Martin J Bergee
Dados Biográficos
| ID | 5872214 |
|---|---|
| NOME | Martin J Bergee |
| PRENOMES | Martin J |
| SOBRENOME | Bergee |
| ASSINATURA | BERGEE M J |
| AFILIAÇÕES | University of Missouri |
| ORCID | 0000-0002-7098-1911 |
| VERIFICADO | Sim |
| TOTAL DE OBRAS | 21 |
| TOTAL DE CITAÇÕES | 99 |
| TOTAL COMO AUTOR | 21 |
| TOTAL COMO EDITOR | 0 |
| PRIMEIRO ANO DE PUBLICAÇÃO | 1987 |
| ANO MAIS RECENTE DE PUBLICAÇÃO | 2020 |
| ÍNDICE H | 6 |
A Q Analysis of Judgments of Centrality in Music Education Courses of Study
This study’s purpose was to define music teacher person prototypes via Q factor analysis and to determine which curricular components of music education courses of study these prototypes judged to be central to the development of music teachers. This study included 4 graduating seniors in music education, 4 veteran music teachers, and 4 university music teacher educators who completed a Q-sort of 77 curricular components typically found in music …
Cross-Validation and Application of a Scale Assessing School Band Performance
This is the sixth and culminating study in a series whose purpose has been to acquire a conceptual understanding of school band performance and to develop an assessment based on this understanding. With the present study, we cross-validated and applied a rating scale for school band performance. In the cross-validation phase, college students rated recordings of two high school concert band performances using a scale developed for mid-level band …
Multilevel Models of the Relationship Between Music Achievement and Reading and Math Achievement
We used multilevel mixed modeling to test the extent to which students’ music achievement scores were related to their reading and math achievement scores. Of the four levels examined (individual students, classrooms, schools, and districts), only individuals and districts accounted for a significant portion of the total variance in achievement scores. We studied several background variables potentially affecting academic achievement among indivi…
Development and Validation of a Scale Assessing Midlevel Band Performance
This study’s purposes were to develop a rating scale for midlevel band performance and validate a theoretical structure for the scale. Research questions were (a) What qualities describe excellent seventh- and eighth-grade band performance? (b) What items constitute a Midlevel Band Performance Rating Scale (MBPRS)? (c) How reliable is the MBPRS? and (d) Does the MBPRS demonstrate construct validity? Mixed methods were employed, in particular the …
A Theoretical Structure of High School Concert Band Performance
This study used exploratory (EFA) and confirmatory factor analysis (CFA) to verify a theoretical structure for high school concert band performance and to test that structure for viability, generality, and invariance. A total of 101 university students enrolled in two different bands rated two high school band performances (a “first” band’s Performance 1, and “second” band’s Performance 2) using items from Sagen’s Band Performance Rating Scale. E…
Reliability and Perceived Pedagogical Utility of a Weighted Music Performance Assessment Rubric
The purpose of this study was to investigate the reliability and perceived pedagogical utility of a multidimensional weighted performance assessment rubric used in Kansas state high school large-group festivals. Data were adjudicator rubrics ( N = 2,016) and adjudicator and director questionnaires ( N = 515). Rubric internal consistency was moderately high (.88). Dimension reliability ranged from moderately low ( W = .47) to moderate ( W = .77). …
Introduction to the 2006 Senior Researcher Award Acceptance Address
Performer, Rater, Occasion, and Sequence as Sources of Variability in Music Performance Assessment
This study examined performer, rater, occasion, and sequence as sources of variability in music performance assessment. Generalizability theory served as the study's basis. Performers were 8 high school wind instrumentalists who had recently performed a solo. The author audio-recorded performers playing excerpts from their solo three times, establishing an occasion variable. To establish a rater variable, 10 certified adjudicators were asked to r…
Description and Evaluation of Experiences at a New Early Field Site
Validation of a Model of Extramusical Influences on Solo and Small-Ensemble Festival Ratings
This is the fourth in a series of studies whose purpose has been to develop a theoretical model of selected extramusical variables' ability to explain solo and small-ensemble festival ratings. Authors of the second and third of these (Bergee & McWhirter, 2005; Bergee & Westfall, 2005) used logistic regression as the basis for their model-building strategy. Modeling in these two studies strongly converged, demonstrating that performing as a solois…
Stability of a Model Explaining Selected Extramusical Influences on Solo and Small-Ensemble Festival Ratings
Martin J. Bergee, Claude R. Westfall, Stability of a Model Explaining Selected Extramusical Influences on Solo and Small-Ensemble Festival Ratings, Journal of Research in Music Education, Vol. 53, No. 4 (Winter, 2005), pp. 358-374
Selected Influences on Solo and Small-Ensemble Festival Ratings
Martin J. Bergee, Jamila L. McWhirter, Selected Influences on Solo and Small-Ensemble Festival Ratings: Replication and Extension, Journal of Research in Music Education, Vol. 53, No. 2 (Summer, 2005), pp. 177-190
Selected Influences on Solo and Small-Ensemble Festival Ratings
With this study, we replicated and extended the work of Bergee and Platt (2003). Analyzing ratings outcomes of 7,355 small-ensemble and solo events from two consecutive midwestern state festivals (2001 and 2002), Bergee and Platt found statistically significant differences in the main effects of time of day, type of event (solo/ensemble), and school size. In the replication phase of the present study, we used their procedures to analyze data from…
Influence of Selected Variables on Solo and Small-Ensemble Festival Ratings
With this study, we examined four potential influences on American high school solo and. small-ensemble festival adjudicator ratings—time of day, performing medium (vocal or instrumental), type of event (solo or ensemble), and school size. A total of 7,355 instrumental and vocal events from two consecutive midwestern state solo and ensemble festivals were analyzed. The two festivals, held in 2001 and 2002, employed 75 adjudicators (33 vocal and 4…
Faculty Interjudge Reliability of Music Performance Evaluation
Assessment of music performance in authentic contexts remains an underinvestigated area of research. This study is an examination of one such context, the inter-judge reliability of faculty evaluation of end-of-semester applied music performances. Brass (n = 4), percussion (n = 2), woodwind (n = 5), voice (n = 5), piano (n = 3), and string (n = 5) instructors evaluating a recent semester's applied music juries at a large university participated i…
Effects of Small-Group Peer Interaction on Self-Evaluation of Music Performance
Research has shown that undergraduate students' self-evaluation of performance correlates poorly with instructor and peer evaluation. This article reports two exploratory investigations into the development of a treatment condition for improving performance self-evaluation. The condition consisted of small groups of peers informally discussing performances and sharing feedback with one another. The first investigation resulted in a statistically …
Relationships among Faculty, Peer, and Self-Evaluations of Applied Performances
This study is the second in a series examining relationships among faculty, peer, and self-evaluations of applied music end-of-semester performances. At three locations, college and university voice, percussion, woodwind, brass, and stringed instrument instructors rated undergraduate performances. Later, the performers rated the same set of performances (one of which was their own) on videotape. Ranging from .23 to .93, total score faculty interj…
A Comparison of Faculty, Peer, and Self-Evaluation of Applied Brass Jury Performances
Authorities agree that peer evaluation and self-evaluation can help improve teaching performance. Evaluation of applied music skills, however, remains heavily teacher-centered. In this investigation, I explored the efficacy of peer and self-evaluation of applied brass jury performances. In three episodes at two locations, university faculty members evaluated live brass jury performances using an author-constructed Brass Performance Rating Scale (…
A Scale Assessing Music Student Teachers' Rehearsal Effectiveness
In this study, I sought to construct a scale assessing music student teachers' rehearsal effectiveness. A total of 251 qualified respondents indicated the extent to which each of 54 scale items represented an essential aspect of music student teachers' rehearsal effectiveness. Data were factor-analyzed, three interpretable factors were extracted and obliquely rotated, and, based on their pattern of loadings, 10 items were chosen for each factor s…
Certain Attitudes Toward Occupational Status Held by Music Education Majors
Educators today often receive mixed messages about their occupational status. The purposes of this study were (a) to identify sources of negative messages aimed at music education undergraduates, and (b) to investigate undergraduates for a response to negative messages involving systematic elevation of self over typical music educators or fellow students. Ninety-six undergraduates from three major universities responded to a questionnaire contain…
Ringing the Changes
General John Eaton, commissioner of the United States Bureau of Education from 1870 to 1886, undertook a survey of public school music programs in American city schools in 1885 and published it in 1886, Eaton undertook the survey in response to what he believed to be a great urgency on the part of music teachers to ascertain the state of public school music. The survey instrument asked questions concerning how many hours per week, in what grades,…
Relationships among Faculty, Peer, and Self-Evaluations of Applied Performances
This study is the second in a series examining relationships among faculty, peer, and self-evaluations of applied music end-of-semester performances. At three locations, college and university voice, percussion, woodwind, brass, and stringed instrument instructors rated undergraduate performances. Later, the performers rated the same set of performances (one of which was their own) on videotape. Ranging from .23 to .93, total score faculty interj…
Faculty Interjudge Reliability of Music Performance Evaluation
Assessment of music performance in authentic contexts remains an underinvestigated area of research. This study is an examination of one such context, the inter-judge reliability of faculty evaluation of end-of-semester applied music performances. Brass (n = 4), percussion (n = 2), woodwind (n = 5), voice (n = 5), piano (n = 3), and string (n = 5) instructors evaluating a recent semester's applied music juries at a large university participated i…
Selected Influences on Solo and Small-Ensemble Festival Ratings
With this study, we replicated and extended the work of Bergee and Platt (2003). Analyzing ratings outcomes of 7,355 small-ensemble and solo events from two consecutive midwestern state festivals (2001 and 2002), Bergee and Platt found statistically significant differences in the main effects of time of day, type of event (solo/ensemble), and school size. In the replication phase of the present study, we used their procedures to analyze data from…
A Comparison of Faculty, Peer, and Self-Evaluation of Applied Brass Jury Performances
Authorities agree that peer evaluation and self-evaluation can help improve teaching performance. Evaluation of applied music skills, however, remains heavily teacher-centered. In this investigation, I explored the efficacy of peer and self-evaluation of applied brass jury performances. In three episodes at two locations, university faculty members evaluated live brass jury performances using an author-constructed Brass Performance Rating Scale (…
Certain Attitudes Toward Occupational Status Held by Music Education Majors
Educators today often receive mixed messages about their occupational status. The purposes of this study were (a) to identify sources of negative messages aimed at music education undergraduates, and (b) to investigate undergraduates for a response to negative messages involving systematic elevation of self over typical music educators or fellow students. Ninety-six undergraduates from three major universities responded to a questionnaire contain…
Effects of Small-Group Peer Interaction on Self-Evaluation of Music Performance
Research has shown that undergraduate students' self-evaluation of performance correlates poorly with instructor and peer evaluation. This article reports two exploratory investigations into the development of a treatment condition for improving performance self-evaluation. The condition consisted of small groups of peers informally discussing performances and sharing feedback with one another. The first investigation resulted in a statistically …
Validation of a Model of Extramusical Influences on Solo and Small-Ensemble Festival Ratings
This is the fourth in a series of studies whose purpose has been to develop a theoretical model of selected extramusical variables' ability to explain solo and small-ensemble festival ratings. Authors of the second and third of these (Bergee & McWhirter, 2005; Bergee & Westfall, 2005) used logistic regression as the basis for their model-building strategy. Modeling in these two studies strongly converged, demonstrating that performing as a solois…
Multilevel Models of the Relationship Between Music Achievement and Reading and Math Achievement
We used multilevel mixed modeling to test the extent to which students’ music achievement scores were related to their reading and math achievement scores. Of the four levels examined (individual students, classrooms, schools, and districts), only individuals and districts accounted for a significant portion of the total variance in achievement scores. We studied several background variables potentially affecting academic achievement among indivi…
Development and Validation of a Scale Assessing Midlevel Band Performance
This study’s purposes were to develop a rating scale for midlevel band performance and validate a theoretical structure for the scale. Research questions were (a) What qualities describe excellent seventh- and eighth-grade band performance? (b) What items constitute a Midlevel Band Performance Rating Scale (MBPRS)? (c) How reliable is the MBPRS? and (d) Does the MBPRS demonstrate construct validity? Mixed methods were employed, in particular the …
A Theoretical Structure of High School Concert Band Performance
This study used exploratory (EFA) and confirmatory factor analysis (CFA) to verify a theoretical structure for high school concert band performance and to test that structure for viability, generality, and invariance. A total of 101 university students enrolled in two different bands rated two high school band performances (a “first” band’s Performance 1, and “second” band’s Performance 2) using items from Sagen’s Band Performance Rating Scale. E…
Reliability and Perceived Pedagogical Utility of a Weighted Music Performance Assessment Rubric
The purpose of this study was to investigate the reliability and perceived pedagogical utility of a multidimensional weighted performance assessment rubric used in Kansas state high school large-group festivals. Data were adjudicator rubrics ( N = 2,016) and adjudicator and director questionnaires ( N = 515). Rubric internal consistency was moderately high (.88). Dimension reliability ranged from moderately low ( W = .47) to moderate ( W = .77). …
Performer, Rater, Occasion, and Sequence as Sources of Variability in Music Performance Assessment
This study examined performer, rater, occasion, and sequence as sources of variability in music performance assessment. Generalizability theory served as the study's basis. Performers were 8 high school wind instrumentalists who had recently performed a solo. The author audio-recorded performers playing excerpts from their solo three times, establishing an occasion variable. To establish a rater variable, 10 certified adjudicators were asked to r…
Influence of Selected Variables on Solo and Small-Ensemble Festival Ratings
With this study, we examined four potential influences on American high school solo and. small-ensemble festival adjudicator ratings—time of day, performing medium (vocal or instrumental), type of event (solo or ensemble), and school size. A total of 7,355 instrumental and vocal events from two consecutive midwestern state solo and ensemble festivals were analyzed. The two festivals, held in 2001 and 2002, employed 75 adjudicators (33 vocal and 4…
A Scale Assessing Music Student Teachers' Rehearsal Effectiveness
In this study, I sought to construct a scale assessing music student teachers' rehearsal effectiveness. A total of 251 qualified respondents indicated the extent to which each of 54 scale items represented an essential aspect of music student teachers' rehearsal effectiveness. Data were factor-analyzed, three interpretable factors were extracted and obliquely rotated, and, based on their pattern of loadings, 10 items were chosen for each factor s…
Ringing the Changes
General John Eaton, commissioner of the United States Bureau of Education from 1870 to 1886, undertook a survey of public school music programs in American city schools in 1885 and published it in 1886, Eaton undertook the survey in response to what he believed to be a great urgency on the part of music teachers to ascertain the state of public school music. The survey instrument asked questions concerning how many hours per week, in what grades,…
Ringing the Changes
General John Eaton, commissioner of the United States Bureau of Education from 1870 to 1886, undertook a survey of public school music programs in American city schools in 1885 and published it in 1886, Eaton undertook the survey in response to what he believed to be a great urgency on the part of music teachers to ascertain the state of public school music. The survey instrument asked questions concerning how many hours per week, in what grades,…
A Scale Assessing Music Student Teachers' Rehearsal Effectiveness
In this study, I sought to construct a scale assessing music student teachers' rehearsal effectiveness. A total of 251 qualified respondents indicated the extent to which each of 54 scale items represented an essential aspect of music student teachers' rehearsal effectiveness. Data were factor-analyzed, three interpretable factors were extracted and obliquely rotated, and, based on their pattern of loadings, 10 items were chosen for each factor s…
Certain Attitudes Toward Occupational Status Held by Music Education Majors
Educators today often receive mixed messages about their occupational status. The purposes of this study were (a) to identify sources of negative messages aimed at music education undergraduates, and (b) to investigate undergraduates for a response to negative messages involving systematic elevation of self over typical music educators or fellow students. Ninety-six undergraduates from three major universities responded to a questionnaire contain…
A Comparison of Faculty, Peer, and Self-Evaluation of Applied Brass Jury Performances
Authorities agree that peer evaluation and self-evaluation can help improve teaching performance. Evaluation of applied music skills, however, remains heavily teacher-centered. In this investigation, I explored the efficacy of peer and self-evaluation of applied brass jury performances. In three episodes at two locations, university faculty members evaluated live brass jury performances using an author-constructed Brass Performance Rating Scale (…
Relationships among Faculty, Peer, and Self-Evaluations of Applied Performances
This study is the second in a series examining relationships among faculty, peer, and self-evaluations of applied music end-of-semester performances. At three locations, college and university voice, percussion, woodwind, brass, and stringed instrument instructors rated undergraduate performances. Later, the performers rated the same set of performances (one of which was their own) on videotape. Ranging from .23 to .93, total score faculty interj…
Effects of Small-Group Peer Interaction on Self-Evaluation of Music Performance
Research has shown that undergraduate students' self-evaluation of performance correlates poorly with instructor and peer evaluation. This article reports two exploratory investigations into the development of a treatment condition for improving performance self-evaluation. The condition consisted of small groups of peers informally discussing performances and sharing feedback with one another. The first investigation resulted in a statistically …
Influence of Selected Variables on Solo and Small-Ensemble Festival Ratings
With this study, we examined four potential influences on American high school solo and. small-ensemble festival adjudicator ratings—time of day, performing medium (vocal or instrumental), type of event (solo or ensemble), and school size. A total of 7,355 instrumental and vocal events from two consecutive midwestern state solo and ensemble festivals were analyzed. The two festivals, held in 2001 and 2002, employed 75 adjudicators (33 vocal and 4…
Faculty Interjudge Reliability of Music Performance Evaluation
Assessment of music performance in authentic contexts remains an underinvestigated area of research. This study is an examination of one such context, the inter-judge reliability of faculty evaluation of end-of-semester applied music performances. Brass (n = 4), percussion (n = 2), woodwind (n = 5), voice (n = 5), piano (n = 3), and string (n = 5) instructors evaluating a recent semester's applied music juries at a large university participated i…
Stability of a Model Explaining Selected Extramusical Influences on Solo and Small-Ensemble Festival Ratings
Martin J. Bergee, Claude R. Westfall, Stability of a Model Explaining Selected Extramusical Influences on Solo and Small-Ensemble Festival Ratings, Journal of Research in Music Education, Vol. 53, No. 4 (Winter, 2005), pp. 358-374
Selected Influences on Solo and Small-Ensemble Festival Ratings
Martin J. Bergee, Jamila L. McWhirter, Selected Influences on Solo and Small-Ensemble Festival Ratings: Replication and Extension, Journal of Research in Music Education, Vol. 53, No. 2 (Summer, 2005), pp. 177-190
Selected Influences on Solo and Small-Ensemble Festival Ratings
With this study, we replicated and extended the work of Bergee and Platt (2003). Analyzing ratings outcomes of 7,355 small-ensemble and solo events from two consecutive midwestern state festivals (2001 and 2002), Bergee and Platt found statistically significant differences in the main effects of time of day, type of event (solo/ensemble), and school size. In the replication phase of the present study, we used their procedures to analyze data from…
Description and Evaluation of Experiences at a New Early Field Site
Validation of a Model of Extramusical Influences on Solo and Small-Ensemble Festival Ratings
This is the fourth in a series of studies whose purpose has been to develop a theoretical model of selected extramusical variables' ability to explain solo and small-ensemble festival ratings. Authors of the second and third of these (Bergee & McWhirter, 2005; Bergee & Westfall, 2005) used logistic regression as the basis for their model-building strategy. Modeling in these two studies strongly converged, demonstrating that performing as a solois…
Performer, Rater, Occasion, and Sequence as Sources of Variability in Music Performance Assessment
This study examined performer, rater, occasion, and sequence as sources of variability in music performance assessment. Generalizability theory served as the study's basis. Performers were 8 high school wind instrumentalists who had recently performed a solo. The author audio-recorded performers playing excerpts from their solo three times, establishing an occasion variable. To establish a rater variable, 10 certified adjudicators were asked to r…
Introduction to the 2006 Senior Researcher Award Acceptance Address
Reliability and Perceived Pedagogical Utility of a Weighted Music Performance Assessment Rubric
The purpose of this study was to investigate the reliability and perceived pedagogical utility of a multidimensional weighted performance assessment rubric used in Kansas state high school large-group festivals. Data were adjudicator rubrics ( N = 2,016) and adjudicator and director questionnaires ( N = 515). Rubric internal consistency was moderately high (.88). Dimension reliability ranged from moderately low ( W = .47) to moderate ( W = .77). …
A Theoretical Structure of High School Concert Band Performance
This study used exploratory (EFA) and confirmatory factor analysis (CFA) to verify a theoretical structure for high school concert band performance and to test that structure for viability, generality, and invariance. A total of 101 university students enrolled in two different bands rated two high school band performances (a “first” band’s Performance 1, and “second” band’s Performance 2) using items from Sagen’s Band Performance Rating Scale. E…
Development and Validation of a Scale Assessing Midlevel Band Performance
This study’s purposes were to develop a rating scale for midlevel band performance and validate a theoretical structure for the scale. Research questions were (a) What qualities describe excellent seventh- and eighth-grade band performance? (b) What items constitute a Midlevel Band Performance Rating Scale (MBPRS)? (c) How reliable is the MBPRS? and (d) Does the MBPRS demonstrate construct validity? Mixed methods were employed, in particular the …
A Q Analysis of Judgments of Centrality in Music Education Courses of Study
This study’s purpose was to define music teacher person prototypes via Q factor analysis and to determine which curricular components of music education courses of study these prototypes judged to be central to the development of music teachers. This study included 4 graduating seniors in music education, 4 veteran music teachers, and 4 university music teacher educators who completed a Q-sort of 77 curricular components typically found in music …
Cross-Validation and Application of a Scale Assessing School Band Performance
This is the sixth and culminating study in a series whose purpose has been to acquire a conceptual understanding of school band performance and to develop an assessment based on this understanding. With the present study, we cross-validated and applied a rating scale for school band performance. In the cross-validation phase, college students rated recordings of two high school concert band performances using a scale developed for mid-level band …
Multilevel Models of the Relationship Between Music Achievement and Reading and Math Achievement
We used multilevel mixed modeling to test the extent to which students’ music achievement scores were related to their reading and math achievement scores. Of the four levels examined (individual students, classrooms, schools, and districts), only individuals and districts accounted for a significant portion of the total variance in achievement scores. We studied several background variables potentially affecting academic achievement among indivi…
Psychology (21 obras) · Diverse Music Education Insights (18 obras) · Mathematics education (11 obras) · Mathematics (10 obras) · Neuroscience and Music Perception (10 obras) · Developmental psychology (9 obras) · Statistics (8 obras) · Music education (7 obras) · Pedagogy (7 obras) · Rating scale (7 obras)