A Study of the Relationships between Teacher Behaviors and Student Performance on a Spatial Kinesthetic Awareness Test

Bibliographic Data

ID11223671
AuthorsSandra Minton, Sandra Cerny Minton, Karen McGill
Year1998
Volume30
Issue2
Pages39-52
Publication date1998-01-01
Open AccessYes
TypeARTICLE
VenueDance Research Journal (JOURNAL)
Journal identifiersISSN: 0149-7677 • E-ISSN: 1940-509X
PublisherCambridge University Press (CUP) (PUBLISHER)
DOI10.2307/1478837
OpenAlexW2021910856
LanguageEN
Citations received2
References cited7

Dance teacher behaviors have been studied for many years in an attempt to describe what these teachers do in the classroom. One method of describing dance teacher behaviors is to place the behaviors in categories or classes (Gray 1983; Gray 1984a; Skrinar 1986; Skrinar and Moses 1988; Minton 1992; Davenport 1993). Researchers have also attempted to describe dance teacher behaviors by drawing relationships between one behavior category and another. This has been accomplished through the use of proportions, patterns or domain analysis (Lunt 1974; Lord 1981/82; Gray 1984b). More recently, dance teacher behaviors were analyzed by dividing the task presentations into distinct moments: the set-up, presentation, and transition to execution (Lord, Chayer and Girard 1995). In addition, some investigators preferred to classify dance teacher behaviors by describing the type of imagery used during the instruction process (Overby 1990; Overby 1991/92; Minton 1996). Finally, the case study has been used to describe and classify the behaviors of a single dance teacher

Art · Dance · Dance education · Kinesthetic learning · Mathematics education · Pedagogy · Set (abstract data type) · Visual arts · Computer Science · Diversity and Impact of Dance · Physical Education and Pedagogy · Physical education and sports games research · Psychology

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