Three experiments examined the effects of instruction, teaching practica, feedback from the course instructor, and videotaped self-observation on undergraduates' use of complete sequential patterns and sequential-pattern components. The complete sequential pattern is a teacher/student interaction sequence that follows the cyclical pattern of a teacher presentation of a task to be learned, followed by student interaction with the task and teacher, and then specific praise and corrective feedback related to the task. This model has undergone continuous refinement, has been found to be present in music settings, and is preferred by music teachers. There were significant increases (p < .01) in subjects' use of complete sequential patterns as defined in each experiment, feedback, and in approvals and their specificity.
Get full access to this article
View all access options for this article.
References
1.
Alley, J. M. (1980). The effect of self-analysis of videotapes on selected competencies of music therapy majors. Journal of Music Therapy, 17, 113–132.
2.
Becker, W. C., & Englemann, S. (1976). Analysis of achievement data on six cohorts of low-income children from 20 school districts in the University of Oregon direct instruction follow through model. Eugene, OR: Oregon University, College of Education. (ERIC Document Reproduction Service No. ED 145 922).
3.
Becker, W.C., Englemann, S., & Thomas, D. R. (1971). Teaching: A course in applied psychology. Chicago: Science Research Associates.
4.
Benson, W. L. (1989). The effect of models, self-observation, and evaluation on the modification of specified teaching behaviors of an applied music teacher. Update: The Applications of Research in Music Education, 7(2), 28–31.
5.
Berliner, D. C., & Rosenshine, B. (1976). The acquisition of knowledge in the classroom. Beginning Teacher Evaluation Study (Technical Report IV-1). N.p., CA: Far West Laboratory for Educational Research and Development. (ERIC Document Reproduction Service No. ED 146–158)
6.
Brophy, J. E. (1979). Teacher behavior and its effects. Journal of Educational Psychology, 71, 733–750.
7.
Carnine, D. W. (1979). Direct instruction: A successful system for educationally high-risk children. Journal of Curriculum Studies, 11, 29–45.
8.
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.
9.
Carpenter, R. A. (1988). A descriptive analysis of relationships between verbal behaviors of teacher-conductors and ratings of selected junior and senior high school band rehearsals. Update: The Applications of Research in Music Education, 7(1), 37–40.
10.
Duke, R. A., & Blackman, M. D. (1989, March). Proactive teaching: The effect of sequential task hierarchy on teaching behavior, student performance, and student attitude. Paper presented at the Research in Music Behavior Eighth National Symposium, Baton Rouge, LA.
11.
Good, T. L., & Brophy, J. E. (1974). Changing teacher and student behavior: An empirical investigation. Journal of Educational Psychology, 66, 390–405.
12.
Greenfield, D. G. (1980). The use of visual feedback in training music therapy competencies. Journal of Music Therapy, 17, 94–102.
13.
Hanser, S. B., & Furman, C. E. (1980). The effect of videotape-based feedback versus field-based feedback on the development of clinical skills. Journal of Music Therapy, 17, 103–112.
14.
Jellison, J. A., & Kostka, M. J. (1987, March). Student or teacher as focus of attention and elementary students' written recall of teaching content within music teaching units. Paper presented at the Research in Music Behavior Seventh National Symposium, Logan, UT.
15.
Jellison, J. A., & Wolfe, D. E. (1987). Verbal training effects on teaching units: An exploratory study of music teaching antecedents and consequents. In C. K. Madsen & C. A. Prickett (Eds.), Applications of research in music behavior (pp. 135–148). Tuscaloosa: University of Alabama Press.
16.
Killian, J. N. (1981). Effect of instructions and feedback on music teaching skills. Journal of MusicTherapy, 18, 166–180.
17.
Madsen, C. H., & Madsen, C. K. (1983). Teaching/discipline: A positive approach for educational development (3rd ed.). Raleigh, NC: Contemporary Publishing.
18.
Madsen, C. H., & Yarbrough, C. (1985). Competency-based music education. Raleigh, NC: Contemporary Publishing.
19.
McDonald, F.J. (1976). Report on phase II of the Beginning Teacher Evaluation Study. Journal of Teacher Education, 27, 39–42.
20.
Medley, D. M. (1977). Teacher competence and teacher effectiveness: A review of process-product research. Washington, DC: American Association of Colleges for Teacher Education. (ERIC Document Reproduction Service No. ED 143 629)
21.
Moore, R. S. (1976). The effects of videotape feedback and self-evaluation forms on teaching skills, musicianship, and creativity of prospective elementary teachers. Bulletin of the Council for Research in Music Education, no. 47, 1–7.
22.
Moore, R. S. (1981). Comparative use of teaching time by American and British elementary music specialists. Bulletin of the Council for Research in Music Education, nos. 66–67, 62–68.
23.
Powell, M. (1978). Research on teaching. The Educational Forum, 43, 27–37.
24.
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.
25.
Price, H. E. (1985). A competency-based course in basic conducting techniques: A replication. The Journal of Band Research, 21, 61–69.
26.
Price, H. E., & Yarbrough, C. (1991). Validation of sequential patterns of instruction in music. Canadian Music Educator Research Edition, 33, 165–173.
27.
Prickett, C. A. (1987). The effect of self-monitoring on the rate of a verbal mannerism of song leaders. In C. K. Madsen & C. A. Prickett (Eds.), Applications of research in music behavior (pp. 125–134). Tuscaloosa: University of Alabama Press.
28.
Rosenshine, B. V. (1976). Recent research on teaching behaviors and students achievement. Journal of Teacher Education, 27, 61–64.
29.
Rosenshine, B. V. (1979). Content, time, and direct instruction. In P. L. Peterson & H.J. Walberg (Eds.), Research on teaching (pp. 28–56). Berkeley, CA: McCutchan Publishing.
30.
Rosenshine, B. V. (1987). Explicit teaching. In D. C Berliner & B. V. Rosenshine (Eds.), Talk to teachers (pp. 75–92). New York: Random House.
31.
Rosenthal, R. K. (1981). A data-based approach to elementary general music teacher preparation. Unpublished doctoral dissertation, Syracuse University.
32.
Rosenthal, R. K. (1989, March). Effect of behavioral self-analysis on prospective teachers' use of teaching cycles. Paper presented at the Research in Music Behavior Eighth National Symposium, Baton Rouge, LA.
33.
Saudargas, R. A. (1972). Setting criterion rates of teacher praise: The effects of video tape feedback in a behavior analysis follow through classroom. In G. Semb, D. R. Green, R. P. Hawkins, J. Michael, E. L. Phillips, J. A. Sherman, H. Sloane, & D. R. Thomas (Eds.), Behavior analysis and education (pp. 253–261). Lawrence, KS: The University of Kansas Support and Development Center for Follow Through. (ERIC Document Reproduction Service No. ED 080 416)
34.
Wolfe, D. E. (1989, March). The effect of a visual prompt on changes in antecedents and consequents of teaching behavior. Paper presented at the Research in Music Behavior Eighth National Symposium Baton
35.
Rouge, LA. Yarbrough, C. (1976, March). The effect of videotaped observation and self-evaluation on rehearsal behavior of student conductors. Paper presented at the National Biennial In-Service Conference of the Music Educators National Conference, Atlantic City, NJ.
36.
Yarbrough, C. (1980). Competency-based conducting: An exploratory study. 1979 Proceedings: McGill Symposium in School Music Administration & Supervision (62–73). Montreal, Quebec, Canada: Faculty of Music, McGill University.
37.
Yarbrough, C. (1987). The relationship of behavioral self-assessment to the achievement of basic conducting skills. Journal of Research in Music Education, 35, 183–189.
38.
Yarbrough, C., & Price, H. E. (1981). Prediction of performer attentiveness based on rehearsal activity and teacher behavior. Journal of Research in Music Education, 29, 209–217.
39.
Yarbrough, C., & Price, H. E. (1989). Sequential patterns of instruction in music. Journal of Research in Music Education, 37, 179–187.
40.
Yarbrough, C., Price, H. E., & Bowers, J. (1991). The effect of knowledge of research on rehearsal skills and teaching values of experienced teachers. Update: Applications of Research in Music Education, 9(2), 17–20.
41.
Yarbrough, C., Wapnick, J., & Kelly, R. (1979). Effect of videotape feedback techniques on performance, verbalizations, and attitude of beginning conductors. Journal of Research in Music Education, 27, 103–112.
