Path Analysis of an Instructional Effectiveness Model for Instrumental Music Teaching

Abstract

Teacher effectiveness is one of the most elusive targets in the history of educational research (Popham, 1971). Literally hundreds of studies have dealt with some variation of the question What is a good teacher? However, after reviewing more than a half-century of research on the question, Morsh and Wilder concluded in 1954 that No single specific observable teacher act has yet been found whose frequency or percent of occurrence is invariably sufficiently correlated with student achievement (p. 4). As research progressed, the act of teaching was found to be a multi-dimensional behavior (Medley, 1973), Specific behaviors of good teachers now are thought to be both context-speciic (Brophy, 1979) and subject-specific (Joyce et al., 1975). Established criteria of teacher effectiveness are of major concern at every level of the teaching profession. Yet despite the importance of effectiveness research, the large number of studies that have been conducted, and the recent recognition of subject-specificity, only a handful of such studies have been undertaken by music educators. Research on teacher effectiveness began with criteria based on the skills a teacher brought into the classroom, or presage criteria. It moved through a period of concentration on what teachers did, called process criteria. Several recent

Cite this work

No public copy is stored for this record, so only the metadata is cited.

Stored only when both papers are in the corpus — 2 citations exist upstream.

Papers that cite the same references — the relational fallback while embeddings are still backfilling.