Modification of the observational system for instructional analysis focusing on appraisal behaviors

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REYNOLDS, Kay, 1939-
MODIFICATION OF THE OBSERVATIONAL SYSTEM FOR
INSTRUCTIONAL ANALYSIS FOCUSING ON APPRAISAL
BEHAVIORS OF MUSIC TEACHERS IN SMALL
PERFORMANCE CLASSES.
The Ohio State University, Ph.D., 1974
Music
University Microfilms, A XEROX Company, Ann Arbor, Michigan
© Copyright by
Kay Reynolds
1974
THIS DISSERTATION HAS BEEN MICROFILMED EXACTLY AS RECEIVED.
MODIFICATION OF THE OBSERVATIONAL SYSTEM
FOR INSTRUCTIONAL ANALYSIS FOCUSING ON
APPRAISAL BEHAVIORS OF MUSIC TEACHERS
IN SMALL PERFORMANCE CLASSES
DISSERTATION
Presented in Partial Fulfillment of the Requirements for
the Degree Doctor of Philosophy in the Graduate School
of The Ohio State University
By
Kay Reynolds, B.Mus.Ed., M.A.
* * * * * *
The Ohio State University
1974
Reading Committee: Approved by
Henry L . Cady
A. Peter Costanza
John B. Hough
School of Musi;
ACKNOWLEDGMENTS
IV
The writer thanks those student teachers who were the
subjects of this study, and whose cooperation made it possi
ble.
Special appreciation is extended to Merry Texter and
Dr. Gerald Doan, who assisted as colleagues, trainees, and
observers. Thanks are also due Charles Layne, who assisted
in observer training procedures, and Dr. A. Peter Costanza,
for his support and suggestions.
The writer is especially grateful to Dr. John B.
Hough, whose expert advice was invaluable.
The critical judgment, insight, support, encourage­
ment, and editing offered by Dr. Henry L. Cady were indis­
pensable .
Finally the writer expresses her appreciation for the
late Eli L. Pacetti, whose deep commitment to instrumental
music and to teacher education greatly influenced the under
taking of this study.
VITA
June 1, 1939 Born— Shreveport, Louisiana
1962 B. Mus. Ed., Louisiana State
University, Baton Rouge,
Louisiana
1962-1965 Junior High School Band Instruc­
tor, Mobile, Alabama County
School System
1965-1967 Elementary School Band Instruc­
tor, Meridian, Mississippi City
School System
1967-1970 Elementary School Woodwind
Instructor, Mount Vernon, Ohio
City School System
1969 M.A., The Ohio State University,
Columbus, Ohio
1970-1973 Teaching Associate, School of
Music, The Ohio State University,
Columbus, Ohio
Fields of Study
Major Field: Music Education
Studies in Music Education. Professors Henry L. Cady
and A. Peter Costanza
Studies in Music History. Professor Richard Hoppin
Studies in Music Analysis. Professor William E. Poland
Studies in Teacher Education. Professors L. O. Andrews
and Donald E. Cottrell
iii
TABLE OF CONTENTS
Page
ACKNOWLEDGMENTS ....................................... ii
VITA...................................................^ iii
LIST OF T A B L E S ................................................................................................................ V
Chapter
I. INTRODUCTION AND PROBLEM..................... 1
II. SURVEY OF LITERATURE......................... 20
III. PROCEDURES.................................... 46
IV. PRESENTATION OF D A T A ......................... 88
V. SUMMARY, CONCLUSIONS, RECOMMENDATIONS ......... 118
APPENDIX
A .................................................... 133
B..................................................... 138
C .................................................... 140
BIBLIOGRAPHY ......................................... 169
iv
LIST OF TABLES
Table Page
1. Flanders' Interaction Analysis Categories
(FIAC)......................................... 24
2. The Rehearsal Interaction Observation System . . 29
3. Snapp's Description of Categories for the
Modified System of Interaction Analysis for
Music C l a s ses................................ 32
4. Modified O S I A .................................. 55
5. Observational System for Instructional
Analysis (OSIA) .............................. 56
6. Coefficients of Inter-Observer Agreement
for First C h e c k .............................. 71
7. Coefficients of Inter-Observer Agreement
for Third Check— L i v e ........................ 72
8. Comparison of Observers One and Three for
Inter-Observer Agreement Check Three— Live . . 73
9. Total Tallies, by Observer, for Third Inter-
Observer Checks— Live and T a p e d ............. 75
10. Comparison of Third Inter-Observer Agreement
Check— Live with Taped Version ............... 76
11. Coefficients of Agreement for Third Inter-
Observer Check— T a p e d ........................ 78
12. Combined Totals for Fifty-Six Observations:
Frequencies and Percentages of All Behaviors . 90
13. Categories Ranked by Percentage of Contri­
bution to Total T a llies..................... 94
14. Three Highest Categories for Four Observa­
tions Combined Per Teacher................... 98
v
Table Page
15. Category Percentages Per Teacher, Omitting
the Three Highest Categories and Those
Less than 1 Per Cent.......................... 99
16. Mean Percent of Behaviors Recorded in Each
Category for Four Observations by Each of
Fourteen Teachers (Student Teachers 1-14) . . 103
17. Coefficient of Agreement between Pairs of
Teachers in Basic Categories, Using the
Cohen For mul a................................ 105
18. Spearman Rank Correlation Coefficient (Rho)
for Pairs of Teachers........................ 107
19. Type and Frequency of Behaviors Preceding
Each Appraisal Behavior ..................... 109
20. Type and Frequency of Behaviors Following
Each Appraisal Behavior ...................... Ill
21. Type and Frequency of Extended Appraisal
Behaviors for the Fourteen Student
Teachers....................................... 115
22. Type and Frequency of Appraisal Behaviors
Followed or Preceded by the Same Behavior
Subscripted or Separated by Y ................ 117
CHAPTER I
INTRODUCTION
There are many facets of instrumental music teacher
behaviors with which educators of prospective teachers have
been concerned. Some of the variables which impinge on the
teaching-learning processes are personality characteristics
of the teacher; musical skills of listening, conducting, and
performance; and teaching skills of organization, presenta­
tion, and evaluation. Another variable is the interaction
which occurs in classes between teachers and students. Edu­
cators in many fields have considered these types of vari­
ables— personality, preparation in the subject matter to be
taught, teaching skills, and classroom interaction— and have
wondered about the weight of their respective contributions
to the effectiveness or success of the teacher.
In an effort to improve music teacher education, re­
searchers have attempted to find out what makes teachers
successful or unsuccessful, effective or ineffective. Be­
cause it is difficult to determine what is meant by success­
ful or effective, some researchers have thought it profit­
able to study the negative aspects. For example, the ques­
tion has been asked why teachers fail, or what their
weaknesses are. In his 1949 study, Ehlert found that
. . . supervisors and administrators ranked person­
ality weaknesses and general training weakness as
primary causes for teacher failure while lack of
various performance skills were ranked as least
important causes for failure.1
In a later study, Brown (1955) asked music teachers
and supervisors to list major weaknesses of music teachers.
The lack of sufficient discipline control appeared
to be the most common weakness. More than one-
half of the subjects indicated that teaching skill,
leadership, cooperation, emotional stability, tact­
fulness, and academic knowledge were common weak­
nesses. Seven of the highest percentages were weak­
nesses not connected with musical training.2
In her 1957 study utilizing the critical incident tech
nique, Fenton found that
. . . more non-musical skills than musical skills
were listed by teachers and educators of teachers
as crucial to effective teaching. Particularly
Jackson K. Ehlert, "The Selection and Education of
Public School Music Teachers" (Ed.D. dissertation, Univer­
sity of Colorado, 1949), cited by Erwin H. Schneider and
Henry L. Cady, Evaluation and Synthesis of Research Studies
Relating to Music Education (Columbus; The Ohio State
University Research Foundation, 1965), p. 388.
2Robert D. Brown, "A Study Concerning the Major Weak­
nesses of Music Teachers in the Secondary Schools of Kansas
(M.A. thesis, University of Kansas, 1955), cited by Erwin H
Schneider and Henry L. Cady, Evaluation and Synthesis of
Ressearch Studies Relating to Music Education (Columbus:
*The Ohio State University Research foundation, 1965), p.
374.