Teacher-Student Behavior and Student
Involvement
Level of Kodaly
and Auditory Discrimination
Program at
The design treatment, implementation and results of
this study represent unique data. The content or area of study was unusual Kodaly versus auditory discrimination teaching at a private
school. Four teachers and their classroom activities were examined to determine
a pre- and post-measure of teacher-student behaviors, social interaction, and
student involvement. Furthermore, the effects of teaching with another teacher
and teaching solo were included in the design of the study. One teacher used as
a control was also studied. The instruments used for data collection were
CAFIAS and IRG II. Data were collected during a normal school week at two
points (October and April).
One Kodaly teacher's class
revealed high emotional involvement at the post measure for over 60% of the
time. This is unusually high for IRG recordings! Most sound classes have a peak
recording at the engrossed involvement category. It was found that this teacher
used the environment to help with her teaching (music) and her enthusiasm
elicited productive, enthusiastic behaviors from the students.
The auditory discrimination classes showed high
passive involvement with two teachers. There was a 15% swing in favor of the
post-testing results but there was little emotional involvement. One teacher's
class was represented with over half described as negatively, emotionally
involved. This teacher had difficulty with her teaching and the lack of student
involvement verified this observation.
The final report of this study included ten graphs of CAFIAS results as well as ten of IRG interpretations. The students in the one Kodaly teacher's classes were productive and more emotionally involved than any of the other classes and there were 0% negative connotations. Interaction and Involvement