The Effect of Models, Self-Observation, and Evaluation on the Modification of Specified Teaching Behaviors of an Applied Music Teacher

Madsen and Madsen in Teaching/Discipline: A positive approach for educational development have advocated that teachers can act their way into a newwayof thinking(1983, p. 71). This idea has been realizedin recentmusicresearchconcerningstructuring, soliciting,and reacting in music teaching (Jellison Wolfe, 1987) and sequential patterns of musicinstruction (Price, 1987; Yarbrough, 1988, Yarbrough Price, in press). The premise of this study is that incorporating a three-step sequence into a classroom or applied music lessonsituation may assist teachers in acting their way into a new way of thinking regarding their own teaching effectiveness. The earliest model of a three step teaching sequence appeared in Teaching: A course in applied psychology (Becker, Englemann, and Thomas, 1971). This text presented the idea that a great deal of time needsto be spent on academic task presentation followed by immediate and related feedbackusingpraise. The model stressesthe importance of the pattern or sequenceof teacher task presentation, student response, and teacher feedback. Recentstudies haveintroduced this approach for teaching music at the elementary level (Madsen Madsen. 1972; Moore, 1981; Rosenthal,1982), and in classroom or ensemblerehearsals at higher grade levels (Carpenter, 1987; Price, 1983; Yarbrough Price. 1981). The existingresearch has shown that not only werebetter perfor-mances and concept learning situations produced as a result of this sequential pattern of instruction. but better attitudes toward the mate-rial and more specific recall of the concepts were achieved (Jellison