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...n important element of perceived teaching effectiveness. These findings could have potentially important implications for music teachers. Similar to the Dr. Fox studies, music researchers have also explored the relationship between teacher delivery and student ratings of instruction. Teacher delivery has been defined through observable behaviors (posture, eye contact, gestures, facial expression, and vocal inflection) by numerous researchers, and terms such as intensity and magnitude have also been associated with similar behaviors (C. K. Madsen, 1988; C. K. Madsen, Standley, & Cassidy, 1989; Yarbrough, 1975). Like teacher delivery, teacher intensity has been defined according to enthusiastic affect and the student–teacher interaction but additionally included accurate presentation of subject matter and classroom management skills (C. K. Madsen, 1988). C. K. Madsen et al. (1989) found that intensity as a concept could be operationally defined, easily taught to prospective student teachers, ably demonstrated, and recognized with an extremely high degree of reliability. Yarbrough (1975) defined “magnitude” as including eye contact, closeness, volume and modulation of voice, gestures, facial expressi...

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...cher delivery, good classroom management, and inaccurate lesson content as very effective, higher than experienced teachers did. Redding (2011) replicated these results in a secondary choral rehearsal context, adding experienced teachers that were not music specialists, and they also responded differentially. Graduate students tended to rate interest and preference for teaching examples higher than did undergraduate students (Hamann et al., 2000). The researchers suggested that experience be isolated as a variable when evaluating teaching. Student achievement has not been examined as closely (Duke 1999/2000; Montemayor, 2006), although instruments have been created for the purpose of measuring student progress in piano lessons (Siebenaler, 1997) and rehearsals (Bergee, 1992; Duke, 1994; Montemayor, 2006; Morrison, Montemayor, & Wiltshire, 2004). Napoles and MacLeod (2013) recently designed a study to examine how student progress and teacher delivery influenced perceptions of overall teaching effectiveness. Preservice teachers were able to differentiate between more and less progress, but the variable of teacher delivery affected their perceptions of overall teaching effectiveness more than ...

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...ated the lecturer’s knowledge and presentation manner at the end of the lesson. However, in this study the participants also completed a test over the lecture topic. This study’s findings indicated that, not only did students prefer the highseduction lecturer, they also performed better on the cognitive test than students who viewed the low-seduction lecturer. The researchers asserted, “The Doctor Fox Effect appears to be more than an illusion. Seductiveness affects both student ratings of instruction and achievement” (Ware & Williams, 1975, p. 149). Subsequent studies (Ware & Williams, 1977; Williams & Ware, 1977) further expanded on and supported the Dr. Fox effect, but other researchers (Marsh & Ware, 1982; Meier & Feldhusen, 1979; Perry, Abrami, & Leventhal, 1979) found methodological flaws in the original studies and failed to replicate the results with real professors. Thus, although the “Dr. Fox effect” is debatable, there is evidence that students prefer teachers with high expressiveness to teachers with low expressiveness and that delivery is an important element of perceived teaching effectiveness. These findings could have potentially important implications for music teachers. Similar to the ...

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..., with efficient, accurate presentation of subject matter combined with enthusiastic affect and pacing (C. Madsen & Geringer, 1989). Hence, teacher intensity is different from conductor magnitude and teacher delivery in that it also encompasses classroom management skills and subject matter competence of the teacher (C. Madsen, 1990). Researchers studying teacher intensity have found that it was a teaching skill that could be taught, learned, and measured (Standley & Madsen, 1987), and it could be observed and rated reliably in others by participants ranging from middle school to college age (Byo, 1990; C. Madsen, Standley, & Cassidy, 1989). Training enhanced music education students’ ability to maintain intensity while teaching music (Cassidy & Madsen, 1987), and there was a strong positive relationship between teacher intensity and teacher effectiveness ratings (C. Madsen, 1988). Lack of subject matter expertise contributed to less intensity (Cassidy, 1990), consistent with the inclusion of this component in the term’s definition. There has been a limited amount of research in music concerning student progress. Duke (1999/2000) noted in a review of 25 years of music education research (19...

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...pressiveness and that delivery is an important element of perceived teaching effectiveness. These findings could have potentially important implications for music teachers. Similar to the Dr. Fox studies, music researchers have also explored the relationship between teacher delivery and student ratings of instruction. Teacher delivery has been defined through observable behaviors (posture, eye contact, gestures, facial expression, and vocal inflection) by numerous researchers, and terms such as intensity and magnitude have also been associated with similar behaviors (C. K. Madsen, 1988; C. K. Madsen, Standley, & Cassidy, 1989; Yarbrough, 1975). Like teacher delivery, teacher intensity has been defined according to enthusiastic affect and the student–teacher interaction but additionally included accurate presentation of subject matter and classroom management skills (C. K. Madsen, 1988). C. K. Madsen et al. (1989) found that intensity as a concept could be operationally defined, easily taught to prospective student teachers, ably demonstrated, and recognized with an extremely high degree of reliability. Yarbrough (1975) defined “magnitude” as including eye contact, closeness, volume and modulation of voice, gesture...

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...r the lecture topic. This study’s findings indicated that, not only did students prefer the highseduction lecturer, they also performed better on the cognitive test than students who viewed the low-seduction lecturer. The researchers asserted, “The Doctor Fox Effect appears to be more than an illusion. Seductiveness affects both student ratings of instruction and achievement” (Ware & Williams, 1975, p. 149). Subsequent studies (Ware & Williams, 1977; Williams & Ware, 1977) further expanded on and supported the Dr. Fox effect, but other researchers (Marsh & Ware, 1982; Meier & Feldhusen, 1979; Perry, Abrami, & Leventhal, 1979) found methodological flaws in the original studies and failed to replicate the results with real professors. Thus, although the “Dr. Fox effect” is debatable, there is evidence that students prefer teachers with high expressiveness to teachers with low expressiveness and that delivery is an important element of perceived teaching effectiveness. These findings could have potentially important implications for music teachers. Similar to the Dr. Fox studies, music researchers have also explored the relationship between teacher delivery and student ratings of instruction. Teacher delivery has be...

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...a” or “popularity” as the most important characteristic when rating teachers. Delivery has a strong impact on teaching perceptions for music and nonmusic students alike. Teacher intensity has been operationally defined as the sustained control of the student–teacher interaction, with efficient, accurate presentation of subject matter combined with enthusiastic affect and pacing (C. Madsen & Geringer, 1989). Hence, teacher intensity is different from conductor magnitude and teacher delivery in that it also encompasses classroom management skills and subject matter competence of the teacher (C. Madsen, 1990). Researchers studying teacher intensity have found that it was a teaching skill that could be taught, learned, and measured (Standley & Madsen, 1987), and it could be observed and rated reliably in others by participants ranging from middle school to college age (Byo, 1990; C. Madsen, Standley, & Cassidy, 1989). Training enhanced music education students’ ability to maintain intensity while teaching music (Cassidy & Madsen, 1987), and there was a strong positive relationship between teacher intensity and teacher effectiveness ratings (C. Madsen, 1988). Lack of subject matter expertise contrib...

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...also completed a test over the lecture topic. This study’s findings indicated that, not only did students prefer the highseduction lecturer, they also performed better on the cognitive test than students who viewed the low-seduction lecturer. The researchers asserted, “The Doctor Fox Effect appears to be more than an illusion. Seductiveness affects both student ratings of instruction and achievement” (Ware & Williams, 1975, p. 149). Subsequent studies (Ware & Williams, 1977; Williams & Ware, 1977) further expanded on and supported the Dr. Fox effect, but other researchers (Marsh & Ware, 1982; Meier & Feldhusen, 1979; Perry, Abrami, & Leventhal, 1979) found methodological flaws in the original studies and failed to replicate the results with real professors. Thus, although the “Dr. Fox effect” is debatable, there is evidence that students prefer teachers with high expressiveness to teachers with low expressiveness and that delivery is an important element of perceived teaching effectiveness. These findings could have potentially important implications for music teachers. Similar to the Dr. Fox studies, music researchers have also explored the relationship between teacher delivery and student ratings of in...

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... college students evaluated the lecturer’s knowledge and presentation manner at the end of the lesson. However, in this study the participants also completed a test over the lecture topic. This study’s findings indicated that, not only did students prefer the highseduction lecturer, they also performed better on the cognitive test than students who viewed the low-seduction lecturer. The researchers asserted, “The Doctor Fox Effect appears to be more than an illusion. Seductiveness affects both student ratings of instruction and achievement” (Ware & Williams, 1975, p. 149). Subsequent studies (Ware & Williams, 1977; Williams & Ware, 1977) further expanded on and supported the Dr. Fox effect, but other researchers (Marsh & Ware, 1982; Meier & Feldhusen, 1979; Perry, Abrami, & Leventhal, 1979) found methodological flaws in the original studies and failed to replicate the results with real professors. Thus, although the “Dr. Fox effect” is debatable, there is evidence that students prefer teachers with high expressiveness to teachers with low expressiveness and that delivery is an important element of perceived teaching effectiveness. These findings could have potentially important implications for music t...

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...e inclusion of this component in the term’s definition. There has been a limited amount of research in music concerning student progress. Duke (1999/2000) noted in a review of 25 years of music education research (1972– 1997) that only 13 of 86 investigations measured student achievement. Others have postulated that teachers’ ability to attend to student behavior rather than their own teaching behaviors appeared to increase with teaching experience (Bergee, 2005; Paul, 1998). While some have attempted to measure student progress (Siebenaler, 1997), or have students measure their own progress (Morrison, Montemayor, & Wiltshire, 2004), the association between teacher behavior and student achievement has not been established strongly (Duke, 1999/2000; Montemayor, 2006, 2011). Dickinson (1990) conducted an interesting study of student teachers teaching high school students in nonmusic subjects and found small correlations between instructor ratings and actual content learned; however, strong correlations were found between instructor ratings and perceived amount learned. Yarbrough and Henley (1999) asked an important question: “Is it possible for a teacher to get a good teaching evaluation if the performance of the students...

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...ood classroom management, and inaccurate lesson content as very effective, higher than experienced teachers did. Redding (2011) replicated these results in a secondary choral rehearsal context, adding experienced teachers that were not music specialists, and they also responded differentially. Graduate students tended to rate interest and preference for teaching examples higher than did undergraduate students (Hamann et al., 2000). The researchers suggested that experience be isolated as a variable when evaluating teaching. Student achievement has not been examined as closely (Duke 1999/2000; Montemayor, 2006), although instruments have been created for the purpose of measuring student progress in piano lessons (Siebenaler, 1997) and rehearsals (Bergee, 1992; Duke, 1994; Montemayor, 2006; Morrison, Montemayor, & Wiltshire, 2004). Napoles and MacLeod (2013) recently designed a study to examine how student progress and teacher delivery influenced perceptions of overall teaching effectiveness. Preservice teachers were able to differentiate between more and less progress, but the variable of teacher delivery affected their perceptions of overall teaching effectiveness more than student progress did. Th...