The Effects of Conducting and Non -Conducting Contexts on Teacher Self -Evaluation and Musical Error Detection

Stepwise multiple regression analysis was used to identify a combination of 5 accuracy of self-evaluation and 2 self-evaluation predictor variables explaining 90% of the variability in total conducting skill. In separate regression analyses, the 5 accuracy of self-evaluation variables, the 2 self-evaluation variables, and 2 error detection variables explained smaller portions of variability (68%, 33%, and 27%, respectively). In comparison, accuracy of self-evaluation, rather than self-evaluation or error detection, offered the greatest assistance in predicting and explaining variability in total conducting skill ( N = 40).

Name thesis:degree_name

Ed.D.

Level thesis:degree_level

Dissertation

Discipline thesis:degree_discipline

Music

Grantor

University of Illinois at Urbana-Champaign

Year dc:date

2015

Author dc:creator

• Stiffler, Brian Dale

Contributors dc:contributor

• Grashel, John

• Education, Teacher Training

Language dc:language

eng

Identifier

(MiAaPQ)AAI3131030

OAI identifier oai:identifier

oai:www.ideals.illinois.edu:2142/85732