; Klassenraum; Teacher student relationships; Lehrer-Schüler-Beziehung; Interrater-Reliabilität; Lebensnähe; Musikerziehung; Teacher behaviour; Lehrerverhalten; Middle school; Middle schools; Student; Students; Mittelschule; Mittelstufenschule; Schüler; Schülerin; Lehrer; Lehrerin; Lehrende; Unterrichtserfolg; Musiker
Abstract	The primary purpose of this study was to design a reliable and valid continuous-time coding tool for measuring teacher use of space and teacher interactions based on prior research (Hesler, 1972; Martin, 2002). The tool captured teachers' use of space as they moved through 14 identified areas of the large instrumental ensemble classroom and engaged in 10 types of verbal and musical interactions with students. Evidence for content validity is presented, and the tool was found to have high inter-rater reliability. The secondary purpose of the study was to explore the effect of a brief expository lesson on preservice instrumental music teachers' use of classroom space and proximity while teaching, with specific emphasis on teachers moving away from the podium and toward and among students. The expository intervention changed teachers' use of space during the lesson immediately following the intervention (i.e., teachers spent less time on the podium and more time moving toward and among students), but the behaviors did not persist over time. (As Provided).
Anmerkungen	James Madison University. 800 South Main Street, Harrisonburg, VA 22807. e-mail: lib-digitalcollections@jmu.edu; Web site: https://commons.lib.jmu.edu/rime/
Erfasst von	ERIC (Education Resources Information Center), Washington, DC
Update	2024/1/01