Berliner, D. C. (1986). In pursuit of the expert pedagogue. Educational Leadership, 15(7), 5–13.
2.
Brandt, R. S. (1986, October). On the expert teacher: A conversation with David Berliner. Educational Leadership, 44(2), 4–9.
3.
Byo, J. L. (1990). Recognition of intensity contrasts in the gestures of beginning conductors. Journal of Research in Music Education, 38, 157–163.
4.
Carnine, D. W., & Fink, W. T. (1978). Increasing the rate of presentation and use of signals in elementary classroom teachers. Journal of Applied Behavior Analysis, 11, 35–46.
5.
Cassidy, J. W. (1990, November). A Comparison Between Students’ Self-Observation and Instructor Observation of Teacher Behaviors. Paper presented at Southeast Region Convention of Music Educators National Conference, Winston-Salem, NC.
6.
Cooper, M. L., Thomson, C. L., & Baer, D. M. (1970). The experimental modification of teacher attending behavior. Journal of Applied Behavior Analysis, 3, 153–157.
7.
Forsythe, J. L. (1975). The effect of teacher approval, disapproval, and errors on student attentiveness: Music versus classroom teachers. In C. K. Madsen, R. D. Greer, and C. H. Madsen, Jr. (Eds.), Research in music behavior (pp. 49–55). New York: Teachers College Press.
8.
Furman, C. E., Adamek, M. S., and Furman, A. G. (1991, March). The use of an auditory communication device for transmitting feedback to student music therapists. Paper presented at the Ninth National Symposium for Research in Music Behavior, Canon Beach, OH
9.
Grant, J. W., & Drafall, L. E. (1991). Teacher effectiveness research: A review and comparison. Bulletin of the Council for Research in Music Education, no. 108, 31–48.
10.
Greenfield, D. G. (1980). The use of visual feedback in training music therapy competencies. Journal of Music Therapy, 17, 94–102.
11.
Horton, G. O. (1975). Generalization of teacher behavior as a function of subject matter specific discrimination training. Journal of Applied Behavior Analysis, 8, 311–319.
12.
Kuhn, T. L. (1975). The effect of teacher approval and disapproval on attentiveness, musical achievement, and attitude of fifth-grade students. In C. K. Madsen, R D. Greer, and C. H. Madsen, Jr. (Eds.), Research in music behavior (pp. 40–48). New York: Teachers College Press.
13.
Madsen, C. K. (1982). The effect of contingent teacher approval and withholding music performance on approved attentiveness. Psychology of Music [Special Issue: Proceedings of the International Seminar on Research in Music Education!.
14.
Madsen, C. K. (1988) Intensity as an attribute of effective teaching. In A. Kemp (Ed.), Research in music education: A Festschrift for Arnold Bentley (pp. 45–52). Wiltshire, Great Britain: International Society for Music Education.
15.
Madsen, C. K., & Geringer, J. M. (1989). The relationship of teacher “on-task” to intensity and effective teaching. Canadian Music Educator, 30, 87–94.
16.
Madsen, C. K., Standley, J. M., & Cassidy, J. W. (1989). Demonstration and recognition of high/low contrasts in teacher intensity. Journal of Research in Music Education, 37, 85–92.
17.
Madsen C. K., & Yarbrough, C. (1980). Competency-based music education. Raleigh, NC: Contemporary Publishing Company.
18.
Packard, R. (1970). The control of classroom attention: A group contingency for complex behavior. Journal of Applied Behavior Analysis, 3, 13–28.
19.
Parsonson, B. S., Baer, A. M., & Baer, D. M. (1974). The application of generalized correct social contingencies: An evaluation of a training program. Journal of Applied Behavior Analysis, 7, 427–437.
20.
Price, H. E. (1983). The effect of conductor academic task presentation, conductor reinforcement, and ensemble practice on performers’ musical achievement, attentiveness, and attitude. Journal of Research in Music Education, 31, 245–257.
21.
Rule, S. (1972). A comparison of three different types of feedback on teachers’ performance. In B. Semb (Ed.), Behavior analysis and education (pp. 278–289). The University of Kansas, Lawrence.
22.
Saudergas, R. A. (1972). Setting criterion rates of teacher praise: The effect of videotape feedback in a behavior analysis follow through classroom. In B. Semb (Ed.), Behavior analysis and education (pp. 253–261). The University of Kansas, Lawrence.
23.
Taebel, D. K. (1980). Public school teachers’ perceptions of the effect of certain competencies on pupil learning. Journal of Research in Music Education, 28, 185–197.
24.
Wasserman, P. (1977). The utilization of a clock-light cuing device to signal group progress toward reinforcement in a classroom setting. Psychology in the Schools, 14, 471–479.
25.
Yarbrough, C. (1975). The effect of magnitude of conductor behavior on performance, attentiveness, and attitude of students in selected mixed choruses. Journal of Research in Music Education, 23, 134–146.
26.
Yarbrough C, Price, H. E., & Bowers J. K. (1991). The effect of knowledge of research on rehearsal skills and teaching values of experienced teachers. Update: Applications of Research in Music Behavior9(2), 17–20.
