Show simple item record

dc.contributor.authorAdams, Sebastian
dc.date.accessioned2017-11-16T13:45:45Z
dc.date.available2017-11-16T13:45:45Z
dc.date.issued2017
dc.description.abstractCritical topics related to the evaluation of secondary music teachers continue to undergo philosophical evolution as perspectives are introduced by experts both in and out of the field. One concern is the role of the secondary music educator in the classroom and the potential impacts of teacher-student rapport on student learning. A synthesis of principles from four schools of educational psychology was made via a content analysis of seminal works to develop an understanding of teacher rapport dispositions. Data is presented to encourage discussion regarding pre-service teacher curriculum and teacher evaluation reformation.
dc.description.abstractThe traditional role of the secondary instrumental music educator is popularly discussed in research, practitioner journals, and other publications in the profession. Such analyses have determined that the commonly adopted teacher-centric practice in instrumental ensembles can hinder the participating students’ development as expressive artists and comprehensive musicians. One of many components that defines the teacher’s role in a classroom is rapport. General education research suggests that teacher relationship rapport can impact student learning and outcomes in a variety of educational settings. Descriptions of teacher dispositions related to rapport have been suggested; however, an exhaustive, psychological approach towards designing rapport disposition standards has yet to emerge. Through a content analysis of the relevant seminal works in educational psychology, the following questions were explored: How do human learning principles of behaviorism, cognitivism, constructivism, and humanism infer the practice of teacher rapport with students? How can this information influence the role and dispositions of secondary instrumental music educators? What elements of the student participant structure in secondary instrumental classrooms can be evolved to support teacher-student connections that foster student learning? Both raw and synthesized data from the analysis can inform educators in the field who wish to promote deeper learning within their students, and they can be used to supplement further research and discussion pertaining to teacher evaluation policy reformation and pre-service teacher program curricula and standards.
dc.format.mediumborn digital
dc.format.mediumStudent works
dc.format.mediumposters
dc.identifier.urihttps://hdl.handle.net/10217/184953
dc.languageEnglish
dc.publisherColorado State University. Libraries
dc.relation.ispartof2017 Projects - Graduate Student Showcase
dc.subjectrapport
dc.subjectteacher disposition
dc.subjectsecondary instrumental music
dc.subjectmusic education
dc.subjecteducational psychology
dc.subjectteacher-student connection
dc.subjectcommunication
dc.subjectemotion
dc.titleEducational psychology: teacher-student rapport in the secondary music ensemble
dc.title.alternative013 - Sebastian Phillip Adams
dc.typeText
dc.typeImage
dcterms.rights.dplaThe copyright and related rights status of this Item has not been evaluated (https://rightsstatements.org/vocab/CNE/1.0/). Please refer to the organization that has made the Item available for more information.


Files in this item

Thumbnail

This item appears in the following Collection(s)

Show simple item record