Texas Music Education Research 2008
Texas Music Education Research 2008 Reports of Research in Music Education Presented at the Annual Meeting of the Texas Music Educators Association San Antonio, Texas, February, 2008 Robert A. Duke, Chair TMEA Research Committee School of Music, The University of Texas at Austin Edited by: Edited by Mary Ellen Cavitt, Texas State University, San Marcos Published by the Texas Music Educators Association, Austin, Texas contents The Effect of Self-Directed Peer Teaching on Undergraduate Acquisition of Specified Music Teaching Skills .......................3 Janice N. Killian & Keith G. Dye & Jeremy J. Buckner The Effects of Computer-Augmented Feedback on Self-Evaluation Skills of Student Musicians .............................................16 Melanie J. McKown & Mary Ellen Cavitt Relationships Between Attitudes Toward Classroom Singing Activities and Assessed Singing Skill Among Elementary Education Majors .................................................................................................................................................................................33 Charlotte P. Mizener Texas Music Education Research, 2008 J. N. Killian, K. G. Dye, & J. J. Buckner Edited by Mary Ellen Cavitt, Texas State University—San Marcos The Effect of Self-Directed Peer Teaching on Undergraduate Acquisition of Specified Music Teaching Skills Janice N. Killian, Keith G. Dye, and Jeremy J. Buckner Texas Tech University Peer teaching is a time-honored method of practicing teaching skills prior to entering a classroom. Traditionally, a pre-service educator teaches an assigned lesson and the instructor gives feedback regarding lesson content and structure (Fuller & Brown, 1975). Drawbacks of peer teaching include the fact that peers often can perform the content of the lesson; thus the pre- service teacher does not get accurate feedback nor does he/she practice error-detection skills because the “students” do not make errors on familiar material.
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