The Effects of Conducting and Non -Conducting Contexts on Teacher Self -Evaluation and Musical Error Detection
Stiffler, Brian Dale
This item is only available for download by members of the University of Illinois community. Students, faculty, and staff at the U of I may log in with your NetID and password to view the item. If you are trying to access an Illinois-restricted dissertation or thesis, you can request a copy through your library's Inter-Library Loan office or purchase a copy directly from ProQuest.
Permalink
https://hdl.handle.net/2142/85732
Description
Title
The Effects of Conducting and Non -Conducting Contexts on Teacher Self -Evaluation and Musical Error Detection
Author(s)
Stiffler, Brian Dale
Issue Date
2004
Doctoral Committee Chair(s)
Grashel, John
Department of Study
Music
Discipline
Music
Degree Granting Institution
University of Illinois at Urbana-Champaign
Degree Name
Ed.D.
Degree Level
Dissertation
Keyword(s)
Education, Teacher Training
Language
eng
Abstract
Stepwise multiple regression analysis was used to identify a combination of 5 accuracy of self-evaluation and 2 self-evaluation predictor variables explaining 90% of the variability in total conducting skill. In separate regression analyses, the 5 accuracy of self-evaluation variables, the 2 self-evaluation variables, and 2 error detection variables explained smaller portions of variability (68%, 33%, and 27%, respectively). In comparison, accuracy of self-evaluation, rather than self-evaluation or error detection, offered the greatest assistance in predicting and explaining variability in total conducting skill ( N = 40).
Use this login method if you
don't
have an
@illinois.edu
email address.
(Oops, I do have one)
IDEALS migrated to a new platform on June 23, 2022. If you created
your account prior to this date, you will have to reset your password
using the forgot-password link below.
