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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.
Includes bibliographical references.
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.
Florida State University
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