Some of the material in is restricted to members of the community. By logging in, you may be able to gain additional access to certain collections or items. If you have questions about access or logging in, please use the form on the Contact Page.
Heath-Reynolds, J. (2014). The Effect of Teacher Nonverbal Expressiveness on Ratings of Teacher Effectiveness and Student Learning. Retrieved from http://purl.flvc.org/fsu/fd/FSU_migr_etd-9002
The purpose of this study was threefold: (1) to determine if levels of teacher expressiveness (low, medium, or high) have an effect on ratings of teacher effectiveness, lesson content, and on student learning, (2) to determine if a relationship exists between ratings of teacher nonverbal behaviors and teacher effectiveness, and (3) to determine if a relationship exists between ratings of teacher expressiveness and teacher enthusiasm in the elementary general classroom. Three scripted videos were created of the same stimulus teacher presenting a music lesson to a hypothetical class of elementary-aged children. In the three videos, the stimulus teacher exhibited low, medium, or high levels of expressive nonverbal behaviors. Participants for the first phase of the study were 160 college students who were randomly assigned to one of three video conditions. Video conditions were based on the stimulus teacher's level of expressiveness: low (n = 55), medium (n = 54), and high (n = 51). After viewing the video, participants provided ratings on the teacher's effectiveness, expressiveness, enthusiasm, nonverbal behaviors, and lesson content. Participants for the second phase of the study were 114 fourth- and fifth-grade students who were randomly assigned to the same video viewing conditions: low (n = 42), medium (n = 37), or high (n = 35) teacher expressiveness. Following the video viewing, participants completed a 10-question Student Learning Assessment based on the video lesson content. Results of this study revealed that levels of teacher expressiveness had a significant effect on ratings of teacher effectiveness, with higher levels of teacher expressiveness resulting in higher ratings of teacher effectiveness. Levels of teacher expressiveness did not have an effect on ratings of lesson content, or on student learning. Results also revealed that (1) higher ratings of teacher nonverbal behaviors were significantly related to higher ratings of teacher effectiveness, and (2) participants equated teacher expressiveness with teacher enthusiasm.
A Dissertation submitted to the College of Music in partial fulfillment of the requirements for the degree of Doctor of Philosophy.
Bibliography Note
Includes bibliographical references.
Advisory Committee
Alice-Ann Darrow, Professor Directing Dissertation; John R. Drew, University Representative; Kimberly VanWeelden, Committee Member; John M. Geringer, Committee Member; Clifford K. Madsen, Committee Member.
Publisher
Florida State University
Identifier
FSU_migr_etd-9002
Use and Reproduction
This Item is protected by copyright and/or related rights. You are free to use this Item in any way that is permitted by the copyright and related rights legislation that applies to your use. For other uses you need to obtain permission from the rights-holder(s). The copyright in theses and dissertations completed at Florida State University is held by the students who author them.
Heath-Reynolds, J. (2014). The Effect of Teacher Nonverbal Expressiveness on Ratings of Teacher Effectiveness and Student Learning. Retrieved from http://purl.flvc.org/fsu/fd/FSU_migr_etd-9002
