| The purpose of this study was to examine the influence of complete correct/incorrect teacher sequential instruction patterns, effective/ineffective teacher delivery style behaviors, and on-task/off-task student behaviors on stringed instrument participants' evaluation of teacher effectiveness.; Participants were Grade 6 through Grade 8 stringed instrument music students (n = 40), Grade 9 through Grade 12 stringed instrument music students (n = 40), university undergraduate stringed instrument music students (n = 33), and experienced stringed instrument music teachers (n = 35). Participants used the Effective Teaching Response Form to rate teacher effectiveness and to write three comments supporting that rating.; There was a significant difference between the mean score for Grade 6 through Grade 8 music students and experienced stringed music teachers. No significant differences were found among the other groups' mean scores. When examining data for the specific variables, there were significant differences between complete correct and complete incorrect teacher sequential instruction patterns, effective and ineffective teacher delivery style behavior, and on-task and off-task student behavior. There was a significant difference due to the main effect of teaching episodes across participants' perceptions. There were significant interactions that reflected the expected change in participants' perception scores in terms of teacher effectiveness for the eight teaching episodes.; Participants' written comments suggested that: (a) Teacher Instruction category influenced the response rating of all four groups more than any other category, (b) on-task student behavior influenced the response ratings of the Grade 6 through Grade 8 music students more than any other group, (c) complete correct teacher sequential instruction patterns influenced the response ratings of the university undergraduate music students and experience music teachers more than the complete incorrect teacher sequential instruction patterns, (d) university undergraduate music students and experience music teachers were more likely to rate teacher effectiveness based on the identification of complete correct teacher sequential instruction patterns than any other group, (e) all four groups were more likely to identify the ineffective teacher delivery style behavior than the effective teacher delivery style behavior, and (f) all four groups were more likely to identify the off-task student behavior than the on-task student behavior. |
