Date of Award


Document Type


Degree Name

Doctor of Philosophy (PhD)



First Advisor

Jane W. Cassidy


The purpose of this study was to examine the effect of teaching setting and self-evaluation on the development of teacher intensity behaviors among preservice elementary education majors enrolled in a music methods course. Subjects (N = 44) completed a pre- and posttest and four treatment lessons which were videotaped and analyzed by the investigator using a behavioral checklist which was divided into three sections: Personal Delivery Skills, Accuracy of Instruction and Classroom Management. There were four treatment groups: peer/general, practicum/specific, practicum/general, or peer/specific. Peer teaching subjects taught in the university classroom while practicum subjects taught at a kindergarten. General self-evaluation subjects used the Continuous Response Digital Interface (CRDI) while specific self-evaluation subjects used a behavioral checklist. Each subject also completed one peer-evaluation. A panel of experts used the CRDI to evaluate subjects in the general treatment group. Pre- to posttest analyses indicated that setting and self-evaluation tool did not have an effect on teacher intensity. All subjects made significant gains from pre- to posttest. Analysis of the treatment lessons indicated no effect due to setting or self-evaluation tool although there were differences across lessons. The highest total score was obtained on lesson 1 which had no music task. The highest delivery score was obtained on lesson 3 which again focused on a non-music task. Subjects teaching peers had better delivery on the first lesson while subjects teaching children had better delivery on lessons two through four. Accuracy of instruction was highest on lesson one (no music) regardless of setting or evaluation tool. Classroom management scores were significantly higher on lessons three and four. Comparative analyses indicated that subjects rated themselves and their peers higher than did the experts using the CRDI or behavioral checklist. Descriptive observations of the attitude survey indicated that subjects who taught children rated the course higher than did subjects who taught their peers while subjects who completed general self-evaluations rated the course higher than did subjects who completed specific self-evaluations.