TY - JOUR
T1 - Teachers' verbal corrections and observers' perceptions of teaching and learning
AU - Duke, Robert A.
AU - Henninger, Jacqueline C.
N1 - Copyright:
Copyright 2018 Elsevier B.V., All rights reserved.
PY - 2002
Y1 - 2002
N2 - We tested whether observers' perceptions of private lessons are affected by the type of verbalizations used by teachers to make corrections in student performance. We compared verbal corrections that were expressed as directive statements (i.e., specific directions to change some aspect of performance in a subsequent trial) and verbal corrections expressed as negative feedback statements (i.e., negative evaluations of student performance in a preceding performance trial). Participants viewed two videotaped private lessons. In one lesson, all corrections of student performance errors were expressed as directions to change some aspect of performance in the subsequent trial. In the other lesson, all corrections were expressed as negative feedback statements followed by a direction to play again. Subjects responded using a paper-and-pencil questionnaire with 10 statements about the teacher and student in each lesson. There were no meaningful differences in subjects' responses between the two lessons, both of which were rated highly positively. Asked to cite differences observed between the two lessons, few subjects identified any aspect of the teacher's feedback.
AB - We tested whether observers' perceptions of private lessons are affected by the type of verbalizations used by teachers to make corrections in student performance. We compared verbal corrections that were expressed as directive statements (i.e., specific directions to change some aspect of performance in a subsequent trial) and verbal corrections expressed as negative feedback statements (i.e., negative evaluations of student performance in a preceding performance trial). Participants viewed two videotaped private lessons. In one lesson, all corrections of student performance errors were expressed as directions to change some aspect of performance in the subsequent trial. In the other lesson, all corrections were expressed as negative feedback statements followed by a direction to play again. Subjects responded using a paper-and-pencil questionnaire with 10 statements about the teacher and student in each lesson. There were no meaningful differences in subjects' responses between the two lessons, both of which were rated highly positively. Asked to cite differences observed between the two lessons, few subjects identified any aspect of the teacher's feedback.
UR - http://www.scopus.com/inward/record.url?scp=60949677824&partnerID=8YFLogxK
U2 - 10.2307/3345694
DO - 10.2307/3345694
M3 - Review article
AN - SCOPUS:60949677824
VL - 50
SP - 75
EP - 87
JO - Journal of Research in Music Education
JF - Journal of Research in Music Education
SN - 0022-4294
IS - 1
ER -