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Description
Title: | The Effects of Conducting and Non -Conducting Contexts on Teacher Self -Evaluation and Musical Error Detection |
Author(s): | Stiffler, Brian Dale |
Doctoral Committee Chair(s): | Grashel, John |
Department / Program: | Music |
Discipline: | Music |
Degree Granting Institution: | University of Illinois at Urbana-Champaign |
Degree: | Ed.D. |
Genre: | Dissertation |
Subject(s): | Education, Teacher Training |
Abstract: | Stepwise multiple regression analysis was used to identify a combination of 5 accuracy of self-evaluation and 2 self-evaluation predictor variables explaining 90% of the variability in total conducting skill. In separate regression analyses, the 5 accuracy of self-evaluation variables, the 2 self-evaluation variables, and 2 error detection variables explained smaller portions of variability (68%, 33%, and 27%, respectively). In comparison, accuracy of self-evaluation, rather than self-evaluation or error detection, offered the greatest assistance in predicting and explaining variability in total conducting skill ( N = 40). |
Issue Date: | 2004 |
Type: | Text |
Language: | English |
Description: | 187 p. Thesis (Ed.D.)--University of Illinois at Urbana-Champaign, 2004. |
URI: | http://hdl.handle.net/2142/85732 |
Other Identifier(s): | (MiAaPQ)AAI3131030 |
Date Available in IDEALS: | 2015-09-25 |
Date Deposited: | 2004 |
This item appears in the following Collection(s)
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Dissertations and Theses [Graduate College] - Music
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Graduate Dissertations and Theses at Illinois
Graduate Theses and Dissertations at Illinois