Electronic Theses and Dissertations

Date of Award


Document Type


Degree Name

Ph.D. in Music

First Advisor

Michael Worthy

Second Advisor

Greg Johnson


University of Mississippi

Relational Format



Corroborative findings across instructional targets rehearsal frames and the summative evaluations indicated a general lack of specificity across all levels which improved somewhat during student teaching and peer teaching. Unidentified targets and nonspecific positive feedback were observed less frequently in student teaching and novice teaching. No growth was found across levels in specific positive and negative feedback. Directives were the most frequently observed teacher verbal category in selected rehearsal frames and information and demonstrations were consistently the highest ranked items across all levels in the summative evaluation. However instructional directive scores were inconsistent. Results indicate that new teachers of all levels may have appropriate pedagogical knowledge but have difficulty explaining it to students. Teacher modeling doubled during novice teaching. Positive modeling was the second most observed category of teacher behaviors in peer teaching and third in novice teaching. Concurrent performance model was the second most observed category during student teaching and novice teaching. Many of the evaluators commented on the overuse of rote teaching and performing with students and lack of competency-based education techniques during student teaching and novice teaching. The purpose of this study was to observe the teaching of five novice music teachers in three early career levels to determine if effective teaching behavior increases over time. A secondary purpose was to find if any specific teacher behaviors associated with effectiveness were more prominent when teaching their peers in pre-service another educator’s students in student teaching and their own students in novice teaching. Eight video recordings were transcribed for the purpose of identifying rehearsal frames and their instructional targets. Certain rehearsal frames were selected for further analysis. Additionally five expert teachers were selected to review and evaluate the participants’ videos using a summative evaluation form based on six items related to teacher effectiveness. Three participants had low rates of rehearsal frames with multiple performance trials (one every 50 minutes). These participants’ trends on their summative evaluations indicated decreased scores in novice teaching or flatlining across levels. Specifically these participants had low ratings in feedback flow and musical model across all levels. Implications for higher education training are discussed.



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