Comparisons of Beginning Versus Experienced Elementary Music Educators in the Use of Teaching Time

Abstract

This study quantified and compared the amount of time three groups of nine teachers spent during elementary music classes pursuing various music classroom activities. Experienced teachers, teaching interns, and undergraduate teaching methodology students were each observed twice during fifteen minute segments of two elementary music classes in nine elementary schools. The amount of time spent in each of fourteen classroom activities, and the number and kind of reinforcements given were quantified. Interobserver reliability averaged .91. An attitude assessment was administered to all children following each class. Results indicate that experienced teachers spend significantly less time giving directions than do either of the other teacher groups. No other significant differences were found. Although there were no significant differences in student attitudes among teacher groups, the attitude assessments indicate that students are happy to be in music class, happy to participate, and spend time out of school pursuing music-related activities.

Keywords

aesthetic attitudes assessment elementary education learning theory music activities

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