Teacher-Student Behavior and Student Involvement

Level of Kodaly and Auditory Discrimination

Program at Landmark School

 

John T. Cheffers, Eileen M. Crowley, 1981

 

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