The purpose of this study was to examine extant research in effective teaching and to determine the extent to which results were being applied in music teaching. Rehearsals ( N = 79) were analyzed to determine time spent in and correct sequencing of presentation of task, student responses, and reinforcement. Results demonstrated that (a) time spent in presenting musical information and appropriate reinforcement was about one-fourth of total rehearsal time, (b) an almost equal amount of time was spent giving directions as compared to musical information, (c) almost half the rehearsal time was devoted to performance, and (d) experienced teachers were highly disapproving of student responses, whereas preparatory teachers were highly approving.

In this study, the authors examined whether a conductor's use of high-expressivity or lowexpressivity techniques affected evaluations of ensemble performances that were identical across conducting conditions. Two conductors each conducted two 1-minute parallel excerpts from Percy Grainger's Walking Tune. Each directed one excerpt using high-and one using low-expressivity techniques. After watching a video of the four conducting segments set to a single audio performance of the selection by a university wind ensemble, participants (N = 118) evaluated ensemble expressivity using a 10-point Likert-type scale. Half of the participants also rated the expressivity of the conductor using a second identical scale. Ensemble expressivity was rated significantly higher for the high-expressivity conductors; effect size was strong (partial η 2 = .57). Among participants evaluating both conductor and ensemble, there was a significant moderate correlation between ratings (r = .56).

209The purpose of this study was to examine videotaped teacher and performer behavior during several high school ensemble rehearsals to determine the predictability of a dependent variable, frequency of off-task behavior, by thefollowing carrier variables: performance time; nonperformance time;frequency of social and academic approvals and disapprovals, stops, complete and incomplete teaching units, errors, and teacher eye contact. Subjects were six high school ensemble teachers and randomly selected studentsfrom two mixed choruses, three bands, and one orchestra. Videotapes, using two cameras and a special effects generatorfor a split-screen effect, were made for ex post facto analysis. The predictability of off-task behavior carrier variables was examined, using a multiple regression analysis. The variability of off-task behavior caused by individual teacher differences was accounted for in a repeated measures design. Results indicated a strong relationship between off-task behavior and individual teachers, nonperformance activity, and teacher eye contact. The carrier variables in this model accounted for 81.38% of the off-task variability.Effective teaching may be defined to the degree that an evaluation of the effect of observed teacher behavior on student behavior is possible. Previous studies have focused on teacher/conductor behavior (Forsythe

IntroductionThe Syracuse University Libraries ("Libraries") are committed to protecting the privacy of all who use their services, in person or online. This Privacy Policy provides information about the information the Libraries collect and use, and why they use such information.The Libraries provide a vast array of services. Many services do not require users to divulge any information to Libraries staff or systems. Other services, however, require users to provide some information in order to receive or benefit from the service.At all times, the Libraries' staff keeps confidential all information about our users, their activities, and their research choices to the extent allowed by law. All Libraries divisions and personnel comply with New York State law that governs the confidentiality of library records.

This study compared the effects of male timbre, falsetto, and sine-wave models on pitch-matching skills of inaccurate boy versus girl singers in Grades K—8. Subjects were 216 inaccurate singers in Grades K-8 ( n = 12 boys and 12 girls from each grade). They were presented descending minor thirds sung by a tenor and a bass in their regular octaves (G3—E3) and in falsetto (G4—E4), as well as two sine-wave stimuli in the same octaves. Subjects were recorded singing back the presented intervals. The recordings were digitized and analyzed for pitch and interval cent deviation. Responses to male stimuli were more accurate than were responses to sine waves. Girls responded more accurately to higher stimuli, and boys responded more accurately to lower stimuli. The octaves of the stimuli also affected the octaves of the responses, and the subjects had a tendency to sing intervals that were larger rather than smaller than the minor-third models.