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|Title:||A Descriptive Case Study of a Master Teacher's Verbal Behavior in a High School Choral Rehearsal|
|Author(s):||Tyson, Thomas Lamon, III|
|Department / Program:||Music|
|Degree Granting Institution:||University of Illinois at Urbana-Champaign|
|Abstract:||The purpose of this study was to document the teaching of an effective choral music educator by answering the research question, what are the verbal teaching activities of an outstanding choral music educator in his routinely scheduled classroom rehearsals.
Through an analysis of the subject-based content and the instructional functions, the researcher developed an observation instrument. The instrument was designed prior to any data collection and then refined through pilot testing. A committee of experts in choral music education evaluated the instrument, transcription conventions, and procedures used to analyze the videotaped classroom events and agreed with the researcher that these tools would provide accurate, precise descriptions of the subject-based content and instructional functions verbalized by the instructor.
The observation instrument was used to categorize the instructor's verbal behavior into two discrete types of events: subject-based content events and instructional function events. Three categories of subject-based content events were identified: vocal production, choral ensemble, and interpretation/style.
Eight categories of instructional function events were identified: questioning, problem identification, evaluation, problem analysis, presentation, proposed solution, direction giving, and other. The observation instrument had descriptors in all but two of the aforementioned categories. The descriptors allowed the researcher to more narrowly describe the identified events.
The most frequently identified subject-based content events (70%) were phonation, diction, off-count rhythmic energy, and rhythmic attack and release. Eighty-three percent of all instructional function events identified in this study consisted of giving directions (category and all cross category descriptors: 31.6%), vocalizing with the students (16.7%), explaining (14%), positive modeling (10.2%), using psychological devices (6.1%), negative modeling (3.5%), and disciplining (1.3%).
The researcher concluded that the tools developed and used in this project provided rich descriptions of the master teacher's verbal behaviors related to subject-based content and teacher functions. He further concluded that further research employing similar techniques would lead to a greater understanding of the teaching behaviors of master teachers in all subject areas.
Thesis (Ed.D.)--University of Illinois at Urbana-Champaign, 1988.
|Date Available in IDEALS:||2014-12-17|
This item appears in the following Collection(s)
Dissertations and Theses [Graduate College] - Music
Graduate Dissertations and Theses at Illinois
Graduate Theses and Dissertations at Illinois