[J LIBRAR v ”l Michigan U..." i University “’E‘II This is to certify that the thesis entitled THE DEVELOPMENT OF SIMULATED CRITICAL TEACHING SITUATIONS FOR USE IN INSTRUMENTAL MUSIC TEACHER EDUCATION presented by DAVID HENRY WALTERS has been accepted towards fulfillment of the requirements for moDo dggree in MUSiC fl ; , z: [DK C ~( 4 :r/J ' “AL/(p Major professor Date \Ccflfaf 9i W? 7 2’, \ 0-7639 ABSTRACT THE DEVELOPNEKT OF SIMULATED CRITICAL TEECEING S TUATIONS FCR USE IN INSTRUMENTAL MTSIC TEACHER EDUCATION Ev David henry halters Purro. U') [(D It was the purpose of this study to: (l) develOp videotapes of critical teaching situations which provide an authentic portrayal of actual situations which confront teachers of instrumental music; (2) discover what changes, if any, use of these tapes will produce in instrumental music majors' attitudes toward teaching and toward music teaching; and (5) determine at what university level use of these tapes is most effective in terms of attitudinal chances. Procedure Videotapes of critical teachina situations were developed and authenticated by a jury of music educators. The tapes were then presented to the experimental group in a two—day workshOp. Participants viewed each of the ten videotapes, decided upon solutions to the problems pre— sented, and then discussed with other viewers the possible causes for each situation and consequences of the solutions suggested. . , R‘s. .\ Attitudes were metsured by the tinnesota Teacher Attitude Inventory and the Cady Survey of Music Career Preferences (unpublished). A pretest—posttest control group desien was used. Statistical analysis consisted of the analysis of covariance and t tests. Results The experimental sroup showed a significant in- crease (at the .05 level) in positive attitudes toward pupils and toward teaching careers in music. However, a second posttest, administered thirty days after the pre— test, revealed no sisnificant differences between the experimental and control eroups. Freshman and sOphomore students were found to be considerably more sensitive to treatment than junior and senior students. Recommendations Recommendations based on these results include: (1) further application of sinulation techniques and more extensive use of videotape in music teacher education, (2) replication of the experiment with a longer treatment period or repeated treatments, and (5) changes in the traditional music education curriculum which will permit freshman and sophomore students to have real or simulated music teaching experiences. THE DEVELOPMENT OF SIMULATED CRITICAL TEACHING SITUATIONS FOR USE IN INSTRUNENTAL MUSIC TEACHER EDUCATION By David Henry Walters A THESIS Submitted to Michigan State University in partial fulfillment of the reouirements for the degree of DOCTOR OF PHILOSOPHY Department of Music 1972 3\ ACKNOWLEDGEMENTS The number of neOple who supported, assisted and were involved in this project are too numerous to enable the naming of each. Powever, several are singled out for their sincere interest and special assistance. To Dr. Robert Sidnell, my committee chairman, and to my committee members, Dr. Myron Colber, Dr. Paul Harder and Mr. Richard Klausli: thank you for your interest and full COOperation. To Mr. Gary Thorson of television station KART, to Mr. Robert Potter of the Mesa Public Schools, and to Mr. Lester Felten and Mr. Richard Longfield of the Phoenix Public Schools: thank you for your helpful cooperation in the preparation of videotapes. To Mr. Frank Cavalier, hr. Delyle Dvorak and Mr. Walter Geyer: thank you for your assistance in the experimental portion of this study. Finally, a very special thank you to my wife Janet, without whose quiet encouragement and patient understanding this project would not have been possible. ii TABLE OF CONTENTS Page LIST OF TABLES . . . . . . . . . . . . . . . . . . . . v CHAPTER I. THE PROBLEM . . . . . . . . . . . . . . . . Sinnificance of the Study . . . . . . . . Purpose . . . . . . . . . . . . . . . . Definition of Terms . . . . . . . . . Brief Statement of Procedure . . . . . . . \OflW—PNH Questions and Hypotheses . . . . . . . . Limitations . . . . . . . . . . . . . . . l2 ASSUYUtiOnS o o o o o o o o o o o o o o o 15 Creanization of the Report . . . . . . . . 15 II. REVIEW OF RELATED LITERATURE . . . . . . . . . l5 Simulation . . . . . . . . . . . . . . . . 15 Use of Videotape in Teacher Education . . 26 Media in Music Teacher Training . . . . . 28 Attitude as it Relates to Teaching . . . . 52 Music Teachina and Attitude . . . . . . . 55 Summary . . . . . . . . . . . . . . . . . 59 III. PROCEDURE . . . . . . . . . . . . . . . . . . 41 Preparation of Videotapes . . . . . . . . 41 Ponuletion and Sample . . . . . . . . . . 44 Instruments . . . . . . . . . . . . . . . 45 DGSiqn C O O O O O O O O O O O O O O O O O 49 iii CHAPTER Page Testins Procedure . . . . . . . . . . . . 50 Experimental Workshop . . . . . . . . . . 51 Treatment of Data . . . . . . . . . . . . 52 IV. RE (0 ULTS O O O O O O O O O O O O O O O O O C . 54 Report of Descriptive Data . . . . . . . . 54 Results of Analysis of Covariance . . . . SO Results of t Tests . . . . . . . . . . . . 65 V. CONCL’SIONS AND RECOMMENDATIONS . . . . . . . 80 Treatment of Hypotheses . . . . . . . . . 80 Discussion . . . . . . . . . . . . . . . . 88 Conclusions . . . . . . . . . . . . . . . 90 Recommendations for Teacher Preparation . . . . . . . . . . . . . . 91 Recommendations for Further Research . . . 92 BIBLIOGRAPHY OF CITED WORKS . . . . . . . . . . . . . 94 APPENDICES . . . . . . . . . . . . . . . . . . . . . . 99 "j APPENJIX A: Critical Teaching Situations Questionnaire . . . . . . . . . . . 99 APPENDIX B: Videotape Authentication Form . . . .105 APPENDIX C: Careers in Music . . . . . . . . . .104 APPENDIX D: Raw Data Tables . . . . . . . . . . .111 iv Tab1e Q.) :0 10. 11. 12. Pretest—Posttest Means and Standard Deviations: KTAI Key A . . Pretest—Posttest Means and Standard Deviations: PTAI Key B . . Pretes t— Posttest Neans an Devia-ions1TAI ins? C . . Pretest— Po sttes t Peans and Standard Deviations: Cady Survey . . Pretest—Delayed Posttest Means and Standard Deviations: KTAI Key A Pretest—Delayed Posttest Keans and Standard Deviations: DTAI Key Pretest—Delayed Posttest Standard Deviations: , :e A 'A ll “‘1‘ (O HO.) P3? e Pretest-Delayed Posttest Deans and Stonlard Deviations: Cady Survey Analysis of Covariance: l‘lJ-F‘I K837 13‘3- log—ttest o o o 0 Analysis of Covariance: MTAI Key E Posttest . . . . Analysis of Covariance: MTAI Key C Posttest . . . . Analysis of Covariance: Cady Survey Posttest . . . . Analysis of Covariance: MTAI Key A Delayed Posttest Analysis of Covariance: l TAI Key B Delayed Poe ttest Analysis of Covariance: NTAI Key C Delayed Posttest I C13 f‘ :1.“ d Standard B 1 C Page . 55 . 55 . 56 . 56 . 57 . 58 . 58 - 99 . 6O . 61 . 61 . 62 . 62 . 65 . 65 18. 20. 27. 26 . 50. 51. 52. Analys's of Covariance: Cady Survey Delayed Posttest . . . . Pretest-Posttest 3 Values: Control Group Pretest—Delayed Posttest 3 Values: Control Group . Pretest—Posttest t Values: Seniors . Pretest—Delayed Posttest : Values: (N o \JGHZLOI‘S o o o o Pretest—Posttest t Values: Juniors . Pretest—Del'yed Posttest 3 Values: Juniors . . . . Pretest-Posttest t Freshmen ” Sonto Pretest—Delaved Posttest 3 Values: Freshmen Sophomores Pretest—Posttest 3 Values: Without Student Teaching Pretest-Delayed Posttest Students fiithout Studen Experience . . . E t Pretest-Posttest 3 Values: Student Teachers Pretest-Delayed Posttest 3 Student Teachers Students Experience VaJnies: Teaching Values: Pretest Correlation Coefficients . . . Posttest Correlation Coefficients . . Delayed Posttest Correlation Coefficients Summary of Hull Hypotheses Findings . Page . 64 . 65 . 66 . 67 . 58 . 69 . 70 . 71 . 72 .75 . 74 .75 . 76 .77 . 78 .79 . S6 CHAPTER I THE PROBLEM The real problem in teacher education, of course, is to modify the actual instructional behavior of teachers in desired directions. Most teacher educators believe that chanaes in the teacher's knowledre or attitudes will be accompanied by subsequent chanaes in his class— room behavior. Even thounh this may be so, there are few instructional materials, e.a., texts, prorrams, films, which have been demon— strated to be capatle of brinaina about changes in the teacher's professional knowledae or at— titudes, even changes which can be assessed by paper—and—pencil tests.1 The need for attitude-changing methods and materials is particularly acute in music teacher education, since many music teachers do not place a hiah value on . 2 . . teaching as a career. This study was deSianed to test the efficacy of sidulated encounters with instrumental music teachine problems in brinaine about changes in prospective music teachers' attitudes toward teachina and toward music teaching. 1, . . . W. James POpham, ”Instructional Video Tapes in Teacher Education,” AV Communication Review, XIV (Fall 1966), 572. 2Kenneth C. Snapn, ”Development of a Musicians Interest Inventory for Use in Vocational and Educational Guidance” (unpublished doctoral dissertation, Indiana University, 1955), p. 121. 2 Sianificance of the StUdE Teachers of instrumental music are often con— fronted with problems which reouire immediate decisions. Many of these problems are of a musical nature, such as rhythmic inaccuracies or inaccurate pitches. One of the primary duties of the teacher/conductor is the detection and identification of these performance errors and the prescription of possible solutions for correction. Other problems, such as pupil evaluation and misbehavior in the classroom, are extramusical and are common to any subject matter teaching. However, these problems may be intensified in music classes due to large class size and the dependence of members of musical oraanizations upon each other in the performance of music. Beminning teachers are sometimes disillusioned because their training has not adequately prepared them for the problems they encounter. Hypothetical teachinn problems and their solutions are verbally described in educational methods classes. However, the assumption that prospective teachers will transfer verbal instruction to their teachina is unsup— ported.5 Exposition of educational methods can be ex— pected to help teacter—trainees talk about teaching, 5Donald R. Cruickshank and Frank K. Broadbent, The Simulation and Analysis of Problems of Beginning Teachers, U.S. Office of Education Cooperative Research PFOJGCt HO- 5-0798 (Washinaton D.C.: Government Printing Office, 1968), p. 1. 5 but does not provide appropriate practice in dealing with classroom problems.4 Critical teaching situations are sometimes en— countered in student teaching but cannot be selected or controlled. Some supervising music teachers, faced with the pressures of public performance, are reluctant to allow student teachers to assume responsibility and thus deprive them entirely of problem—solving experiences. Mistakes made during student teaching tend to destroy the student teacher's confidence in his ability to teach and may also create in the students a negative attitude toward instruction. A student teacher should be prepared to cope with classroom problems before he faces an actual classroom situation. Through the use of media it is now possible to partially bridge the gap between theory and practice by creating accurate, perceivable representations of realistic situations: a technique known as simulation. This technique has been used in many trainina programs but has not yet been applied to the preparation of instru- mental music teachers. The possible effect that confrontations with simulated situations may have upon attitude is particularly 4. r . . Paul a. Twelker, ”Classroom Simulation and Teacher Preparation,” The School Review, IXXV (Summer, 1967), 198- Lg- important in music teacher education. Snapp5 and Cady6 indicate that many collene students who seek degrees in music education view themselves primarily as performers and would prefer careers in music other than teaching. Therefore, music teacher education is critically in need of a program which will either cause a positive change in attitude toward teachinn or will serve to polarize atti- tudes so that those who have a superficial interest in teaching may be discouraged from entering the teaching profession. Any program designed to fulfill this need seems worthy of investigation. 3221252 This study was based on the recoaniticn that many music education students do not have positive ‘7 attitudes toward the teaching of music.’ The purpose of this study was to determine the effects that simulated encounters with instrumental music teaching problems would have upon the attitudes of instrumental music majors toward teaching and toward music teaching. More specifically, the purpose of this investiyation was to answer the following ouestions: (1) Do simulated 5Snapp, op. cit. 6Henry L. Cady, ”Survey of Kusic Career Preferences” (Columbus: The Ohio State University, 1970). (Mimeoaraphed.) Snapp, on. cit. 5 encounters with instrumental music teaching problems significantly affect the attitudes of instrumental music education majors toward pupils? (2) Do simulated encounters with instrumental music teaching problems significantly affect the attitudes of instrumental music education majors toward music teachina as a career? (5) At what class level are simulated encounters with instrumental music teaching problems most effective in terms of attitudinal changes? (4) Are attitudes toward teaching and toward music teaching most likely to be af— fected if simulated encounters with music teaching problems are presented to the prospective teacher before or during his student teachinm experience? Definition of Terms {1'1 .0 a sist the reader in understanding the meanings U) of concepts as tley are used in this study, a definition of terms will be helpful. .Attitude. The term ”attitude” is defined in the En— cyclopedia of Educational Research as A psycholoaical construct, or latent variable, inferred from observable responses to stimuli, which is assumed to mediate consistency and co— variation among these responses.d 8 . . Chester W. Harris (ed.), The Encyclopedia of Ekhicational Research (New York: The Nacmillan Company, 1960), p. 102. 6 This definition of attitude is based upon the belief that attitude will be expressed in some type of observable behavior. The phrase ”observable responses" evidences the necessity of including the concept of out— ward manifestation of attitude in a definition of the term. Actually, ”attitude” is a word used to refer to a general tendency of an individual to act in a certain way under certain conditions. Our use of the word ”attitude” is based on what someone says or what he does. It is based on visible behavior.” In this study, attitude refers to observable behavior patterns of approach to and avoidance of certain stimuli. Attitude chanmes refers to any change in these behavior patterns. Simulation. Simulation as used in this experiment is defined as the creation of accurate representations of real situations. Critical teaching situation. This concept refers to a situation which demands an immediate resnonse on the part of the teacher. Most of these situations, though not all of them, occur in the classroom. Failure to re— spond effectively to these situatiors is likely to result in a loss of rapport between teacher and student or in q Ir ° . ‘ “Robert F. Maser, Developing Attitude Toward iLearning (Palo Alto: Fearon Publishers, 1968), p. 14. an interruption of the learnine process, hence the term ”critical.” Brief Stat erert of Procedure 1 Ten video trpes of critical teaching situations were prepared from approximi tely four hours of material taped at three Phoenix area schools. The problems se— lected for tapina were determined by a questionnaire sent to the 1*: 0 members of the hrizona Band and Orchestra Directors Association. The problems selected by the music 4‘eachers completine 'he ouestionnaire were: (1) Noti- vation, (2) Selectinm Literature, (5) Discipline, (4) In— tonation, (E ) inh Readinfi, (6) Evaluation, (7) Rehearsal Procedures, (9) husical Illiteracy, (9) Rhythmic Inaccuracy, and (10) Schedulinr. Authenticity of the tapes was de— termined by a jury of six experienced music educators _L. whose classes were flOo involved in the experiment. All of the instruments music education majors at Ariz ona State University were asked to nrrticina e in the experiment. The sixty-nine students wlo completed the pretest were divided into five eroups: Freshmen, Sopho- mores, Juniors, Seniors without student teaching experience, and Seniors eneamed in student teaching at the time of the experiment. Students from each of these aroaps were ran— domly assigned to experimental and control groups: sixty- six to the experimental sroup and twenty—three to the 8 ccntrol eroup. Both groups were given a pretest on Cctoher 4, 1071, a pee test on October 7, 1971 and a second posttest on November 5, 1971. The sample consisted of the fifty—seven students who completed the pretest and either or both of the posttests. The experimental eroup participated in a two—day workshop on October 6—7, 1971. Each participant viewed each of the tapes, decided upon a solution to the problem presented, and then discussed with other viewers the possible causes for the situation and conseouences of the solutions sunscsted. Viewing and discussion were handled in small nroups, each under the supervision of an ex- perienced music educator. Rembers of the control group attended their resularly scheduled classes and did not participate in the workshop. The data aatterina instruments used in this study were the Minnesota Teacher fittitude Inventory (Form A) . . 10 1 1 a v . . e (hTaI) and the Cady survey of kusic Career rreferences 1 (Cady).'Ll 10 ,, -c . . Walter a. Cook, Carroll u. Leeds and Robert Callis, Finnesota Teacher httitude Inventory (tew York: "1 The Paycholomical orporation, 1951). 11. , . Caoy, on. Cit. 9 ‘, o T: ‘ Questions and rypctfieses The stated purpose of the study suggested four main ouestions to be answered by tests of a number of iulI hypothes s. Question humher Che. Do simulated encounters with instrumental music teachina problems significantly affect the attitudes of instrumental music education majors toward teachinm? 301: There is no riC‘rific nt difference im- mediately after ihe e):perimenta1 trea t- ment betw en the atti udes tow rd pupils held by universitV students who have had simulated encounters with instrumental mu sic teacl ins probleus and the attitudes of students who did not hav e this x- perience, as measured by the ITAI. H02: There is no ”igfllflclflt difference thirty V days after the exrerirenial treatment be- tween the attitudes toward pupils held by univers it: students who have had simulated encounters with instrumental music teaching problems and the attitudes of students who did not have this experience, as measured br"the F”TA H 5: There is no simnifica nt difference between the pretest and first posttest scores of t1e control eroup as measured by the LTAI. F 4: There is no sisnificant differeiice be tween *C the pretest and second posttest sc0Ies of the control Group as me easured by 11a NTAI. Question Number Two. Do simulated encounters with instrumental music te achinm problems sienificantly affect the attitudes of instrumental music education majors toward music teactinu as a career? 10 There is no significant difference immediate— ly after the experimental treatment between the attitudes to ard careers within music of university students who have had simulated encounters with instrumental music teaching problems and the attitudes of students who did not have this experience, as measured by the Cady Survey. There is no significant difference thirty days after the experimental treatment between th attitudes toward careers within music of university students who have had simulated encounters with instrumental music teaching problems and the attitudes of students who did not have this experience, as measured by the Cady Surv y. There is no significant difference between the pretest and first p sttest scores of the control sroup as measured by the Cady Survey. There is no sianificant difference between the pretest and second posttest scores of the control group as measured by the Cady Survey. Question Number Three. At what class level are simulated encounters with instrumental music teaching problems most effective in terms of attitudinal changes? U “C E Q: 12: There is no sisnificant difference between the MTAI pretest and first posttest scores of the freshmen and s0phomores in the treat- ment group. There is no significant difference between the KTAI pretest and second posttest scores of the freshmen and sophomores in the treat— ment group. There is no significant difference between the Cady Survey pretest and first posttest scores of the freshmen find sophomores in the treatment group. There is no significant difference between the Cady Survey pretest and second posttest scores of the freshmen and sophomores in he treatment group. NO 20: ll There is n‘ significant difference between the NTAI pretest and first posttest scores of the juniors in the treatment group. There is no significant difference between the NTAI pretest and second posttest scores of the juniors in the treatment group. There is no significant difference between the Cady Survey pretest and first posttest scores of the juniors in the treatment group. There is no significant difference between the Cady Survey pretest and second posttest scores of the juniors in the treatment group. There is no significant difference between the MTAI pretest and first posttest scores f the seniors in the treatment group. There is no significant difference between the MTAI pretest and second posttest scores of the seniors in the treatment group. There is no significant difference between the Cady Survey pretest and first posttest scores of the seniors in the treatment group. There is no significant difference between the Cady Survey pretest and second posttest scores of the seniors in the treatment group. Question Number Four. Are attitudes toward teaching and toward music teaching most likely to be affected if simu— lated encounters with music teaching problems are pre— sented to the experience 1 }*0 HO ‘3 21: 22: student before or during his student teaching There is no significant difference between the MTAI pretest and first posttest scores of the students in the treatment group who have not had student teaching experience. There is no significant difference between the HTAI pretest VH6 second posttest scores of the students in the treatment group who have not had student teaching experience. l2 H025: I*ere is no significant difference between tFe Czdy Lurvey pretest and first posttest cres of the students in the treatment group who have not had student teaching experience. H024. There is no significant difference between the Cady Survey pretest find second posttest scores of the students in the treatment group who have not had student teaching experience. 3025: There is no significant difference between the NTAl pretest and first posttest scores of the students in the treatment group who are currently engaged in student teaching. KOBE: There is no significant difference between the PTAI pretest and second posttest scores of the students in the treatment group who are currently engaged in student teaching. l".-4 44 O R) “1] There is no significant difference between the Cady Survey pretest and first posttest scores of the students in the treatment group wto are currently engaged in student teaching. : There is no significant difference between the Cody Survey pretest and second posttest scores of the students in the treatment group who are currently engaged in student teaching. Each of the twenty—eight null hypotheses was ac— cepted or rejected on the basis of statistical tests dis- D cussed in Chapter Three. Limitations This study involved only undergraduate university students majoring in instrumental music education. Arizona ( U C tate University was the onlv teacher education institution ., J involved. The treatment was limited to a two-day workshop. -~... _'__“"..' . VJ.“ A» .V“_ ~, ‘u( ’A ““ ‘7— RF A - ‘r \ '-‘ ‘ H." ., ”‘_ k , u x“ 0-» v ‘4 ’r‘, ‘\i 15 W 1 inis study did not attempt to measure the effective— ness of the university student's responses to the critical teaching situations presented. Neither was an attempt made to discover the effect of the tre tment upon the student's teachinr success, either immediate or future. Assumptions The following assumptions were made: l. The instruments utilized and methods employed in this study are valid, reliable and suited to the purpose of the study. 2. any contact which mcmhers of the control Group may have had with children through noq—university oriented experiences had no sisnificant effect upon the results of the study, due to random assignment to groups. Craaniration of the Resort The pertinent literature will be reviewed in Chapter II. Research on simulation as an educational techninue will be reviewed, ”se of videotape in teacher education will be described and studies concerned with the relationship between attitude and teaching will be reported. Particular emphasis will be placed upon the literature pertaining to the teaching of music. The procedure followed will be described in Chapter III. The preparation of the videotapes will be discussed, followed by a description of the sanple and a report of treatment procedures. The instruments employed, the experimental design and the treatment of the data will then he described. In Chapter IV the results of the study will be reported, primarily in table form, followed by a dis— cussion of the findings. REVIEW OF RELATED LITERATUYE Two broad areas were considered relevant to this study: (1) sirulation in music teacher education by means of videotapes and (2) tie study of attitudes and their relation to the education of music teachers. From the two general areas, the following tepics were selected as pertinent: (l) Sirulation, (2) Use of Videotape in Teacher Education, (5) Media in Nusic T acher Training, (4) Atti— tude as it Relates to Teaching and (5) Music Teaching and Attitude. Sirulation A definition and an explanation of simulation are 1 l . . . set forth by Twelker. :welker defines Simulation as (l) a technique of modelina (physically, iconically, verbally, or nothematically) some aspects of a real or proposed system, process, or environment; or (2) the model (physical, iconic, verbal, or math— ematical) of some aspects of a real or proposed system, process, or environment.4 Twelier explains how simulation can be used in re— search, develOpment and instruction. Three instructional ’ND \‘V l , . . Paul a. Twelker, simulation: An OverView (Monmouth, Oregon: Teaching Research Division, Oregon State System of Higher Education, 1968). 2 Ibid., p. 5. uses are descri ted: (l) presenting information through concrete or iconic models that illustrate concepts or principles more clearly than do words, (2) eliciting respOLs es by providinr opportunities for practice of previously learned principles, and (5) assessing perfor- manc e tl rat is often unte ste ble by other means. In on e sense, simulation does not represent as much a ta no oible thirs or process as it does a phil— os0phy. T s Wlos oph y is best the ueht of as a 1 l' fus iCU of t;.o W3T1d35tble instructional world and the real— life world. The philosophy of simulation also implies that attention should he QTlVQfl to making the learner a participant in a list lC learning experience rather than an observer 9; a iccriin” e: (perience. Simulation represents in the educational sense annew and different experience for the learner. The philosophy of simulation also implies a unique opportunity to intesrate the cocnitive, affective, and psychomotor aspects of lerrrine... Educators are often prone to eparate inst ructional objectives into neat categories (cf., Bloom, 1Q55;Krathwohl,et al., lQ64), and often neglect to ir t: erate what ha been thought of as separate. Fur Wer, the emphasis on passive re— ception throuah lectures, textbooks, and the like, often leaves little room for the activities that inte- grate the various types of objectives in a way th?J t is meaninfful. Simulation offers teachers, for example, an opportunity to deal with their emotions in handling the problems that demand the application of previously learned principles in classroom management and in— struction. Valid educational principles might prove of little value if the teacher reacted in a negative emotional manner Edurin'f a demanding occasion of decision— mal inn. /' 51big., p. as. ALItid., p. 47. 51bid., p. as. 17 Simulation techniques have been used for many years in the trainins of military personnel. War games, basical- ly conceptual in desien, date back to the early lSOC's.C Physical simulation models which reproduce flight condi- tions with considerable fidelity have evolved from the Link Flieht Trainer, develOped during Wocld War 11.? Other military uses of simulation include an air defense simu— lator developed by the Systems Research Laboratory of the H Rand Corporation and ”honcpoloes, a simulation exercise . . . Q in inventory manaeenent used by the Al? Force.' Simulation has become widely accepted by business and industry as a means of preparing individuals for manaserial positions. Kibbee, Craft and Nanus describe , , . . l1 _. over one-dunored such applications. Examples of these YY (' "1 T” {-3 0 ‘Paul S. Creenlaw, Lowell n. nerron and nichard H. Rawdon, Business Sipul tion in Industry and University Education (Enalewood Cliffs, N.J.: Prentice—Hall, l962), p. 7. _ (Jack A Adams, ”Some Considerations in the Design and Use of Dynanic Fliaht Simulators,” Simulation in Social Science: Readinss, ed. Earold Guetzkow (Englewood Cliffs, N.J.: Prentice—Hall, lQE2), pp. 29—47. “Robert L. Chapman, John L. Kennedy, Allen Newell and William C. Biel, ”The Systems Research Laboratory's Air Defense Experiments,” Simulation in Social Science: Readings, ed. Harold Guetzkow (Enelewood Cliffs, N.J.: Prentice—Hall, 1962), pp. 172-188. “Joel M. Kibbee, Clifford J. Craft and hurt Nanus, Management Games: A New Technigue for Executive Develop- ment (New York: Reinhold Eublishinn Corporation, lQSl), lO lhis-, pp. 515-356. .L i. 18 are the American hanarement Association's ”Top Manatement . . m. . 1} a . . a , . DeCiSion Simulation,” Remington Rand Univac's ”hermeting O O l 2 . Management Simulation” and Dayco Corporation's ”Dayton 0 o a v 1 I; o o 3 Tire Simulation.“ ’ All of these Simulation exerCises are designed to enable business executives and future executives to learn from decision—making errors without jeopardizing their professional careers. In the field of education, simulation techniques were first used in driver training. Stationary simulated automobiles were developed to teach behind- he-wheel driving skills. These simulators continue to be used in many driver education programs.14L One of the first applications of simulation in professional education was the fihitman School experiment for the evaluation and training of school administrators. A simulated setting was created which permitted each participant to practice makina administrative decisions by assuming the role of principal at the hypothetical , . 19 Whitman Elementary School. ’ , “llRlQ°’ pp. 165—166. l2l§l§°a pp- 15-55- 15lbid., p..519, lD'Cecil G. Zaun and Melvin T. Schroeder, ”The Driver Trainer: A Teaching Machine,” Journal of b‘econdary Edu— cation, XXXVII (February, 1962), 112-116. /Norman Frederiksen, ”In—Basket Tests and Factors in Administrative Performance,” Simulation in Social Science: Readings, ed. Harold Guetzkow (Enslewood Cliffs, N.J.: Prentice—Hall, 1962), pp. l24-157. 19 Cl) c+ ny ins i itions specializine in the training regard simulation as a useful .3. «O a CO m of school administ r tool. In resnonse to a survey conducted in 19C5, ninety institutions reported 125 professors as users of simulation technicues. C Simulation was aprlied to the preparation of cl sroom teacher s by Kersh at the Teaching Research 17 Laboratory of the Oreaon State System of Higher Education. A simulation facility was constructed and techniques de— veloped for simulating a variety of classroom problems. Through the use of sound motion pictures, participants in the project ar: presented with problems occurring in a simulated sixth arade classroom identified as ”Mr. Land's Sixth Grade.” After viewira each problem sequence, the prospective teacher enacts a response which is observed by a supervisor through one—way glass. The supervisor then selects an appropriate feedback sequence, thus enabling the student teacher to view the possible conseouences to his handling of each problem. Kersh conducted several experiments to determine how this material could bee t be used. One experiment was aimed at detcrminins the need for realism in the projected "l f' LUNorris J. Weinburaer, "The Use of Simulation in the Teaching of School fi.dministrators” (unpublished doctoral dissertation, Columbia University, 1965). l r "1 . . ,- x" 7Bert I. Kers h, Classroom Simulation: A Lew Dimension in Teacher Education, Eiral Report, LLDLA Title VII, Iroject No. 8~' (Nonmouth, Oregon: Teaching Research Divis sion, Oregon State System of Nisher Education, 1965). BO image. Four groups of tn cher-trainees were given the same visual instruction, varying only in the realism of the screen projection. Group I viewed life—size motion pictures; Group II viewed motion pictures greatly reduced in size; Group III viewed life—size still projections and Group IV viewed smaller still projections. A pretest— posttest design was used and an analysis of variance per— formed. Kersh found smaller, less realistic projections to be significantly more effective (at the .05 level) for instructional use than life—size projections. A possible explanation for this finding is that the less realistic mode of presentation allows the learner to remain slightly detatched from the problem and to become more analytical . . 19 in his response. V 1 In :nother experiment, Kersh compared the post- (N test performance of students who enacted responses to filmed problems to the performance of those who simply . L, 19 a . . . described how they would respond. * to significant difference was found between the two modes of response. Kersh's simulation materials were used by deals in a study to determine whether simulated classroom experie ce can effectively substitute for live pre-student—teaching lSIbid., pp. 8-10. 1 L9Bert Y. Kersh, Classroom Simulation: Further iStudies on.Dimensions of Realism, Final Report, IDEA Title VII, Project NO. 5-0848 (Nonmouth, Oregon: Teaching Re— search Division, Oregon State System of Higher Education, 1965). 21 to experience. ”0 Junior level students were randomly assigned to three tLESJLD ents: (1) two Lot; of classroom observa- tion and participation; (2) one week of live observation and participation followed by one week of simulated class— room experience; (5) one week of simulated classroom ex- peri ence. Criterion measures consisted of the Minnesota Teacher Attitude Inventory and four measures of student teaching performance. Analxsis of variance revealed no significant differences among the three groups in student teaching performance or in attitude toward teaching. Vlcek used Kersh's materials to investigate the effect of simulated cl:ssroom experience on the ability of prospective teachers to identify and cope with actual clas;room problems, and also on their self-confidence in teaching.21 A two—group desisn was employed. The experimental group received nine hours of simulated cla ass room eX— perience in which class room problems and feedback sequences were projected in sound, motion and color on a large pro— jection screen. Prospective teachers responded to each problem presented and immediatelyo obserrcd the cl assroon behavior elicited by their respo 20Paul E. heals, Classroom Simulation as a Siflis titluxa fCr LiAwa Pre— LfiWIieiu"TeichiJu“ L Lcnmitorv Experiences (Shippens burs, Pa.: IPLSDSOHTV State College, 1970). q LlCharles W. Vlcek, "Assassins the E feet an: Transfer Value of a Classroom Simulator Te c nioue” (unpublished doctoral dissertation, hichipan State Unive TSltf, 1967). A posttest and an observational record form were developed to evaluate awareness of problems, response to problems aLd application of principles. The posttest was administered immediately after the experimental treatment; the observational record form was used during student teachinfr A confidence scale was also developed and ad- mi inistered on a pretest—posttest schedule. Analysis of variance was used to compare the tao groups. It was found that awareness of problems is not developed through simu- lated classroom experience but that effective responses to classroom problems, p:inCArlee which can be us ed in solving classroom problems and confidence in ability to teach can be developed through simulation. notI er set of simil mi - materials, entitled i790 f‘) : ”Teaching I? cblems La ooratorr was developed by .R) Cruickshank, Eroadbent a;1d Bubb in connection with a study to determine the effectiveness of simulation for ID _. x. I pres entins critical teachina problems. ’ "Tea chins Prob— lems Laboratory” is in many ways similar to ”Mr. Land's Sixth Grade,” but controlled feedback is not provided. ’3’? ‘CDonald R. Cruickshank, Frank W. lioaoba t and Ro Bubb Teaching Iroblems Laboratorv (Ch108903 Science Y a sin _ liesea rch ACCCCldUGS, IQCT . o LaDonald R. Crricks hank and Frank W. Broadbent, The Sinmxl tion and Analysis of Problems of Besinning Teach~rs, U.S. Office of Education Cooperative Re s arch Project to. 5-0798 (Washinstcn D.C.: G<>ve rnment Irir tins Office, 1969). 23 Instead, feedback results from the reactions of fellow J— articipants. Each participant a sumes the role of a (D *d besinnins fifth—erade teacher. Critical teaching problems are presented to him by means of films, role plays and written incidents. He reacts by identifying each problem and deciding upon a solution. The participants as a group then discuss the incidents, their hypotheses and pro- jected consequences. ”Y“ ‘1 Cruickshank anl nroadoent hypothesized that simu— lated classroom experience would result in (l) fewer teaching problems, (2) improved teaching performance, (5) more positive attitudes toward teaching, (4) greater self— confidence and (5) less training time required before assuming full—time teaching responsibility. These hypotheses were tested usinn a pretest—posttest control group design. Teachinn problems were measured by a per— ceived problems inventory; teaching performance by a classroom observation record and a student teacher evaluation report; attitude by the Minnesota Teacher Attitude Inventory; confidence by a confidence scale; and time required to assume responsibility by a report from each supervising teacher. Results of the tests generally favored the experimental group, but the only significait finding was that fewer teaching problems occurred among the student teachers who had received simulation training. However, Cruickshank and Broadbcnt 24 rMited that student teaching resulted in no more signi- fixcant changes in student teacher behavior than did sinnulated classroom experience. They concluded: It can be said that the simulation training when tested under the most strineent conditions was an uncualified success as a teaching device that motivates and involves students and that, although simulation was only partially successful in changing the student teachers' behavior, it was at least as, 1 I effective as an eoual amount of student teacling.-I Gaffaa conducted a study to determine whether (Zrnaickshank and Broadbent's HTeachinn: Problems Laboratory” pxrwovides the framework tc effectively observe student a: teeaacher behavior.“/ A two—group design was used in which tljea experimental group took part in the simulation pro— jeeczt. Student teachers in both groups were rated by two eeliication professors, the college supervisor and the co— Orbexratins teacher, using Ryans' classroom observation IW3C3OIflJ In addition, members of the experimental group WEere rated by two observers in the simulated setting. Th“? 'Various ratings for etch student were compared, using SPEBEKrman rank correlation coefficients and Mann—Whitney U tEasts. Gaffga concluded thet behavior can be observed 6fEffectively in the simulated setting as later exhibited in reeflllar student teachinc and that simulation does pro— du<3€3 a change in the teaching behaviors of student teachers. \k f iAIbid., p. 110. x) “/Robert N. Gaffga, ”Simulation: A Lethod for QEEMerving Student Teacher Behavior” (unpublished doctoral dvl-ESSertation, University of Tennessee, 1967). 25 The use of simulat tion techninue s to affect atti— tlfliin3l changes tow rd professional course objectives was /‘ ’3 , . ' . i: I‘D .‘v o -‘ llTVGStlgBted by Bond. a two—group deSign was employed. sting Kersh a classroom simulator, each member of the e>cperimenta 1 group was reouired to pra actice problem—solv- . . . . g iru: until an established level of performance was achieved. mg‘ chnid found no significant differences between the two i grrwoups, but noted a trend toward positive attitude change L fkai? the group receiving simulated classroom experiences gas; a part of instruction. hart also conducted a study concerning the effects . . 2 . . . Cif‘ simulation upon Wtii tude. 7 Four sections of a political Scz:ience course were used in a Solomon four—group design. TVVC) of the sections were randomly selected for simulation tiraiining. A semantic differential was used to test atti- tiidiirml_differences and course unit tests were given to INGEBqure cognitive differences between groups. Data were armaiLyzed by analrsis of covariance, chi—square and t tests. 0 ' . . . . . . U15?Illflcant differences were found in the polarization of attjytudes between the groups exposed to a simulation ex- perience and the groups which were not. “\_ t J ck U Bond, R sins Si Techniques to q i Ch; ‘ETUQe Attitudes of Educ on Tajors Toward Professional CfiTillge Objectives (honmouth, Oregon: Oregon State System 0 iligher Education, 1965). 27William K. Iiart, An Analysis of the Usefulness 9f fSimulation Games in Affecting Attitudinal Changes and Ekszl-Type Learning (San Diego ' U. . International Uni— Velfisity, 1970). The use of videotape recordins eouipment is cen— tral to several pronrams in teacher education. Among ’3 C? those mentioned in articles by Gibsona'and by Johnson, 7“ -1 ”N 20’ ° ‘ brantz and Schultz 'are: (l) microteachina, (2) model teachina demonstrations, (5) student te cher observation, (4) classroom observation and (5 ) siIulation. Althounh these promrams could be carried out by means of sound films, t'e recent availability of portable videotapinn edMiom nt mav have contributed to their de— velo;mont. Videotape rocordinm offers several distinct advantases: (l) comp rati sly low cost, (2) immediate Opportunity for replay of tapes, and (5) almost indefinite tape re— —use capabilitv.fl’ Videotapina is currently a part of the teacher education programs of many colleaes and universities and is used to train teachers in various subject matter areas. . -, 71 . . Pinney anc hiltz” report extenSive use of the Videotape :recorder at Stanford University where, under the direction Videotape in the Training 28 H . . James W. Gibson, ”Usin~ . _ XVII (March, 1968), 107—100. of Teachers,” Speech Teacler, MgJ m es A. Johnson, Yevin R. Frantz, Jr., and James ‘V. Schultz, ”Videotape Recordins in Teacher Education,” jfljucational Technoloav, IX (Nay, lQGQ),4 4E— E5 0., . 3 Gibson, 00 Cit., p. 10”. 51 H .. -. / Robert n. Tinrev and Robert J. .iltz Tele isron Eiecorflirws and Teacher Educatio ' Iew Directions (Stanford: ‘Stanford Universitg, 1368). 27 of Dwight d. Allen, the microteachina concept was developed. It is also being used in counselor education at Indiana T . . 7? . , . . . state UniverSity,)“ in tne traininq of foreign language ’7 _.‘ / v teachers at Pittsburah University,“’ and in the develOp— mental reading practicum at Clark Collette.5 Mohenry A 1 describes tne us:e of video technioues at three Jtah teacher 3 training institutions.’* A series of articles sponsored by the Multi—State Teacher Education Project lists eleven other colleses H1n3 universities which use videotaping pro- cesses to train teachers in such diversified fields as arithmetic, readina, counselins and mathematics.56 The effectiveness of videotaped instruction was 21” . 0 investigated by ropham.” Four taped instructional pro— 79 ..' - . . ("V n . Lawrence Bermer, ”lmplications of simulation, Videotape Recording, analysis Systems and Research for Counselor Education,” Educational Technology, IX (August W) -57- 5:/Chri ting Bratt P3”3930n, The Us e of Video— Tape in the Training of Foreign Lgnrugge Ieachers (Iilt sburgh: 74 ’ Alden J. Ioe L3 Sister IJrv Doro by Feehan, The Use of Videotape Fe c::r rders in the Training of Reading 3 O.) Teachers (Duououe: C_ arke College, lQGB). 3% , 1 -. . “’Vere a. 013: pry, The Use of Video Pro esses in Teacher Education (qfl Lake City: Utah State Bo ard of Education, lQSBTf 20-0! rd E. Eaglev (ed. ) and Harold E. Wiaren (ed.), Television and Related I Iedia in Teacher Education: Some {exol rv Ilaotices (Baltimore: Multi—State 1eacher Education Project, 1967). 5”W. James Popham, ”Instricti onal Video Ta res in Teacher Education,” 5V Communication Review, XIV (l3all lQoé), 571—576. U) 29' .l prams were Utéted in a three-erorp design. One Wroup received audio and video instruction: another group received audio and written instruction and the third ercup received audio and v:1d eo presentations that were 1 not relevant to the instructional programs. Each of tne four instructional progra_s included a video-taped post- I test which required the subjects to identify whether ‘1‘ l‘ .r'h certain princi irles were present in each of tie instruc— tional situations. These to sttests, alone with a written test reeardiné the four instructional principles, were used as criterion measures. The trJee eroups were com— pared hv an analysis of variance. On all four prosrams, the group that had received videoteaoed instruction scored 1 significantly hiener (e51 tte .Ol level tLan did the other two eroups. 11», ', 4 “u, ' m .. m .71; ° hedia in qulC Teacher iraining A series of sound—films of a method for teaching 1enera 1 music to a first srade class was developed by 7? \ Fierhaueh.’K The effectiveness of tie irstructional films was evaluated by means of a mult iple— Zoice test, ad— ministered on e pretest—no ostte st schedule, that was de— vure the subjects' understanding of the m signel to nee 7R. w. ) ’arrv W. flierhauW , ”W e Develorment and Evaluation of a Series of Sour 1d bi]_ms for Music Teacher Training Educntion” (untt1lis1ed dociwor l dissertation, State University of I we, lgc'). W (_ \\1 29 method. The sample consisted of three groups: (1) thirty elementary education majors who received filmed instruction, (2) thirty elementary education majors who received teacher instruction, and (5) a control group of thirty—two glee club members who did not receive instruction.‘ Using the Sign Test and the Mann—Whitney U Test, scores of each of the experimental groups were compared with control group scores. Not surprisingly, each of the groups receiving instruction scored significantly higher than did the con— trol group. Fierbauah concluded that the sound—films were an effective means of presenting the concepts and techniques of an approach for teaching general music. The effectiveness of sound-films has been somewhat offset by the time and expense required for editing and processing. Television, for reasons already stated, is proving to be a more flexible medium for educational use. However, its use in music teacher education is still some— 2o what restricted./” College music departments have used 'television principally as a public address system in pre- senting lectures to multiple sections of music appreciation 40 classes. A review of the literature produced few controlled studies regarding the effectiveness of videotape usage in rnusic teacher education. host of the conclusions reached 0 5”Thomas H. Carpenter, ”TV — More Than a Talking ZFace,” Music Educators Journal, LVII (January, 1971), 61. Z *Oibig., p. 62. 50 in various journal articles are but opinion, unsupported y reliable data and therefore unacceptable for general— ization. however, some of the articles have descriptive value. Skapski investimated the feasibility of pro- ducing synchronized videotapes as instructional aids in the study of music.ul RecordinVs were made of musical performances and later synchronized with musical nota— H tions usina an author—developed Iota—Graph” notation s; stem. Favorable evaluations bv participants were re- {73“ ported. Althous technical problems were encountered, Skapski concluded that production of synchronized video— tapes is nossible and worthy of further development. The videotape recorder was used by Daellenbach in a study desiVned to investigate overt verbal and non- verbal behaviors exhibited by students actively involved in a music performance learninV environment.42 Daellenbach considered nonverbal behaviors to be of particular im— portance in an investiaation of musical learning, having found in a previous study that nonverbal action accounts alGeorVe J. Skapski, Feasibilit" cf Producing Synchronized Video Tapes as Instructinoail Aids in the Study of Music, linal Report, US CE Research Project N . z-I 052e iNorphridVe, California: San Fernando Valley State Colleg 1969 . . 42C. Charles Daellenbach, Identification and Class— ification of Music Learninm Behaviors Utilizinm Videotape Recordina Techn ioues, Final Ber ort, USCE IroJect lo 9— B-CS 5 '(Rochester: Eastm n School of Pusic, 1970). 31 45 for more thin fifty 1er— ce1t of instructional time. FieVa rdinV th; use of 1he Videotape rec corder in his an- alysis of nonverbal behaviar, Daellenbach states: The use of a videotape recorder as a kthly effective tool for recordinV behavioral data and for detailed analys's of specific teachinV behaviors has been justified by tlis st dy. Evalue.ior can be made on a far tther level so histication than is poss11ble when traditional pr edures are followed. Just as the audiotape Vec r r proved to be a successful adjunct to verbal bot evior investiVeticn, the video- tape recorder has now become recoVniz ed as a valuable tool for any truly comprehensive s udv of 1ohavior.ML Some videotapinr techni es have been adopted in music education me1nods courses. Student presentations of lessons are recorded ard critiqued. In instrumental mathods classes, tte ”zaom” lens permits close—up viewing 1'— . . . 4) of such details as emtouchure and hand poSition. ’ Perhaps the most widespread use of the videotape recorder in the x I r—‘J L-) pr~parati on of mus ic teac 1ers has been its use in 1 e conducting class. C VmentinV upon its effectiveness, Joseph Labuta states: Tre portable video 7:.pe recorder (VTR) has proven to be a most useful teac inV tool. From bowling alley to micro-teachinV 19mm tor , a VTR provides the im— mediate feedback tzat tcodifies or reiniorces the 45Daellenbach, ”Ln InvestiVation of the Use of Videotape Recorder Technioues in 111e Icflen fica1lon of Behavioral Chara teristics of Music Teac1ers' (unpublished Master's thesis, F315 man School of Music, 1968). 44. . . . . . Dael lenbach, Ideniifieation and Classification, at 2Allen Cannon, ”Video—Tape Improves [cachinn, Music Journal, x {VIII (July, iavo), 22. / 52 >ehavior ofhtte student more efficiently than any . Ha ‘ instructor. It is noteworthy that videotapinV in music teacher education is used primarily to pr sent 1wr ditional lectures and to observe the tehaviors of prospective teachers. 1; ‘pparently few, if any, attempts have been made to use videotape as a means of enablinV stud _ents to participate in res” listic learninV eXVe iences throth simulated class- room encounters. Attitude as 't Relate to Teaching The relationship between attitude and critical LLf—I h inkinV ability was invthiVated by Bradberry. " Bradberry r—\ K-‘ (‘7‘ found a positive, siVnificant correlation between the critical thinkinV abilities and the attitudes of teacher education s13udents. The Watson —Class er Critii cal ThinkinV Appraisal and the Minnesota Tencher Attitude Inventory were used as measures. Bradberrv also found attitude and critical thinking ability to bee come progressivelv more favorable and higher from the Freshman to the Senior class level. 4F _1 - . .. V “Joseph Labuta, ”VTR (Video Tape Recorder)”, Instrure nt is,, XXV (September, 1970), 87. M/Roneld D. Bradberry, ”Relations hips Among Critical ThinkinV Ability, Personality attributes, and .Attitudes of Students in a Teacher Education Program” (unpublished doctoral dissertation, North Texas State University, l968). l-q ‘IIZ’I‘ 55 McCullough examined the attitudinal differences existing between teachers rated most competent and those rated least competent by their respective school admini— strators.43 A teacher attitude inventory was developed and administered to 182 elementary school teachers and twenty—five elementary school administrators. The sample was divided into three groups: (l) administrators, (2) those teachers rated most successful by their administra— tors, and (3) those teachers rated least successful by their administrators. Test reliability was determined by H a Kuder—Richardson formula. The standard score 2" test of significance was used to examine differences between means for the three sample groups. Attitudinal differences existing between teachers rated most successful and teachers rated least successful and between administrators and teachers rated least successful were found to be significant at the .05 level of confidence. Io significant attitudinal differences were found between the teachers rated most successful and the school administrators. McCullough concluded from these findings that an attitude inventory can be useful as a predictor of teactina success. Interest in attitude measurement as a possible 'predictor of student success appears to be increasing. Christine McGuire states: 48 q . . . J.L. McCullough, ”a Study of Teacher attitude and Teacher Rating” (unpublished doctoral dissertation, 'University of Nebraska Teachers College, 1968). 54 Because tests of coanitive attributes have yielded such generally disappointing results, there is a srowina tendency to incorporate various interest, attitude and personality measures in the admission J ) test batteries of certain professional schools. 3 Of particular interest to this study is the re— search reported by Leeds, one of the developers of the a- _ , 1. f - 50 Minnesota Teacher attitude Inventory. Leeds was con— cerned with the predictive validity of that instrument. Using a longitudinal approach, he correlated NTAI scores obtained at the beeinnine of teacher training, at grad— uation from collese and aeain after one or more years of teaching experience with evaluation ratings for each of 100 subjects. Ratings by the principal, the pupils and a classroom observer were combined to form each evaluation rating. A Pearson product—moment correlation coefficient of .51 was found between hTAI scores obtained after at least one year of teachina experience and the composite rating, indicating the concurrent validity of the ETA . Cf greatest interest from the standpoint of prediction was the correla— ‘tion of .27 (significant at the .01 level) found between the NTAI scores of beainnina teacher trainees and their evalua— ‘tion.ratinas after at least one year of teaching experience. A9 . . a . . . . “Christine H. hcuuire, ”Testing in Professional Education," Review of Educational Research, XXXVIII (February, 1968), $2. 500. H. Leeds, ”Predictive Validity of the Minnesota ’Teacher Attitude Inventory,” Journal of Teacher Education, ZXX (Spring, 1969), 51—56. 55 A lower correlation of .20 (significant at the .05 level), possibly resulting from the leveling influence of pro— fessional training in education, was found between MTAI scores at the time of graduation and the ratings received while teaching. Following an item analysis, the test was shortened and the scoring key modified, resulting in a predictive validity of .55 for beginning teacher trainees and .57 for inexperienced college graduates. Leeds con— cluded that ”as one measure of teacher acceptance of pupils and children, the MTAI performs an important . . , . . . . 51 function in tne prediction of teaching potential.”/ teaching and Attitudes A Musicians Interest Inventory was developed by Kenneth 0. Snapp to be used as a counseling aid for college 1'- music students.)2 This testing instrument was distributed to 2,780 musicians to explore similarities and differences in interest between specialty groups in music. Four specialty groups were represented in the sample: college level theoretical music teachers, college level applied music teachers, public school music teachers, and symphony musicians. Scales were constructed and Pearson product-mo- ment correlation coefficients were computed. A correlation L'1 . 2 Ibid., p. 55. ’3 5"Kenneth 0. Snapp, ”Development of a MusiCJans Interest Inventory for Use in Vocational and Educational (Guidance” (unpublished doctoral dissertation, Indiana ‘University, 1955). 56 of .76 was found between college theoretical and college applied music teachers; -.88 between college theoretical and public school music teachers; .25 between college theoretical music teachers and symphony musicians; -.82 between college applied and public school music teachers; .15 between college applied music teachers and symphony musicians; and -.49 between public school music teachers and symphony musicians. These findings indicate that interests of college music teachers and symphony musicians are closely related, whereas interests of public school music teachers are strikingly dissimilar to those of the other three groups. Snapp discovered that Public school music teaching is the least preferred position among the four specialty groups under con— sideration. Only 41 perwcent of the public school music teachers themselves rated it their first choice, and just one per—cent of the other three specialty groups preferred it.// A study of music career preferences by Cady produced findings similar to those reported by Snapp.54 A Survey of Music Career Preferences was developed and administered to 556 music majors at the Ohio State University. Music careers involving either professional performance or direction of high level performance groups received high ratings. Elementary school music teaching E _ /5ibid., p. 121. 54 / Henry L. Cady, ”Survey of NuSic Career Pre— ferences” (Columbus: The Ohio State University, 1970). (himeographed.) 57 was the least preferred career, even amona the students majoring in music education. Epley, expressing concern over the unfavorable attitudes which many music education students hold re— garding the teaching of music, sought to determine the effect that teaching tusic to small groups of children 1 in elementary and secondary schools would lave in develop— ing a positive attitude toward music teaching among 1","?— s0phomore university music students.') Using the MTAI to measure attitude toward pupils, the tiller Attitude Scale Toward Teaching to measure attitude toward the teaching profession, :nd the Cady Survey of Music Career Preferences to measure attitude toward careers in music, an experi- mental group of t irty and a control group of fifteen were tested on a pretest and posttest schedule. Scores were compared by means of analysis of covariance and the t test. Positive changes in attitude toward the teaching profession and toward careers in music were significant at the .05 and at the .01 levels respectively. Changes in attitude toward pupils were not significant. The use of the MTAI, the Cady Survey, and the Pretest—Posttest Control Group Design in Epley's study arallels the use of these instru— L i e i P ments and of the design in the current study. [:1 ’5Williem C. Epley, ”hodifying Attitudes Toward School Fusic Teaching Through Sophomore Level Cxperience in Elementary or Secondary Schools" (unpublished doctoral dissertation, Arizona State University, 1971). (D 3 Attitude toward the teachi Ing of music is an area of concern to those engaged in the prepa Ma ion of elemen— tary classroom teachers as well as those who train music specialists. In 1963), tte Hational Education Association Research Division reported that thirty—five per-cent of elementa y school rusic was taught by classroom teachers and thl?t forty per—cent was taught by classroom teachers . M . . . r6 v . with the help of music specialists.J :et many prospective 1 V olemei'arr teacfr ei s do not feel that treir trai nine Ch 2/ adequately prepares them to teach music./’ A study by Smith deals with the attitudes of C elementary education majors to owe rd the teariine of music.“ Smith exami L‘lei attitude and confidence level changes that occur during a student ieaching eXperience. Sixty—six student teachers served as subjects. Tte subjects eX- pressed positive changes in confidence for teaching (significant at the .01 level) and in confidence for teaching music (si.g nificant at the .05 level), as measured by a confidence level inventory. Kegative changes, significant at the .001 level, oc urtd.in attitude toward pop." , c ' ,_ 3 f 1) 3 1C drill ".1“ g in the Public Schools, Research Nonograph lQoE—LS, (Wa es t s1ington, D.C.: Research Division, oc ciation, 19(3),15. A NatiOfal Education as I: /7Patrick J. Groff, ”Self—3.? time tes of Teachlflfi M ilitv 'n T‘lerentarv School Subjects," Journal of Teacher Elu uca ti on, XIII (December, 1932), 417— 421. /8L,r ha L. Smith, ”A Study of Elementary Student Teacher Condeence in and Attitudes Toward Nusic and Changes that Occur in Student Teaching Experience” (unpublished doctoral dissertation, Michigan State Uni- versity, 1969). «4; 59 1r teaching and children as measured oy the PETJQI. Interest in music increased, although not significantly, and ttitude toward the bPaCAlWo of music decreased slightly. Eplev notes a lace of research in the area of 59 attitudes as related to the preparation of music teachers. Th same conclusion is expressed by Schneider and Cady: "Perhaps the greatest deficiency in research information . . - . , C: O is the value system Oi music eoucators.” The literature reviewed may be summarized as follows: 1. Skill in handling a variety of occupational problems, including teaching problems, can be gained through simulated experience. 2. Simulation does not reouire th Jat all aspects of a real situation be present; projected images can be reduced in size and written responses are as effective as enacted re— sponses. 3. Videotape recording has been found to be an effective reais of presenting perceivaole phenomena in inst ucti on 1 prOJrams. 4. Hedia, particularly videotape, lave received limited use in mu ic teacher education. 5. A relations,in exists between 30 titud e, crit- ical thinking alility and teac ing competence. 6. Attitude measures can be useful in predicting teaching success. FOErwin H.Sc1mi idsr and henry L. Cady, Evaluation arul Synthesis of Peses rch Studies Pelaging to Music lihication (Columbus: The 0}. Lo State University, 1965), p. 525. 4O 7. Many music teachers and prospective music teachers do not place primary value on teaching music as a career. 8. Experience in working with children has resulted in positive changes in attitude toward music teaching on the part of prospective instrumental music teachers. 9 The effects of simulated teaching experience upon the attitudes of prospective instrumental music teachers have not been investigated. The relationship between attitude and teaching competence suggests the possibility that simulation, which has been found effective in developing skill in handling teaching problems, can also be used to change attitudes toward teaching. The proven effectiveness of videotape in presenting perceivable phenomena and the discovery that the ideal projected image for simulation training is approximately the size of a video monitor recommend the use of vidoetape in creating and presenting simulation materials. CHAPTER III PROCEDURE The present study was developed in three phases: (1) the preparation of videotapes, (2) the experimental worksnop and (5) the statistical treatment of data. This chapter describes these three phases, as well as the sample, treatment conditions and evaluative instruments. Preparation of Videotapes Ten critical teaching situations were selected by means of a questionnaire1 sent to the 160 members of the Arizona Band and Orchestra Directors Association. Forty teaching problems were briefly described in the question- naire. Ten additional spaces were provided for items to be added by the respondents. The respondents were asked to select and to rank the ten situations which they felt were most critical to the teaching of instrumental music. Ninety-four of the questionnaires were completed and returned. The ten problems most frequently selected also scored highest in points assigned to the rankings. These ten situations were titled as follows: (1) Noti— 'vation, (2) Discipline, (5) Sight Reading Difficulty, (4) :Lack of Theoretical Knowledge, (5) Grading, (6) Selection of Literature, (7) Intonation Difficulties, (8) Student l . . . . . ,. This ouestionnaire may be found in appendix A. 41 C :1 u. 3.. Co 2 7., . ..;_ a. :x 1. AK.» 42 Involvement, (9) Rhythmic Inaccuracy and (10) Scheduling Music Classes. Nine of the ten items were selected from the list of forty problems. The problem of scheduling was among the items a ded to the list by he teachers. Video taping sessicns were held at East High School and Griffeth Elementary School in Phoenix, Arizona and at Nesa Junior high School in hesa, Arizona. An Ampex VR—5100 video tape recorder and a Telemation TMC-2100V video camera equipped with a zoom lens were used. The camera was positicned to capture the teacher's view of each situftion. Approximately four hours of materialwere recorded, covering all of the ten critical teachina situations. A rough script of each of the problem sequences was prepared prior to actual taping. The scripts were then reviewed by the instrumental music teachers whose classes were to be taped. The teachers assisted in the selection of students for key roles and in modifying the scripts as required to enable the children to enact each problem situation most naturally. The students were informed of the situations that were to be portraved and provided with general instructions as to how each situation should be ”acted out.” They were not required to memorize lines. Instead, they were asked to sreak the intended message in iheir :vn words. Since they were well cast, the actual taping was accomplished with little difficulty. 43 To create ten videotaped sequences for final view— ing, selections from the original tapes were dubbed onto a master tape using an Ampex VR—SlOO, an Ampex VR-SlOOE and a video processor. Words spoken by the ”teacher” were added by means of a character generator. Cards were used for titles. The presentations varied in length from one to ten minutes. Selection determination of the order of the problem situations was made on a random basis. The completed tapes were presented to a music research methods class at Michigan State University. Titles were blocked out and members of the class were asked to title each of the ten situations. A multiple— choice questionnaire was then constructed, based on the titles suggested by the class. The questionnaire was administered to an instru— mental music class ccmprised of twenty in—service music teachers and twenty—one music education students without teaching experience. The series of videotapes was shown with the titles still blocked out. Each class member responded by selectinn the title that he considered appropriate. Chi—souare analysis revealed no significant difference between the responses of the experienced teach— ers and those of the prospective teachers. However, two of the titles were not selected as most appropricte by 'the class. Members of the class expressed the Opinion ‘that the video apes were authentic portrayals of the sit— ‘uations described but that the two titles were not 44 sufficiently inclusive. According y, the two situations 7! were retitled. ”Gradinm was changed to "Evaluation” and H Student Involvement” was retitled ”Rehearsal Procedures.” c—t— For final authen:ication, the tapes were presented to six Arizona music educato w s ranaing in experience from Q one to seventeen year Again the titles were blocked (I) out and the jury members were asked to select the most appropriate titles. All of the videotaped situations were unanimously accepted as accurate portrayals of situations likely to be faced by an instrumental music teacher. With but one exception, the correct titles were selected as beinm most appropriate. Population and Sample The pOpulation of this study consisted of all of the undergraduate instrumental music education majors at Arizona State University for the Fall Semester 1971. An instrumental music education major was described as a music student seeking a baccalaurate degree with a certi— ficate to teach public school instrumental music in the State of Arizona. The population total was approximately one hundred. The sample consisted of the fifty—seven students who completed the pretest and one or both of the posttests. Scheduling difficulties at the times tests were administered 2 . . . The form used to determine authentiCity may be found in Appendix B. _A _ 45 were the major cause for the lack of participation in the project by the other music education students. Pretest mean scores of the twelve students who were present for the pretest but did not complete either of the nosttests were 15.58 on the NTAI (Key C) and 55.75 on the Cady Survey. These means did not differ significantly from the sample means. The sample, therefore, was assumed to be representa- tive of the population and not biased by the selection technique. Instruments Two attitude measurement instruments were deemed necessary for this study: one measuring attitude toward teaching and pupils and one concerned with attitude toward various careers within music. 5 Minnesota Teacher Attitude Inventory The Minnesota Teacher Attitude Inventory (MTAI) was selected to measure attitude toward teaching and pupils. A split—half reliability of .95 is claimed for this instrument}r According to the authors, research indicates that Attitudes of teachers toward children and school work can be measured with a high reliability, and that they are significantly correlated with the 5Walter W. Cook, Carroll E. Leeds and Robert Callis, Minnesota Teacher Attitude Inventory (Eew York: The Isycholoaical Corporation, 19513. 41big., p. 15. 46 teacher—pupil relations found in the teachers' classrooms. The MTAI has emerged from these researches. It is designed to measure those attitudes of a teacher which predict how well he will get along with pupils in interpersonal relationships, and indirectly how well satisfied he will he with teaching as a vocation. Getzels and Jackson state that the MTAI is the most pOpular instrunent for the measurement of teacher attitudes.6 Smith notes that the MTAI is common to studies of attitude chanse in student teachers.7 However, Leeds contends that the instrument has often been misused: Contributins to further ouestionina of the validity of the instrument and to the equivocal results concernine it found in the literature has been its unwarranted use with student teachers and teachers without experience. Constructed on the basis of experienced teachers' responses to the items, the MTAI should be confined in its use to experienced teachers, if the present scoring key is employed.U The feasibility of usine the present scoring key for predictive purposes with entrants into teacher training, student teachers, or even graduates with— out experience is tiahly questionable. 5;bid., p. 5. 6J. w. Getzels and P. w. Jackson, ”The Teacher's Personality and Characteristics,” Handbook of Research on Teaghipg, ed. M. L. Gage (Chicago: Rand Mohally and Co., 19657? p. Boa. ’Martha L. Smith, ”A Study of Elementary Student Teacher Confidence In and Attitude Toward Music and Changes that Occur in a Student Teaching Experience,” (unpublished doctoral dissertation, hichiaan State University, 1969), p. 50. 8Carroll H. Leeds, ”Predictive Validity of the Minnesota Teacher Attitude Inventory,” Journal of Teacher Education, XX, No. 1 (Sprina, 1969), 51. 9Efl° 9 p- 540 L; ’7 In order to obtain higher predictive validity coefficients for teacher trainees, Leeds constructed modified scorina keys taped on item response patterns of beainninn tracher trainees and inexperienced collese lO graduates. Use of the modified keys can be recommended when the MTAI is used for predictive purposes before completion of training and acquisition of eXperience. Item response patterns at the three levels differ sufficiently to warrant use of the different keys.* Because all of the subjects of the present study lacked teachinm experience, the published scoring key and both of Leeds' modified keys were used with the MTAI. fl . . 19 Survey of husio Career Preferences L The unpublished Survey of Music Career Preferences (Cady Survey) by Peary Cady was used to measure attitude toward various careers within music. A review of refer— 15 B 15 and , . 14 , ence works by Shaw and Wriuht, uros, hhybrew 10388 Pp. 54-55 llLeeds, on._gi§., p. 55 12Henry L. Cady, ”Survey of Music Career Prefer- ences” (Columbus: The Ohio State University, 1970). (Mimeoaraphed.) 1 r . fl . A, 5Marvin h. law and Jack M. Wright, Scales for the Measurement of At itudes (New York: McCraw—Hill Book Company, 1967). 14- » . .~ r-' Oscar K. Buros (ed.), Tn Sixth Mental Leasure— ments Yearhook (Highlano Park: Th— Gryphon Press, 1965). 15w° -. yr . , -_ , - - william whybrew, heasurement and Evalurtion in iusic (Dubuoue: Wm. C. Br wn Company, 1962). (7“ l)‘ (D (D v Y3,- K... V- '5‘. A,» .-v w“ _; r3 A,» .- '-r. ’4 ‘ \ E»- .. \y. “ ._I .1" N ,- ‘1. . -u/ 48 Lehmanl6 led to the conclusion that no standard published instrument exists which fulfills the specific needs of this study. The Cady Survey is designed to report the career preferences of music students by means of paired comparisons. The survey consists of two parts. In Part I, selections are made from a list of ten music teaching careers. Part II combines music teaching careers with a variety . . ’7 of other careers in music. In ranking such lists according to one's references, hat is, from most preferred to least preferred, one may find it difficult to choose between some items. Too, he may find it difficult to avoid momentary feelings about a career which will affect all of his other choices, the ”halo” effect. n order to mini— mize these difficulties, a technique has been developed which is called tPe paired comparisons. In this method, each item in a list is paired with every other item in the list so that a respondent chooses between each career and all other responses.18 The Cady Survey is designed to report student career preferences, not to value occupational selections. For this reason, a method of scoring had to be devised. In this study, all music occupations involving public school music teaching were considered positive responses. Each score consisted of the total number of positive responses. 16Paul R. Lehman, Tests and Measurements in Music (Englewood Cliffs: Prentice—hall, Inc., 1968), l” . , . , . (These career lists may oe found in Appendix C. s l"Cady, op. 913., p. 1. no Dcsirn v u— The basic resear h desisn of this study was the pretest—posttest control group design as described by 19 . . . . ' The paradigm for this design is Campbell and Stanley. R C X C R O O In experiments involving attitudes, Campbell and Stanley recommend repeated posttests. They also warn against relyinn on an immediate posttest or measure at any sinsle point in time for the evaluation of a teaching 20 .~ ¥_ . V . . method. Followins their recommendation, the deSign of tdiS experiment was modified to include a second yosttest administered one month after the experimental treatment. One of the features of the pretest—posttest control croup design is that it provides for the control a 4 .. . W .. 21 of all Glth of the factors deOpardiZinq internal validity. But there is no way to determine the extent to which sources of external invalidity may have affected the experiment. The pretest may have interacted with the treatment. The novelty of a workshop may have had an effect upon the treatment. The students at Arizona State University may not be typical of instrumental music education students. Lack of interest may have accounted lO . fl . “Donald T. Campbell and Julian C. Stanley, hxperi— mental and Quasi~3xperimental Designs for Research (Chicago: ., 1 Hand Nchally and Company, l965), p. 15. Q “Olhid-, p. 51. 21121g°3 p- 8- 3 (I so for the failure on the part of some of the students to participate in the experiment. Although none of these factors jeopardize the random equivalence of the treat— ment and control sroups, they are likely to affect the representativeness of the sample and any generalizations that may be drawn from the experiment. Therefore, the results of the study should be generalized only to students and schools similar to those involved in the present study. Testing Procedure Three tests were administered: a pretest, a post— test immediately after the experiment and a posttest one month after the experiment. All of the tests were admin— istered in the same room by the same person at the same time of day. The time selected follows the orchestra rehearsal period and immediately precedes the band re- hearsal period. No regular music classes are scheduled at that time; the hour is reserved for special meetings and ensembles that do not meet on a regular basis. A large lecture hall adjacent to the band/orchestra rehearsal room was used for testing, si ce nearly all of the instru— mental music majors are members of either the orchestra or the band. Each testing session was announced in all of the music education classes and in band and orchestra rehearsals as a ”special meeting for all instrumental music education majors.” Random assinnment to groups was made by means of cards at the time of the pretest. Upon entering the room each student was given a card and asked to fill in his name, class level and whether or not he was engaged in student teaching. Because the experiment was held during the Fall Semester, none of the students had completed their student teachine assinnments. While the students were takins the pretest, the cards were divided into five groups: (1) Seniors engaged in student teaching, (2) Seniors not encased in student teaching, (5) Juniors, (4) SOphomores and (5) Freshmen. Students in each of the five groups were then randomly assigned to either the experimental or control group on a 2:1 ratio. Announcement of assignments was made at the conclusion of the pretest. Experimental Workshop The experimental treatment consisted of a two-day workshop. Two sessions were held on each of the two days. Two problem situations were presented durinn the first session, three durina the second session, three during the third session and two during the fourth session. Four viewing stations were set up, each under the super- vision of an experienced music teacher. In addition, two music education professors, Dr. William English of Arizona State University and Dr. Robert Sidnell of Michigan State 52 University, served as consultants. Students from each class level were randomly assigned to four groups. Each group spent one session at each of the viewing stations. The groups viewed each episode and the students responded by writing down what they would do or say. Then the incident was viewed a second time, followed by a discussion of possible causes and solutions for the problem. Many varied and divergent ideas were presented regarding potential ways to handle problems, particularly those problems involving classroom management. All of the students who participated in the first two sessions returned for the second day of the workshop. The students were generally enthusiastic and several ex— pressed the desire that similar videotaped presentations be included in their regular course of study. Treatmt“V of Data Tests were scored by he Arizona State University Testing Service. The scores were then transferred to . cards by key punching, visually verified and arranged in accordance with the appropriate statistical programs. Computer processing was done on a GE 425 in the Arizona State University Computer Center. The statistical analysis consisted of the analysis of covariance and the t test. The two—way 53 analysis of covariance was used to determine the signifi— cance of differences between the experimental and control groups, of differences between class levels and of the interaction between these two factors. The analysis of covariance adjusts for original differences in the tested individuals and is the statistical treatment recommended by Campbell and Stanley for the experimental design used in this study;2 Freshmen and sophovores were grouped together for analysis. The scheduling conflict that prohibited some of the students from participating in the experiment applied primarily to underclassmen and would have caused the grOLps to be small, therely lessening the possibility of significant findings. It was felt that combining the two class levels would have little effect on the results of the study, since the freshman and sophomore curricula at Arizona State University are essentially the same and differ considerably from the junior and senior curricula. Significant changes from pretest to posttest for each of the subgroups were ascertained by t tests. Both the F ratios and the t test statistics resulting from the analysis of covariance and the t tests were tested for sigrdficance at the .05 and .01 levels. --——-.. A _. C Ibid. , p. 25. CHAPTER IV RESULTS Results of the study are presented in the form of tables. A raw data table which presents pretest and post- test scores along with the class level and student teach- ing experience of each student may be found in Appendix D. The three scoring keys used with the MTAI are designated as follows: fiTAI Key A refers to the original scorine key for experienced teachers, MTAI Key B refers to the modified scoring key recommended for inexperienced college graduates and MTAI Key C refers to the modified scoring key reconmended for beginning teacher trainees. Report of Descriptive Data Comparisons of the pretest and posttest means and standard deviations for each of the criteria are presented in Tables 1 - 4. 54 CO d :4 *4 55 TABLE 1 Post V1 test ’fations: Neans hTAl Key A and Mean S.D. Cell Pretest P0sttest Pretest Posttest Experimental Group 57.11 41.75 26.59 26.62 Control Group 58.95 57.11 27.17 27.86 Seniors 29.95 58.8 52.01 28.79 Juniors 47.86 42.75 20.25 22.64 Freshmen/Sophomores 51.89 58.06 25.42 51.09 Exper. Grp. Seniors 29.70 42.50 54.27 27.75 Exper. Grp. Juniors 42.64 58.50 19.66 22.14 Exper. Grp. Fr./Soph. 56.85 44.92 26.64 51.94 Control Grp. Seniors 50.40 51.60 50.75 52.70 Control Grp. Juniors 57.00 50.12 18.97 25.01 Control Grp. Fr./S0ph. 22.00 24.55 21.44 26.49 TABLE 2 Pretest—Posttest Means and Standard Deviations: NTAI Key a Mean S.D. Cell Pretest Posttest Pretest Posttest Experimental Group 27.11 50.58 14.46 14.89 Control Group 95.57 25.58 18.16 18.90 Seniors 25.55 25.20 15.14 12.84 Juniors 51.91 50.91 10.91 11.45 Freshmen/Sophomores 22.59 29.59 19.56 25.20 Exper. Grp. Seniors 26.50 28.60 14.45 11.47 EXper. Grp. Juniors 50.21 28.50 11.02 11.56 Exper. Grp. Fr./Soph. 24.17 54.67 18.11 20.51 Control Grp. Seniors 18.00 18.40 16.57 15.94 Control Grp. Juniors 54.87 55.12 10.76 10.56 Control Grp. Fr./S0ph. 18.85 18.85 25.57 26.87 Prete 56 TABLE 5 st—Posttest Standard Deviations: Keans and MTAI Key C 1% ean S.D. Cell Pretest Pos ttest Pretest Posttest Experimental Group 15.85 20.44 9.88 10.84 Control Group 17.21 17.26 15.51 15.07 Seniors 14.80 6.87 12.51 12.45 Juniors 20.64 19. 59 9.02 9.76 Freshmen/Soplomores 12.28 21.11 11.02 15.27 Exper. Gr rp. Seniors 16.80 20.80 12.59 11.52 Exper. Gr rp. Juniors 16.86 17.00 8.14 9.80 Exper. Grp. Fr./Soph. 15. 85 24.17 9.79 11.05 Control Grp Seniors 10. 80 9.00 11.97 11.54 Control Grp. Juniors 27.25 24.12 6.50 8.59 Control Grp. Fr./Soph. 9.17 15.00 15.59 16.24 TABLE 4 Pretest—Posttest Means and Standard Deviations: Cady Survey Mean S.D. Cell Pretest Posttest Pretest Posttest Experimental Group 56.78 58.42 7.06 7.57 Control Group 55.55 55.42 9.49 9.28 Seniors 57.47 58.20 6.64 7.75 Juniors 57.14 57.95 6.78 6.15 Freshmen/Sophomores 52.55 55.69 5.77 10.65 Exper. Grp. Seniors 58.90 40.50 5.51 6.28 Exper. Grp. Juniors 56. 57.,5 6.66 6.09 Exper. Grp. Fr./Soph. 55.1/ 57.25 8.65 9.54 Control Grp. Seniors .60 55.60 8.41 9.04 Control Grp. Juniors 58.12 58.00 7.52 6.61 Control Grp. Fr./Soph. 26.50 27.17 9.95 10.15 .‘.,_,_ ~11“- _ . A ”.6 . '~. - - f ‘w xv! .- P ,.. .__ A. ~ v ., \ _ ~ -. . f' ”A, '»-1\ ‘ v V 'x \_ _ -k . ‘. ‘- , 1 . v‘»‘ ‘«_. \ . - ‘ v. _: .‘_‘ \ ‘ s . —\ v. v ’ \ V A. ’ . 4 r V . AA ' 1 . ~, I x \\\J"] \J The trentn nt proup posttest increase over the prete control group evidences when scorinm keys 8 and st scores in scores showed all measures. an The a slight increase in the MTAI C were used, and a decrease in the Cedy and in the NTAI when used with scoring key A. Scores of seniors soohomores and freshmen increased in $ 1 all measures. crease in the Cady and MTAI. a decrease in than those of the other students. Junior level students registered an in— all forms of the NTAl pretest scores of juniors were notably hiaher Comparisons of the pretest and delayed posttest means and standard deviations are presented in Tables 5—8. m '5, (T T_\ 1 111314134 5 Pretegt‘DelaVed Posttest Standard Deviations: and NTAI Key A Cell Pretest Postt st Pretest Posttest Experimental Group Control Group Seniors Juniors Freshmen/Sophomores Exper. Grp. Seniors Exper. Grp. Juniors Exper. Grp. Er./Soph. Control Grp. Seniors Control Grp. Juniors Control Grp. Er./Soph. 50.8 56. 57 22.40 45.59 24.45 14.67 41.52 26.75 54.00 55.00 21.55 28.27 55.75 19.00 45.06 21.86 9.50 45.08 20.12 55.25 49.00 24.17 25.98 26.50 52.45 21.57 20.7 51.78 22.24 21.70 54.24 18.95 20.90 7.55 25.71 50.04 17.48 25.49 85.57 20.27 28.98 54.15 10.55 22.45 I; Q) / ‘v‘ TABLE 6 Pretest—Delayed Posttest Means and Standard Deviations: MTAI Key B Mean S.D. Cell Pretest Posttest Pretest Posttest Experimental Group 22.55 26.81 15.28 14.48 Control Group 22.56 25.75 18.18 21.06 Seniors 19.50 16.80 14.29 15.55 Juniors 29.56 55.17 11.92 11.51 Freshmen/Sophomores 15.56 19.71 16.19 18.92 Exper. Grp. Seniors 20.17 18.00 12.16 15.74 Exper. Grp. Juniors 28.08 55.50 12.50 11.69 Exper. Grp. Fr./Soph. 15.57 25.57 15.06 14.16 Control Grp. Seniors 18.50 15.00 19.09 17.49 Control Grp. Juniors 52.50 58.50 11.62 11.40 Control Grp. Er./Soph. 15.55 14.85 21.05 24.49 TABLE 7 Pretest—Delayed Posttest Means and Standard Deviations: FLT A. I Key C Cell Kean Pretest Posttest S.D. retest Posttest Experimental Group Control Group Seniors Juniors Freshmen/Sophomores Exper. Grp. Seniors Exper. Grp. Juniors Exper. Grp. Er./Soph. Control Grp. Seniors Control Grp. Juniors Control Grp. Fr./Soph. 12.46 16.19 60 {- f- 56 21 10. 18. 10. 10.00 14.92 10.62 11.50 25.85 9.67 16.85 18.51 9.50 14.00 9.17 22.08 14.75 10.00 29.17 15.00 8.45 15.56 10.15 9.17 10.96 8.44 8.05 9.15 .70 6.97 .94 10.9 12. 11. 8. 10. 11. 9. Q j. 11. 5. 12. 91 59 (. (II - - H,7‘;_’v.7: d—u.\‘ .~-a_. “I . A‘._‘fiA 4.. ‘ . L1“ ”‘0' . A 'r‘; v .' -- ~.._ l ..;-r~-\ - 1 1. ~ _. __ . v . --‘v k“--. — -6. VA, 1, v ‘ l ~ub. ' «x ‘ 53‘ ‘JL. ’1 ‘-“r‘_ ~ .1- -". --“ y \r‘ ‘ v '-. .1 '4‘ v, -‘\ >4. -\ 4 - __ 4.. ,_ 'FV'W ‘~-_.\ 4. . \— v '“u ‘- "V‘ ’: “ . \ V- . 1 5*. ~-1 v ‘ ‘2 ,. V. . . A -’ 17 .\ r. g ‘M . V . 6., ‘. _ \. w‘.‘ _‘- __\\ s:‘ .‘ .r- TABLE 8 Pretest—Delayed Posttes Standard Deviations: st Means and Cady Survey Kean S.D. Cell Pretest Posttest Pretest Posttest Experimental Group 56.88 58.19 7.55 7.59 Control Group 55.69 55.87 10.18 10.50 Seniors 57.60 57.20 7.82 9.46 Juniors 57.11 58.06 6.91 6.62 Freshmen/SOphomores 52.45 54.14 10.45 11.11 Exper. Grp. Seniors 59.50 59.67 6.55 8.78 Exper. Grp. Juniors 56.92 57.75 7.22 7.11 Exper. Grp. Er./Soph. 54.87 57.75 8.52 8.51 Control Grp. Seniors 54.75 55.50 9.71 10.47 Control Grp. Juniors 57.50 58.67 6.89 6.09 Control Grp. Fr./Soph. 29.17 29.55 12.80 15.25 The delayed posttest scores of both the experi— mental and control groups showed an increase over the pretest scores in the Cady and in the MTAI when scoring keys 8 and C were used. Both aroups registered a decrease when Key A was used in scoring the MTAI. Scores of senior students decreased in all measures. Junior, sophomore and freshmen scores increased in the Cady and in the KTAI when scorinq keys B and C were used. MTAI pretest and delayed posttest scores of juniors were con— siderably higher than those of the other students. 60 Results of Analysis of Covariance Results of the analysis of covariance measuring pmcetest to posttest chanse are presented in Tables 9—16. 19163 covariates used were the pretest scores. Two factors were considered: the experimental/con— tjrc>1 aroup factor and the class level factor. TABLE 9 Analysis of Covariance: NTAI Key A Posttest Sums of Mean Scyurce Squares df Squares F ratio Prob. GIMDup 558.984 1 558.984 2.458 0.121 CliiSS Level 867.518 2 455.759 1.962 0.150 Iirteiaction 214.758 2 107.579 0.486 0.624 Ekucor: 10611.515 48 221.075 * ¥ None of the E-ratios of Table 9 were sisnificant. 61 TABLE 10 Analysis of Covariance: KTAI Key 8 Posttest Sums of Mean EBOllrce Squares df Squares F ratio Prob. GIécnui 172.115 1 172.115 2.557 0.115 (IL61ss Level 198.515 2 99.158 1.475 0.258 lrrberaction 569.011 2 184.506 2.741 0.075 EItCor 5250.698 48 67.506 None of the F—ratios of Table 10 were significant. TABLE 11 Analysis of Covariance: MTAI Key C Posttest Sums of Mean SOerce Squares df Squares E ratio Prob. GITNlp 248.158 1 248.158 4.951 0.029 Class Level 528.269 2 264.154 5.246 0.009 Interaction 47.758 2 25.669 0.474 0.651 Error 2415.648 42. 50. 526 ‘—~ The F-ratio of 4.951 for the treatment effect was Sl8nifhicant at the .05 level. The class level F-ratio of I: /°248 \Nas sisnificant at the .01 level. Interaction was n ° . o 0t s1§2n1ficant. 62 TABLE 12 Analysis of Covariance: Cady Survey Posttest mums of Dean ESOLJrce Squares df Scuares F ratio Prob. Grc>up 48.805 1 48.805 4.507 0.041 Claiss Level 2.891 :2 1.446 0.128 0.880 Inigeraction 4.726 2 2.565 0.209 0.814 lirlror 545.922 48 11.552 The F—ratio of 4.507 for the treatment effect was sitrnificant at the .05 level. Class level and interaction E¥aratios were not sicdificant. TABLE 15 Analysis of Covariance: NTAI Key A Delayed Posttest Sums of Mean Sourxze Souares df Squares F ratio Prob. Group) 211.794 1 211.794 0.955 0.658 Class jLevel 519.4 a 2 159.729 0.704 0.506 Interaction 270.6159 2 155.519 0-596 0-561 Error 7941.461 55 226.699 Lorie of the F—ratios of Table 15 were significant. 65 TABLE 14 Analysis of Covariance: NTAI Key B Delayed Posttest Sums of Kean Source Squares df Squires F ratio Prob. Group 81.557 1 81.597 0.868 0.640 Class Level 615.570 2 508.185 5.289 0.048 Interaction 157.609 2 78.804 0.841 0.557 Error 5279.721 55 93.706 The P—ratio of 5.289 for the class level factor was significant at the .05 level. Treatment effect and interaction were not significant. TABLE 15 Analysis of Covariance: MTAl Key C Delayed Posttest Sums of Mean Source Squares df Squares F ratio Prob. Group 0.550 1 0.550 0.005 0.944 Class Level 577.645 2 288.825 4.116 0.024 Interaction 5.147 2 2.575 0.057 0.964 Error 2455.875 55 70.168 The F-ratio of 4.116 for the class level factor was significant at the .05 level. Again, neither of the other F—ratios were significant. 64 mr 1“ “n f' - 111ij 10 Analvsis of Covariance: Cady Suivey Delayed Posttest Sums of Nean Source Soueres df Soua res F ratio Prob. Group 19.878 1 19.878 1.285 0.264 Class Level 21.945 2 10.975 0.708 0.504 Interaction 18.558 2 9.279 0.599 0.560 Error 542.252 55 15.492 Kore of the P—ratios of Table 16 were significant. The effects of the experinental treatment, as determined by the first ros‘test, were significant at the .05 level for tIe FTAI Key C and the Cady Survey. On both of these measures, all three class levels in the experimental group remistered a mean score Vain. None of the other F-ratios were sienificant for the experiment al/ control group factor. The error in each test was large, lessening the possibilit" of significance. This error relates to the larr er posttea t star 1dard deviation in all measures for the experimental group, su_ae tine that treatment may have created a lareer range of scores. fl oimnificant class level differences were found in Tables 11, 14 and 15. These findinas may be due larrely to the hieh pretest so res of juniors in the control C) group. InteraCtiou was not sieni: icant in anv of the tests. V—Ij kD J) C }_J f"1- J) O W (~4— .__3 D J b} Results of the t t (D sts measuring pretest to post— teest cLanae by the control nroup are presented in Tables TABLE 17 Preteet—Posttest 3 Values: Control Group Mean Mean Test Score Difference df 3 value , Protest 58 947 IHHIAI Kev A ‘t J,0 /““ ' —l.842 18 -.62 ” Posttest 57.105 ‘ ' 3 .r . , Protest 25 7?? IHUIAI a: -a 1*V /°? 0 s a 1 0.055 18 0.054 -.105 1a —.2ae levels of significance1 P > .05 = 2.101 P') .01 = 2.878 I 1 pone Of the E Values were significant. The mean EM:OJ?es of the control group were very stable. \ 1 F‘ O ‘1 o . . ‘pQ J. P. builford, Fundamental S atist1cs 1n 5:4252b9109y and Education New York: McGraw—Lill Book O‘T‘Dany. 1965), pp. 580-581. 66 TAPLE 18 Pretest—Delayed Posttest t Values: Control Group Mean Mean Test Score Difference df 3 value 1 p a ESP 2a. 7 [A 1:13-11: Key A ngtest £713 —.625 15 -225 .. Pretest 22 L562 “'A i v u . '/ 87 .527 ‘II I 18” I 10sttest 25.750 1'1 ’ 15 O 2 2 . 7 P et st 16.137 MAI. hey C Pistiest 18.512 2.125 15 1.095 n (w. 135.13 3" off/‘87) rs oady‘igurvey Pb:t:est 2%.é7é 0.187 15 0.282 levels of significance P > .05 = 2.151 P > .01 2.947 None of tte E values were significant. The t test for significance was applied to pretest and pcmattest scores of treatment subjects as grouped by tne irxiependent variables of class level and student teachirur experience. Results of the t tests measurins pretest to post— of seniors are presented in ables 19 and 20. 07 TABLE 19 Pretest—Posttest 3 Values: Seniors Mean Mean Test Score Difference df 3 value +- 0 do. '7 1:111 Key A 1::th jgégg 12.800 9 2262* P15 P ‘ BS (.0 ’W 11.11 Key B £27369; fig 288 2.500 9 0.942 - /' Q 1:111 Key 0 52:13:32,: 1,8;89, 4.000 9 1.522 1“. ' x O Cady'ESurvey ngtiig” 30.588 1.600 9 1.281 lev l of sirnificance *P > .05 = 2 2’2 P > .01 = 5.250 The p value of the MTAI was significant at the .05 confidenice level when the published scoring key was used. The t \nalue for the Cady measurement was not significant. V... G“. C TAFLE 20 Pretest—Delayed Posttest : Values: Seniors Mean Mean Test Score Difference df p value , , Pretest 14.667 2m 1111111 Key ”85:6“ 9 500 -5.1m 5 -.517 . . s Pretest 20.167 g I \ 5." ii I — —.L1- DHIAI Let 5 Posttest 18.000 2°l6’ 5 54 4 , Pretest 10.000 _ 0 11111 Key 0 Posttest 9.16,? —.s55 5 .1/4 13 ' C‘ L: Cady Survey 18815169; 23529; 0.167 5 0.106 levels of s1“01ficance P > .05 : .571 P > .01 = 4.052 None of the p values were significant. The small sajnple size may have been a factor in these findings. 60, Results of t tests reasuring pretest to posttest chanse of juniors are presented in Tables 21 and 25. TABLE 21 *‘U H (D (1“ (D (W CT‘ :'—fosttest t Values: Juniors Mean Mean Test Score Difference df p value rtcv QC? MTAI Key A P19Ue~t 41.041 —4.145 15 —.962 Posttest 58. 00 Pretest 50.214 5 a _ _ 5 7 DTAI Key B Posttest 28.500 1r714 I5 .,8{ , Pretest 16.857 91 v ' 4': M‘AI K84 C Posttest 17.000 0’14; 15 0'0/9 > + m r Cady Survey Preiest 30'571 1.557 15 1-504 Posttest 57.929 levels of significance P > .05 = 2.160 P > .01 = 5.012 None of the E values were significant. Pretest—Delayed Posttest 3 Values: Juniors Mean Mean Test Score Difference df 3 value MTAI Key A §E:E::Et i128§2 1.500 11 0.518 MTAI Key B 16:13::1 2;:ggg 5.417 11 1.940 .111 Key 0 1::Eiggt 1::21; 7.167 11 2.455* Cady Survey nggiigt %$:;%g 0.855 11 0.505 levels of significance *P > .05 = 2.201 P > .01 = 5.106 The MTAI p value was significant at the .05 level When scoring key C was used. The Cady was not significant. 71 Results of t tests measuring pretest to posttest change of freshmen and sophomores are presented in Tables 25 and 24. TABLE 25 Pretest—Posttest 3 Values: Freshmen 9 Sophomores Mean Mean Test Score Difference df t value v, , Pretest 76.8 MPAI Key 1 Po:ttest :: 9;; 8.085 11 2.025 . P_ s 24.16 1111 Key B P8:E:e:t 54.66; 10.500 11 4.252* S J 7.8‘—2) r- MTAI Key 0 giggiegt 11.135 10.555 11 e.916* Cady Survey Posttest 37.500 2.250 11 2.15, levels of significance P > .05 = 2.201 *P > .01 = 5.106 The p value of the MTAI was significant at the .01 confidence level when either Key B or Key C was used. The Cady was not significant. TABLE 24 Pretest—Delayed Posttest 3 Values: Freshmen E Sophomores Mean. Mean Test Score Difference df p value MTAI Key 1 Egggfégt 23:53? —6.625 7 -1.279 MTAI Key B P8:E:::t 12:??? 8.000 7 2.180 MTAI Key 0 Egg::::t 12:828 4-195 7 1.577 Cady Survey ggggiggt 25:5;8 2.875 7 4.514* levels of significance P > .05 = 2.365 *P.> .01 = 5.499 The MTAI was not sienificmit. The nificant at the .01 level. Freshmen and sophomores seemed to be more sensitive to treatment channe than upperclassmen. Results of t tests measuring pretest to posttest change of students without student teaching experience are presented in Tables 25 and 26. TABLE 25 Pretest-Posttest t Values: Students Without Student Teaching Experience Mean Mean Test Score Difference df 3 value Pretest 40 594 . “Hm I [—1 ' ‘2 / 7._ 3r . LlAl Key Posttest 45.710 5 1 5 51 1 076 ‘ C‘" Q '7 O, 7 1141 Key B giggigfit 57°781 5.062 51 1.581 MTAI Key 0 Eggfi:ft 1§°ggfi 4.187 51 2.687* C 7yq levels of significance *P > 005 : 2.0LL2 **P > 00]. : 0750 The MTAI was significant at the Key C was used. .05 level when The Cady was significant at the .01 level. TABL 1?] [0 tr 0 Pretest—Delayed Posttest : Values: Students Without Sgudent Teaching Experience Mean Mean Test Score Difference df p value (7 —.[—\ Z M111 Key 1 ggigiggt 55°123 —2.504 22 —.747 . Pretest 25. 85 M111 Key B Posttest 28.?70 5.087 22 2.517* @4— 7..- ‘I C36? r7 M111 Key 0 giggiggt 13°000 5.455 22 2.795* test 6.9 e Cady Survey Egitgegt 28.2%? 1.54e 22 1.594 levels of significance *P .05 = 2.074 P > .01 = 2.819 The MTAI was sienificant at the .05 level when either Key B or Key C was used. cant. The Cady was not signifi— Resuilt. '3 _ J of t tes (N I C 0 change of student teachers are presented in Tables 27 8 mi ”‘2 21;. TABLE 27 measuring pretest to posttest Pretest—Posttest t Values Student Teachers Mean Mean Test Score Difference df p value - Pretest 9 250 '41 \ vi "- /° --«' r"; C, , thI Key A Posttest 26.000 "’/O 5 1'662 - Pretest 14 250 MTAI Kev B 1‘“ “ "t/ 6.750 7 2.28 U rosttest 21.000 ” ” ) 5 Pretest 7 750 — ymh 7‘ r J I». l . l /\_, Q A ~ / Pretest 5\ 500 Cadv Survev :‘LJ"” 2"” —.750 —.5 7 U ” Posttest 57.750 2 5 ’5) levels of significance P > .25 = 5.182 P > .01 : 5.841 No t values were sinnificant. The small sample size was probabl TV ,7 a factor in these findinas. C J l BLB 28 Pretest—Del3yed Po sttest 3 Values: Student Teachers Mean Kean Test Score Difference df t value - - Pretes gt -4 66’ "1T 1 V IL. 1,1,, ° 9 _4.277 9 _. O 1 AI Fe” Posttest -9.000 ’2) ' 115 Pretest 11 555 ’ MTAI Ke< 3 M ’ ’7’ “' —. 5 2 —.04r J J Posttest 11.000 5’5 U - Pretest 4 000 MTPI 1,7 C " " ' - —7.66 2 —. 00 *‘ XGJ Postte- 0.555 2 7 5 1r etest 56 667 ~4 6“: f (‘1 ’— T k “ 'r o q . . 01d; QLTVG§ Po attest 37.067 1 010 2 0 577 levels of significance P 005 = 4.305 E > 001 : 9092- No values were significant. Again, the sample size was too small. 77 The Pearson product-moment correlation was com— puted to determine the arount of relationship which existed between the attitude evaluation instruments used in this study. The pretest results are presented in Table 29. TABLE 29 Pretest Correlation Coefficients MTAI MTAI MTAI Key A Key B Key C Cady MTAI Key A 1.000 0.827** 0.844** 0.526 KTAI Key B 0.827** 1.000 0.828** 0.407* MTAI Key C 0.844** 0.828** 1.000 0.286 Cady 0.526 0.407 0.286 1.000 . . 2 levels of significance 4 Variables *.05 = .579 **.01 = .449 57 Subjects Pret Cf- d) s correlation of the MTAI using scoring key B and the Cady Survey was significant at the .05 level. Correlations between Keys 1 and C and the Cady were only significant.at the .10 level. Correlations between the three MTAI Keys were highly significant. 1111. The posttest and delayed posttest correlation coefficients are presented in Tables 50 and 51. TABLE 50 Posttest Correlation Coefficients MTAI MTAI MTAI Key A Key B Key C Cady M111 Key 1 1.000 0.805** 0.841** 0.269 MTAI Key B 0.805** 1.000 0.790** 0.424* MTAI Key C 0.841** 0.790** 1.000 0.528 Cady 0.269 0.424* 0.528 1.000 levels of significance 4 Variables *.05 : .579 **.01 = .449 55 Subjects The posttest instrument correlations were similar to those of the pretest. K0 changes in the significance levels of any of the correlations were noted. \3 \0 TABLE 51 Delayed Posttest Correlation Coefficients MTAI MTAI MTAI Key A Key 8 Key C Cady MTAI Key A 1.000 C.845** 0.865** 0.569 MTAI Kev B 0.845** 1.000 0.827** 0.509** MTAI Key C 0.865** 0.827** 1.000 0.527 Cady 0.569 0.509** 0.527 1.000 levels of significance 4 Variables .05 : .419 **.01 = .494 42 SubJects Delayed posttest correlations were similar to those of the pretest and posttest except that the correlation of the MTKI Key B and the Cady Survey was significant at the .01 level. CELPTER v COKCLUSIOKS AND RECCFEE’D TIONS In this cl apter, each of the twenty—eight hypo- theses of the study is considered, conclusions are offered and, finally, recommendations are discussed. Treatment of protheses Determination of the significance of attitude Chang C) —s measured by the MTAI was made according to the results obtained by using scoring key C. Key C, designed for use with beriirins tcacn«r trainees, was judged to be the most s nsitive to the changes of the subjects of this study. Hypotheses one and two were accepted or rejected on the basis of the analysis of covariance. H01: There is no significant difference im— mediately after the experimental treat— ment between the attitudes toward pupils held by university students who have had simulated encounters with instrumental music ts ins: problems and the attitudes of students who did not have this experience, as measured by {he MTAI. The first hypothesis was rejected at the .05 confidence level. 80 81 HCE: There is no sianificant difference thirty ' days after the experimental treatment be— tween the attitudes toward pupils held by university students who have had simulated encounters Jlth instrumental music teaching protlems and the attitudes of students who did not have this experience, as measured by the NTAI. hypothesis two was accepted. Either the changes in attitude were temporary changes or differences between the two groups were offset by other occurances within the thirty day period. The sianificant difference found between class levels sueaests the latter. Hypotheses three and four were accepted or re— jected on the basis of t tests. H05: There is no sienificant difference between the pretest and first posttest scores of the control group as measured by the MTAI. D04: There is no significant difference between the pretest and second posttest scores of the control aroup as measured by the MTAI. Hypotheses three and four were accepted. The mean scores of the control group were very stable on the first test. The second posttest gain, while greater than that of the first posttest, also fell short of significance. Hypotheses five and six were accepted or re- jected on the basis of analysis of covariance. H05: There is no sianificant iifference immediate— ly after the experimental treatment between the attitudes toward careers within music of university students who have had siwulated encounters with instrumental music teaching problems and the attitudes of students who did not have this experience, as measured by the Cady Survey. 82 Hypothesis five was rejected at the .05 level. H06: There is no significant difference thirty days after the experimental treatment between the attitudes toward careers within music of university students who have had simulated encounters with instrumental music teaching problems and the attitudes of students who did not have this experience, as measured by the Cady Survey. Hypothesis six was accepted. The significant difference in attitude measured by the first posttest was not found between the two groups thirty days after the experimental treatment. Hypotheses seven to twenty—eight were accepted or rejected on the basis of the t tests performed on inde- pendent variable cateaories. There is no sinnificant difference between the pretest and first posttest scores of the control group as measured by the Cady Survey. There is no significant difference between the pretest and second posttest scores of the control group as measured by the Cady Survey. Hypotheses seven and eight were accepted. Control group changes were very slight. H09: There is no sienificant difference between the HTAI pretest and first posttest scores of the freshmen and s0phomores in the treat— ment group. Hypothesis nine was rejected, being higtly sig— nificant at the .01 level. H 10: 0 There is no significant difference between the MTAI pretest and second posttest scores of the freshmen and s0phomores in the treat- ment group. CD \N Hypothesis ten was accepted. H l 1: There is no significant difference between the Cady Survey pretest and first posttest scores of the freshmen and sophomores in the treatment group. O hypothesis eleven was rejected. The derived 3 value of 2.199 is within .001 of significance at the .05 level. H012: There is no significant difference between the Cady Survey pretest and second posttest scores of the freshmen and sophomores in the treatment group. Hypothesis twelve was rejected, being highly significant at the .01 level. H0153 There is no significant difference between the NTAI pretest and first posttest scores of the juniors in the treatment group. Hypothesis thirteen was accepted. 14: There is no significant difference between the KTAI pretest and second posttest scores of the juniors in the treatment group. ho Hypothesis fourteen was rejected at the .05 level. H015: There is no significant difference between the Cady Survey pretest and first posttest scores of the juniors in the treatment group. H 16: There is no significant difference between the Cady Survey pretest and second posttest scores of the juniors in the treatment group. Hypotheses fifteen and sixteen were accepted. H017: There is no significant difference between the NTAI pretest and first posttest scores of the seniors in the treatment group. 03 4: Hypothesis seventeen we 5 accepted. Although significance at the .05 level was found when Key A was used, use of the appropriate scoring keys did not produce significant findings. at the H 18: There is no significant difference between 0 _ , , _ ~ 1 the RTAI pretest and second posttest scores of the seniors in the treatment group. Jypotle is eighteen was accepted. Hcl9: There is no significant difference between the Cady Survey pretest and first posttest scores of the seniors in the treatment group. H 20: There is no significant difference between the Cady Survey pretest and second posttest rcores of the seniors in the treatment group. Hypotheses nineteen and twenty were accepted. H021: There is no significant difference between the HTAI pretest and first posttest scores of the students in the treatment group who have not had student teaching experience. H022: There is no sirnificant difference between the DTAI pretest and second pos sttest scores of the stUdents in the treatment group who have not had student teaching experience. fypotheses twenty—one and twenty-two were rejected .05 level of significance. H025: There is no significant difference between the Cady Survey pretest and first posttest scores of the students in the treatment group who have not had student teaching experience. Hypothesis twenty—three was rejected, being highly significant at the .01 level. 85 24: There is no significant difference between 0 ~. , o - . the Cady Survey pretest and second posttest scores of the students in the treatment group who have not had student teaching experience. I Typothesis twenty—four was accepted. “7‘ T 2 “C There is no significant difference between the hTAl pretest and first posttest scores of the students in the treatment group who are currently engaged in student teaching. \Vr] H026: There is no significant difference between ' the FTAI pretest and second posttest scores of the students in the treatment group who are currently engaged in student teaching. Hypotheses twenty—five and twenty-six were accepted. H027: There is no significant difference between the Cady Survey pretest and first posttest scores of the students in the treatment group who are currently engaged in student teaching. :13 [\D CD There is no significant difference between the Cady Survey pretest and second posttest scores of the students in the treatment group who are currently engaged in student teaching. Hypotheses twenty—seven and twenty—eight were accepted. The results of the findings pertaining to each of the twenty—eight hypotheses are summarized in Table 52. (7'3 OW TABLE 52 Summary of Eull Hypotheses Findings lypothesis Decision H01 No impediate experimental/control group Reject differences in attitude toward pupils p >.05 302: No delayed experimental/control group Accept differences in attitude toward pupils H05 No pretest—posttest diff. in attitude Accept of control croup toward pupils H04: No pretest-delayed posttest diff. in Accept attitude of control group toward pupils H05 No immediate exper./control group diff. Reject in attitude toward music teach. careers p >.05 H06 No delayed exper./control group diff. in Accept attitude toward music teaching careers H07: No pretest-posttest diff. in attitude Accept of control aroup toward mus. teach. careers E08: No pretest-delayed posttest diff. in atti— Accept tude of control qrp. toward mus. teaching careers H09 No pretest-posttest diff. in attitude of Reject fr./soph. toward pupils p;».Ol HOlO: No pretest—delayed posttest diff. in Accept attitude of fr./soph. toward pupils Roll No pretest—posttest diff. in attitude of Reject fr./s0ph. toward mus. teach. careers p >.05 HOl2- No pretest—delayed posttest diff. in Reject attitude of fr./s0ph. toward music g>>.Ol teaching careers H015 No pretest—posttest diff. in attitude of Accept juniors toward pupils H014 No pretest—delayed posttest diff. in Reject attitude of juniors toward pupils p;>.OS Q) \3 TABLE 32 (cont‘d.) hypothesis Decision H015: No pretest—posttest diff. in attitude Accept of juniors toward mus. teach. careers H016: No pretest—delayed posttest diff. in Accept attitude of juniors toward music teachina careers 3017: No pretest—posttest difference in Accept attitude of seniors toward pupils HOlS: Ko pretest—delayed posttest difference Accept in attitude of seniors toward pupils H0l9: No pretest—posttest diff. in attitude Accept of seniors toward mus. teach. careers H020: No pretest—delayed posttest diff. in att. Accept of seniors toward nus. teach. careers H021: No pretest—posttest diff. in attitude Reject of students without st. teach. exper. jp> .05 toward pupils “022: No pretest—oelayed posttest diff. in Reject attitude of students without stud. p.>.05 teach. exper. toward pupils H025: No pretest-posttest diff. in attitude Reject of students without st. teach. exper. p >.Ol toward music teachins careers E024: No pretest-delayed posttest diff. in Accept att. of students without stud. teach. exper. toward music teaching careers H025: No pretest-posttest diff. in attitude Accept of student teachers toward pupils H026: No pretest—delayed posttest diff. in Accept att. of student teachers toward pupils H027: No pretest-posttest diff. in att. of Accept stud. teach. toward music teach. careers H028: No pretest—delayed posttest diff in att. Accept of stud. teach. toward mus. teach. careers a”! 88 Discussion The immediate effect of simulated encounters with instrumental music teaching problems upon the attitudes of prospective music teachers was a positive change in attitude. Yet the delayed posttest revealed no significant differences between the experimental and control groups. This would support the hypothesis that the attitude changes manifested by the experimental group were temporary changes. however, there are other possible explanations for the apparent regression. The increase in positive attitudes shown by both the experimental and control groups during the thirty—day period following the experimental treatment suggests that other events occurring during this period may have offset the differences measured by the first posttest. This is especially likely in the case of junior level students. It is highly questionable whether the significant gain in positive attitudes toward pupils shown by juniors in the experimental group should be attributed to the experimental treatment. All of the juniors were enrolled in an Instru- mental Music Practicum which met for two full mornings each week. In this course, students were given the opportunity to practice teaching behaviors. Visits to elementary and secondary schools were also a part of the practicum. Be— cause the scores of juniors in both the experimental and control groups were notably higher than those of the other 89 students, it is likely that this new course may have been responsible for the significance found. A second possible explanation for the lack of continued significance is that mortality may have rendered the delayed posttest invalid. A comparison of the mean scores of the students who did not complete the delayed posttest with the means of the entire sample provides support for this theoretical hypothesis. The fifteen students who were not present for the second posttest registered Cady Survey mean scores of 56 on both the pre— test and the posttest. These did not differ appreciably from the 55.62 pretest and 56.52 posttest sample means. But the MTAI (Key C) means of 25 and 25.07 for the pre— test and posttest were notably higher than the sample means of 16.5l and 19.25. Of the fifteen students, four were members of the control group. Their pretest and posttest means of 21.75 and 22.25 showed little gain. In contrast, the mean score of the eleven members of the EEerrimental group increased from 25.45 on the pretest TX) 26.09 on the posttest, suggesting that some of the Students responsible for the posttest significance were TKTt present for the second posttest. Still another contributing factor may have been thee brevity of the experimental treatment. A longer treatment period or repeated treatments might have resulted in Inore permanent changes. 90 Conclusions Examination of the findings suggested the following conclusions: 1. TAG experimental group showed a significant increase in positive attitudes toward pupils as measured by the NTAI. 2 The experimental group showed a significant increase in positive attitudes toward teaching careers in music as measured by the Cady Survey. 5. The experience of coping with simulated instru— mental music teaching problems had a positive effect on the generalized attitude of instrumental music education majors at Arizona State University toward the teaching of school music. 4. Significant differences between the experi— mental and control groupswere no longer evident thirty days after the experimental treatment. This may have been due to attrition, other events occurring during the time {lapse, or the short duration of the treatment period. 5. The normal music education curriculum of jdfiizona State University for a thirty-day period during thEB Fall of 1971, as indicated by the control group megusures, did not significantly affect positive attitudes tOMHBrd teaching school music. 6. Freshmen and s0phomore students appeared to be CHDDSiderably more sensitive to treatment than junior 91 and senior students. This finding substantiates the findings reported by Pasanella and Willinaham indicating that more attitude chanae takes place during the first two years of colleae than at any time during the next ten to twenty years. 7. Junior level students showed a significant gain in positive attitudes toward pupils in the thirty— day period following the experimental treatment. However, this gain is more likely to have resulted from the Instrumental Music Practicum than from the treatment. 8. The modified scoring keys developed by Leeds for use with the NTAI were found to be bore sensitive to the attitude changes of underaraduate students than the published key. Recommendations for Teacher Preparation The findinns of this study suqaest that the followina recommendations be made: 1. Further application of simulation techniques TR) the preparation of music teachers should be encouraged. 2. Kore extensive use of videotape as a means Of' presenting teaching situations to prospective teachers 18 :recommended. N¥ H lAnn K. Pasanella and Warren M. Willingham, TGEFtina the Educational and Psycholosical Development Of YOuna Adults — Ases 18—25,” Review of Educational wag, XXXVIII (February, 1968}, 4-2-4-8. “v a-" x v...‘..‘; \O [U 5. It is suaaested that the videotaped materials develOped for this study be expanded to include a wider variety of critical teaching situations. 4. It is recommended that the videotaped materials of this study and similar materials be used in seminars, workshops and educational methods courses as a means of developing positive attitudes toward music teaching and competence in dealing with music teaching problems. 5. Curriculum changes which permit freshman and s0phomore students to have real or simulated music teachins experiences should be made. The traditional music education curriculum does not emphasize teacher preparation until the junior year and thus fails to develop positive attitudes toward teaching during the students' most formative college years. 6. More extensive use of attitude measurement in the counseling of music students is recommended. An increased awareness is needed of the importance of atrtitude as it relates to teaching. Recommendations for Further Research The findinws of this study permit the conclusion thai: replication of this research at both Arizona State UniKrersity and other teacher training institutions snould \“A "A .— —- kg 4-.. .- N‘, -. ‘ . P“ y . ”"Ff'. .. ».__ ~ -./,A“ . ~""\~ ~-.J.. ‘ n34-” .- ,,_ ...‘ *r‘ u..- g «- y“. ‘ . .Yi‘ . u ,1 A ‘~_l . ‘i_ ._"‘r‘ _ “~\.‘ ~ ‘J'v '1» “ '. -\ .4 “:~._ ‘ v’ ‘ 5.. ~ _\ \ - -\‘ ‘ . ‘r \ Ax. ~~ 95 be encouraeed. In addition, the followinr research is suspested: l. A similar study involving a longer period of treatment is recommended. 2. Due to the n ture of attitude chance, longi— 1 ' tudinal researcn should be carried out to stidy the long range affective effect of encounters with simulated music teachina problems. 5. The effect of simulation experience with music teachinc problems upon competence in handling real problems should be studied. 4. Correlation between the two testing instru- ments suaaects that a aeneralized instrument be developed which measures attitudes in both of the areas embraced in t‘is study. 5. Use of the modified scorins keys is recom— mended whenever the MTAI is administered to undersraduate collese students. 6. Further re earch is needed concerning the relationship of attitude to music teaching competence. 7. Finally, similar research should be encouraged in other content areas, such as choral and general music. BIBLIOGRAPHY CF CITED WORKS a: a: n. ‘hr‘- BIBLIOGRAPHY OE CITED WORCS Adams, Jack A. ”Some Considerations in the Design and Use of Dynamic Flight Simulators.” Simulation in Social Science: Readings. Harold Guetzkow, editor. Englewood Cliffs, N.J.: Pre“tjce—Hall, 1962, pp. 29—47. Beals, Paul E. Classroom Simul tion as a Substitute for Live Pre—Student—Teachina Laboratory Experiences. (‘rn Shippensburg, Pa.: Shippensburg State College, 1;,0. Beymer, Lawrence. ”Implications of Simulation, Videotape Recording, Analysis Systems and Research for Counselor Education,” Educational Technology, IX (August, 1969) S6-57 / O Bond, Jack H. Usina Simulation Techniques to Change Attitudes of Education Eajors Toward Professional Course Objectives. Monmouth, Oregon: Oregon State System of Higher Education, 1965. Bosley, Howard 3., and Wisren, Harold E. (eds.). Television and Related Media in Teacher Education: Some Exemplary Practices. Baltimore: Multi—State Teacher Education Project, 1967. Bradberry, Ronald D. ”Relationships Among Critical Thinking Ability, Personality Attributes, and Attitudes of Students in a Teacher Education Program." Unpublished doctoral dissertation, North Texas State University, 1968. Buros, Oscar K. (ed.). The Sixth Mental Measurements Yearbook. Highland Park: The Gryphon Press, 1965. HF“ Cady, Henry L. Survey of Music Career Preferences.” Columbus: The Ohio State University, 1970. (Mimeoqraphed). Campbell, Donald T., and Stanley, Julian C. Experimental and Quasi—Experimental Designs for Research. Chicago: Rand McNally and Company, 1965. Cannon, Allen. ”Video—Tape Improves Teaching," Musig Jourpal, XXVIII (July, 1970), 22. Carpenter, Thomas H. ”TV — More Than a Talking Face," Music Educators Journal, LVII (January, 1971), 61—62. 94 95 Chapman, Robert L., Kennedy, John L., Newell, Allen, and Eiel, William C. ”The Systems Research Laboratory's Air Defense Experiments.” Simulation in Social Science: Readinms. Rarold Guetzkow, editor. Enslewood Cliffs: Prentice—Hall, 1932, pp. 172—188. Cook, Walter W., Leeds Carroll R., and Callis, Robert. Minnesota Te acter Attitude Inventory. New York: The Psychological Corporation, 1951. Cruickshank, Dona dR., and Broadbent, Frank W. The Simulation and M elmis of Problems of Besinning Teac ers. U.S. Cffi ice of Education COOperative o 9 Research Project R . 5— —O798. washington: Government Printinm Office, 1 6 O3 Crui ckshank, Donald R., Proadbent, Frank W., and Bubb, Roy. Teaching Problems Laboratory. Chicago: Science Research Associates, 19b7. Daellenbach, C Charles. Identification and Classification of Music Learninm Seh.viors UtilizingyVideotape Recordinc; Tecilioues Final Report, USOE Project No. 9—3-055. Roc;‘iester: Eastman School of Music, 1970. . ”An Investigation of the Use of Videotape Recorder Technioues in the Identification of Behavioral Characteristics of Nusic Teachers." Unpublished Master's thesis, Eastman School of Music, 1968. Epley, William C. ”Modifyins Attitudes Toward School Music Teaching Through Sophomore Level Experience in Elementary or Secondary Schools." Inr ublished doctoral dissertation, Arizona State University, 1971. Fierbauah, Rarry W. ”The Development and Evaluation of a Series of Sound Films for Music Teacher Training Education.” Unpublished doctoral dissertation, State University of Iowa, 1965. Frederiksen, Iorman. ”In—Basket Tests and Factors in Administrative Performance.” Simulation in Social Science: Readings. Harold Guetzkow, editor. Englewood Cliffs: Prentice—Hall, 1962, pp. 124-157. Gaffga, Robert M. ”Simulation: A Method for Observing Student Teacher Beha vicr.’ Unpublished doctoral dissertation, University of Tennessee, 1967. Getzels, J. W., and Jackson, P. W. "The Teacher's Personality and Characteristics.” Handbook of Research on Teaching. N. L. Gage, editor. Chicago: Rand McNally and Company, 1965, pp- 506-582. -n; 9‘- - - 1": :‘\ -y' ‘ \R x \ \- Y- 96 Gibson, James R ”Using Videotape in the Training of Teachers,” Speech Teacher, XVII (Riarch, 1968), 107— 109. Greenlaw, - ul S., Eerron, Lowell R., and Rawdon, Richard H. :usiness Simulation in Industry and University Education. Englewood Cliffs: Prentice-Hall, 1962. Groff, Patrick J. ”Self—Estimates of Teaching Ability in Elementarj Sc hool Subjects," Journal of Teacher Education, XIII (December, 1962), 417— 421 Guilford, J. P. Fundamental Statistics in Psychology and Education. New York: McGraw—Rill Book Company, 1965. Harris, Chester R. (ed.). The Encyclopedia of Educational Research. New York: The Macmillan Company, 1960. Tart, William K. An Analysis of the Usefulness of Simu- lation Games in Affecting_Attitudina1 Changes and Ski11~Type Learning. San Diego: U.S. International University, 1970. Johnson, James A., Frantz, Nevin R., and Schultz, James V. ”Videotape Recording in Teacher Education,” Educational Technology, IX (May, 1969), 48—55. Kersh, Bert Y. Classroom Simulation: A New Dimension in Teacher Education. Final Report, NDEA Title VII, Project No. 886. Monmouth, Oregon: Oregon State System of Higher Education, 1965. . Classroom Simulation: Further Studies on Dimensions of Realism. Final Retort, NDEA Title VII, Project No. 5—0848. Monmouth, Oregon: Oregon State System of Righer Education, 1965. Kibbee, Joel M., Craft, Clifford J., and Nanus, Burt. Manawement Games: A New Technique for Executive Development. New York: Reinhold Publishing Corp., 1961. Labuta, Joseph. ”VTR (Video Tape Recorder),” Instrumentalist, XXV (September, 1970), Leeds, Carroll H. ”Predictive Validity of the Minnesota Teacher Attitude Inventory,” Journal of Teacher Education, XX (Spring, 1969), 51—56. Lehman, Paul R. Tests and Measurements in Music. Englewood Cliffs: Prentice—Hall, 1968. Mager, Robert F. Developing Attitude Toward Learning. Palo Alto: Fearon Publishers, 1968. A; AC. :. a: . i . 97 McCullough, J. L. ”A Study of Teacher Attitude and Teacher Rating.” Unpublished doctoral dissertation, University of Rebraska Teachers College, 1968. McGuire, Christine R. ”Testing in Professional Education,” Review of Educational Research, XXXVIII (February, 1968), 49—60. McRenry, Vere A. The Use of Video Processes in Teacher Education. Salt Lake City: Utah State Board of Education, 1968. Moe, Alden J., and Feehan, Sister Mary Dorothy. The Use of Videotape Recorders in the Training of Reading Teachers. Dubuque, Iowa: Clarke College, 1968. Pasanella, Ann K., and Rillingham, Warren R. ”Testing the Educational and Psychological Development of Young Adults — Ages 18—25,” Review of Educational Research, XXXVIII (Februar , 1968), 42—48. Paulston, Christina B. The Use of Video—Tape in the Training of Foreign Language Teachers. Pittsburgh: Pittsburgh University, 1970. Pinney, Robert E., and Miltz, Robert J. Television Recordings and Teacher Education: New Directions. Stanford: Stanford University, 1968. Popham, W. James. ”Instructional Video Tapes in Teacher Education,” AV Communication Review, XIV (Fall, 1966), 571-576- Schneider, Erwin H., and Cady, Henry L. Evaluation and Synthesis of Research Studies Relating to Music Education. Columbus: The Ohio State University, 1965. Shaw, Marvin E., and Rrigbt, Jack M. Scales for the Measurement of Attitudes. Rew York: McGraw-Rill Book Company, 1967. Skapski, George J. Feasibility of Producing Synchrcnized Video Tapes as Instructional Aids in the Study of Music. Final Report, USOE Research Project No. 7—I-052. Northridge: San Fernando Valley State College, 1969. Smith, Martha L. ”A Study of Elementary Student Teacher Confidence in and Attitudes Toward Music and Changes that Occur in Student TeacFing Experience.” Unpub— lished doctoral dissertation, Michigan State University, 1969. 98 Snapp, Kenneth C. ”Development of a Musicians Interest Inventory for Use in Vocational and Educational Guidance." Unnublished doctoral dissertation, Indiana University, 1955. Twelker, Paul A. Simulation: An Overview. Monmouth: Creson State System of higher Education, 1968. Vlcek, Charles W. Value of a C1» lished doctor “I: ”Assessing the Effect and Transfer essroom Simulator Technioue.” Unpub- al dissertation, Michigan State University, Weinburser, Morris J. ”The Use of Simulation in Teaching of School Administrators.” Unnublished doctoral dissertation, Columbia University, 1965. WhybI‘eW, William. Reasurement and Evaluation in Music. Dubuoue: Em. C. Brown Company: 1962. Zaun, Cecil G., and Schroeder, Melvin T. ”The Driver Trainer: A Teachine Eachine,” Journal of Secondary Education, XYXVII (February, 1962), 112—1 6. APPENDICES APPENDIX A CRITICA TEACEIRG SITUATICKS QUESTIOREAIRE CRITICAL TEA CUIRG SITUATIONS IN ITTSI‘RI‘T NTAL PW SIC Instructions: Please select the ten critical teaching situations that are in your opinion, most typical of those encountered by instrumental music teachers. You are not limited to ttis list. Other situations that you feel should be included in the top ten may be added in the space provided. When you rave selected ten, please rank them in order of importance. Rank Situation _ 1. Unbalanced chord; e.g., 2nd trumpet weaker than 1st or 5rd. 2. riiendince e.a., one— half of students show up for scheduled sectional rehe rsal. 5. Tardinee s ; e. .a., two pl Jyers are missing when band is M‘e 1 f to Teave on trip. 'J ____ 4. Unmatched pitch; e.a., wrong note in 2nd clarinet section. _ 5. Forgetfulness; e.?., player forests instru— ment or part of uniform just before per- iorrnance. 6. Nervousness; e.a., firs t- chair player ”frees s” on solo. 7. Suii ability to instrument, e.g., child with larg mt protrudins teeth wants to play trumpet. Q St d rt W» det‘ ‘- et de t _ o. Siuueni recommen dblOfl, e.g., poor s,u on asks for recommendation as college music Lrajor. 9. Disciplire ; e. e., percussion players talking ——_ p , n p H - . and iooline around during rehearsal. _ lO. Unmusical noi me ; e.a., clarinet squeaks repeatedly. 11. Parental requests; e.a., parent sends note asking that student be excused from a major public performance. ID 100 Uandlins large class; e.a., handling larae seneral music class when one doesn't play pi :no and no conpetent student accompanist 's available. trombone player ”shifts Embouchtuwe; e.:., “tins in thin upper register. 0 s,wcture resui Grading; e.:., iiw te parent accuses te soher of beinn unf a r e'nd subjective; dema ands to krow basis for erades. Student involvement; e.s., dec1ding what to do with entire orchestra when only one section needs drill. Moi iva iion; e.e., senior students don't want to march. Outlining specific objectives; e.g., super- intendent asks what one specifically plans to accomplish in orchestra. Rh"4hpic inaccuracy; e.s., aroup tends to rlay dotted eiOhuh folloxed by sixteenth as triplet figure. Intonation difficulties; e.s., flutes have difficulty playids in tune with one another even after careful tuning. Lack of theoretical knowledge; e.g., player doesn't know what is meant when asked to play Eb but responds to written notes with appropriate fineerinas. Sight—reading difficulty; e.g., group breaks down when sisht readine new material that doesn't appear too difficult for them. Teach ina musical understanding; e.a., how to t _ r i incorpor a e m 1810 history into a band re— hearse l w thout turning the rehearsal into a lecture. InapprOpriate style; e.a., failure to space between the notes when playing a march- School attitude; e.a., prevalent attitude in the scliool is th:.t music is an effiminate activity. U \j‘l . .,\ I}; \u \N \N &W 55. 101 Immature player; e.g., young trumpet player cannot play above a G. Tetpcramental student; e.a., your only oboe player threatens to ouit after being reprimanded. Ictivation; e.s., getting students to practice prior to festival. Lack of knowledae° e.a., helping flutist with trill finverings when one doesn't know the fineerinas. .1 Gradina; e.a., arriving at a system of grading. Literature; e.g., securing help in selecting appropriate literature for small string oroup of varied ability. Impatience; e.e., after three reminders, student still forests to play C# instead of C in a D major composition. Nervousness; e.s., superintendent or school board member steps in to observe during rehearsal. Convincing parent to purchase satisfactory instrwmuuuz; e.a., parent is inclined to pur- chase inferior instrument because he is able to get it at a discounted price. Lack of parental support; e.g., promising student is discouraged by parenjs to pursue music as a career. Rude audience; e.a., paper is thrown at tuba bells and there is wideSpread talking while band is performinm at a student assembly. Community pressure; e.a., chamber of commerce asks band to march in community parade the day before a scheduled concert. Criticism of musical selections; e.g., prin— cipal susaests that the next concert consist primarily of marche and popular tunes. ’\.. 40. 41. i: \jJ O 102 Difficulty with band parents' organization; e.s., officers of the organization attempt to aeterrine band policies or allocation of V; _, A .0 1 {192,114, 1 HUGS . , e.g., you are asked, in the presence ome of your students, what you think of a p rformance that in your Opinion was very Admission of mistake; e.a., how to avoid ”losir“ face” wTen one has made a mistake such as failina to provide a clear pre— paratory beat. APPENDIX B VIDEOTAPE AUTEEFTICATION FORM ORITIOA TELOEING SITTATIONS I“? I1: SI QUIQEN‘I‘AL NUSIC Is this an accurate portrayal how would you title of the type of situation this situation? likely to be faced by an (Please circle the instrumental music teacher? appropriate title.) Isa 12 Situation 1. a. Practice Habits b. Motivation 0. Low Standards a. Student Involvement b. Motivation c. Selecting Literature 5. a. Boredom b. Discipline 0. Selecting Literature 4. a. Intonation b. Rehearsal Procedure c. Student Involvement ;. a. Rhythmic Inaccuracy b. Sight Reading c. Student Involvement 6. a. Organization b. Evaluation c. Motivation Articulation Rhythmic Inaccuracy Rehearsal Procedure OO’QJ . Musical Illiteracy Lack of Preparation c. Knowledge of Instru— ment (7‘93 9. a. Rhythmic Inaccuracy b. Articulation c. Intonation 10. a. Student Involvement b. Hotivation c. Scheduling 105 APPENDIX C CAREERS IN MUSIC CAREERS IN KUSIC Henry L. CS}? The attached opinicnaire is designed to determine an individual's preferences concerning a career in music. Instructions A sensitized answer sheet is included with the opinionaire. Enter your name in the tOp part. Then read the instruc— tions eiven below before usino the answer sheet. Please use a to. 2 lead pencil for markina the answer sheet. Oninionaire' The opinionaire refers to careers in music only. A list of titles for these careers is given on the next paee. These career titles appear in abbreviated form in the panes that follow. Part I of the opinionaire is concerned with music teaching only. ~ Part II of the opinionaire is concerned with a variety of careers in music, including music teaching. The items in the Opinionaire are presented as pairs. In workina with the schedule of pairs, ask yourself the ques- tion: ”Which of these two careers would I rather have, if I could choose?” Even though the choice may be between two very desirable careers or between two unwanted careers, choose ope as best you can. Block out letter A or B on the Answer Sleet and ionore letters C, D, and E. Use the following procedures: 1. From each pair of items, select the 93$ career which you would rather have. 2. Park the letter i or 2 (your choice) on the answer sheet after the number of each pair. C‘ Exafiple: Crin'onaire Answer heet C $ , D E l. doacatcher l. A 2. architect 104 CAREERS IN FUSIC henry L. Cady taster List of Career Titles I: Teachinr \] 03) \O 10. elementary school music teacher junior high school music teacher: performance junior hish school rusic teacher: seneral music senior high school music teacher: performance senior high school music teacher: seneral music, history, theory school system music supervisor colleee music teacher: performance, studio colleee music teacher: teacher education colleee music teacher: history, theory private music teacher 105 Part II: All Careers 1. elementary school music teacher 2. secondary school music teacher: junior and senior high school 3. college music teacher 4. school system music supervisor 5. private music teacher 6. church musician 7. professional performer: opera, orchestra, cham— ber, jazz, etc. 8. professional conductor: opera, orchestra, etc. 9. music therapist l0. composer ll. tuner, repairman: instruments 12. business: selling music, books 15. manufacturer: music instruments, equipment 14. publishing: books about music, music series, sheet music, etc. librarian: college, museum, performing oreanization l'\ Part I 1. A. B. 2. A. 5. A. B. 4. A. B. 5. A. B. 6. A. B. 7. A. B. 8. ll. 9. A. B. 10. A. B. 11. A. B. (N 'v TVTTHTDS ”If ,’f\lL_.‘_;l.-_LU _. ‘4 cll tchr jr hi tctr: men. mus. sr hi tchr: sen. mus., hist., theory jr hi tchr: perfor- mance sr hi tchr: perfor— mance jr hi tchr: hen. mus. sr hi tchr: sen. mus., hist., theory coll tchr: hist., tlvforp; private teacher sr hi tchr: mance sch system supervisor perfor- music sr hi tchr: sen. hist., theory coll tchr: perform., studio mus., schl system music supervisor coll tchr: education teacher coll tchr: studio coll tchr: theory perform., hist., elem schl tchr jr hi tchr: perfor— mance coll tchr: teacher education private teacher 106 CUSIC 12. 15. 14. 19. 20. H i r“ O L) y P 0 CU coll tchr: hist., theory elem schl tchr private tchr. jr hi tchr: performance elem schl tchr sr hi tchr: performance schl system mus. supervisor coll tchr: per— form., studio jr hi tchr: performance sr hi tchr: mus., hist., theory gen. private teacher elem schl tchr jr hi tchr: men. mus. schl system mus. supervisor sr hi tchr: performance coll tchr: perform., studio sr hi tchr: gen. mus., hist., theory coll tchr: teach— er education schl system mus. supervisor ccll tchr: theory 11].- St 0 , 107 Part I (cont.) 22. A. coll tctr: perform., 55. A. schl system mus studio supervisor P. private teacher B. private teacher 25. A. jr hi tchr: perfor— 34. A. coll tchr: per— mance form., studio 5. jr hi tchr: men. mus. B. elem schl tchr 24. A. coll tchr: teacher 55. A. jr hi tchr: gen. educ. mus D. elem schl tchr B. sr hi tchr: per— formance 25. A. coll tchr: hist., theory 56. “. c011 tchr: tchr B. jr hi tchr: perfor- education mance B. jr hi tchr: per— formance 2C. A. private teacher B. jr hi tchr: sen. mus. 57. A. coll tchr: hist., theory T7. A. elem schl tchr B. jr hi tchr: sen. B. sr hi tchr: sen. mus., mus liist. , tlmmory 38. A. private teacher 28. A. coll tchr: perform., B. sr hi tchr: per- studio formance B. coll tchr: teacher education 59. A. elem schl tchr B. schl system mus 20. A. ir hi tctr: nerfor— supervisO‘ marce B. schl system mus 40. A. coll tchr: tchr supervisor education B. coll tchr: hist., 50. A. fir hi tchr: sen. mus. theory B. coll tchr: perform., studio 41. A. jr hi tchr: per— formance 51. A. sr hi tchr: perfor— B. coll tchr: per— mance form., studi B. coll tchr: teacler education 42. A. jr hi tctr: wen. mus. 52. A. sr hi tchr: men. mus., B. coll tchr: tchr hist. education B. coll tchr: hist., theory 45. A. sr hi tchr: per— formance B. coll tchr: hist., theory .4” 108 Part I (cont.) #4. \\ n b; . W‘> Us» sr hi tchr: Fer. mus., hist., tleory private teacher sr hi tchr: perfor— mcnce sr hi to r: Pee. ru“., 1 15 t. , *dic<)r" elem mus tchr coll mus tchr sec schl mue tchr rrfiil ETAETGHTIBUS supervisor prof performer prof conductor: orch., Opera coll mus tchr private mus tchr schl system mus supervisor church musician private mus tchr prof performer manufacturer: instru., equip publisher: books, music church musician prof conductor: oper, orch. prof performer music therapist prof conductor: Opera, orcn. composer k,_ W' o elem mus tchr sec schl mus tchr music therapist tuner, repairman composer business: selling books, mus. schl system supervisor private mus mus tchr tuner, repairman manufacturer: instru., equip. business: selling books, mus. publisher: books composer tuner, repairman publisher: music elem mus tchr books, lihrarian sec schl mus tchr elem mus tchr schl system mus supervisor sec sctJ.rmis tchr private mus tchr prof conductor: ooera, orch. music therapist I'll I o \J !\ II (cont.) n. ,D . I: a cell mus tchr CFUlTfllIUUSiCiBTZ o former mus tchr ondluitor: orch. rd 5 C) ‘.' F—+) (3 publisher: music librvuiian books, church musician music therapist prff performer composer prof conductor: Opera, orch. tuner, repairman mus tchr tchr 1 1 90 8001 WUS music therapist business: selling books, mus. COWCOFEF manufacturer: eouip. private mus tchr church musician tuner, repairman publisher: books, music business: selliim: 'books, rmis. librarian 109 instru., F0 r 5:”: _,o l> O _|J ’17 0 H4 . , . o L—. Li I‘ ‘1 ,1» manufacturer: instru., eouip. elem mus tchr tuner, repairman business: selling books, music publisher: books, music sec schl mus tchr librarian coll mus tchr elem mus tchr private mus tchr sec schl mus tchr church musician music therapist composer coll mus tchr prof performer schl system mus supervisor prof conductor: opera, orch. private mus tchr music therapist librarian elem mus tchr church musician composer prof performer tuner, repairman prof conductor: orera, orch. business: selline books, music fart O "7 4‘ lC‘O O 101. 102. 104. L..-4 t» .. I ’p. o 4 H <‘/ 'A O ;_._ H. .p. 0 U3 "5 t O 110 (ccnt.) coll mus tchr schl_srfistevzrmis supervisor music therapist manufacturer: ins.ru., 1'1“ . €57 Lt-—E‘o ( composer L _: ‘1. A '1 A1“ , ruolisnur: oooks, nus. church musician prof performer tuner, repairman librarian business: sellinp books, music elem mus tchr manufacturer: instru., eouip. sec schl mus tchr business: selling books, music manufacturer: instru., eouip publisher: books, music coll music tchr librarian schl system mus supervisor APPENDIX D RAW DATA TABLES Q NH QZMMQnmaw lll monmflmomxo mnflgowmp pdmdfipm monocmc * mm dm ma 0H #m #m mm 5H . 9m w mm CL: mm mm Hm om mm ma mm ®# 0# mm .mm m. we me me mm ma HH mm mm mm ma mm Hm .pm e mi hm mm #m mm 5: NR. .5 . mm m we as me mo ma. non mm mm ma HH om mm- .ym .s em on .mm soy OH.. so mo- oH Ho am. so- mm: .gm *w as mm o: 00 ca HH mo om ea HH- mm mm .mm *m an as am ma mm mm so am .pm .a pwwm swom mam pwwm swom mpm . pwwm pwom mum pwwm swam mum wmew pmwwmmm homo . mo hmxv H¢EE Am hva H