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It discusses early “teacher characteristic studies” and explains how they sought to identify personal qualities of apparently effective or ineffective teachers. Historical findings are contrasted with contemporary work, highlighting expanded methodologies and improved research techniques, including narrative descriptions that treat context and the individual teacher and class as the unit of analysis.",{"@graph":69,"@context":122},[70,84,105],{"@type":71,"itemListElement":72},"BreadcrumbList",[73,77,79,82],{"item":74,"name":75,"@type":76,"position":8},"https://docshare.wps.com","Home","ListItem",{"item":78,"name":9,"@type":76,"position":14},"https://docshare.wps.com/document/",{"item":80,"name":40,"@type":76,"position":81},"https://docshare.wps.com/document/research-report/",3,{"item":83,"name":65,"@type":76,"position":19},"https://docshare.wps.com/document/music-teacher-effectiveness-selected-historical-and-contemporary-research-approaches/594394/",{"url":83,"name":65,"@type":85,"image":86,"author":91,"headline":65,"publisher":94,"fileFormat":97,"inLanguage":63,"description":67,"dateModified":98,"datePublished":99,"encodingFormat":97,"isAccessibleForFree":100,"interactionStatistic":101},"DigitalDocument",{"url":87,"@type":88,"width":89,"height":90},"https://docshare.wps.com/thumbnails/music-teacher-effectiveness-selected-historical-and-contemporary-research-approaches/594394.png","ImageObject",300,407,{"name":92,"@type":93},"Aldword","Person",{"url":74,"name":95,"@type":96},"DocShare","Organization","application/pdf","2026-10-22","2026-10-15",true,{"@type":102,"interactionType":103,"userInteractionCount":81},"InteractionCounter",{"@type":104},"ViewAction",{"@type":106,"mainEntity":107},"FAQPage",[108,114,118],{"name":109,"@type":110,"acceptedAnswer":111},"What research approaches are reviewed in the article?","Question",{"text":112,"@type":113},"The article reviews both early “teacher characteristic studies” and selected contemporary research approaches for studying music teacher effectiveness.","Answer",{"name":115,"@type":110,"acceptedAnswer":116},"How do contemporary studies differ from historical ones?",{"text":117,"@type":113},"Contemporary work uses broader methodologies and improved techniques, including narrative descriptions that emphasize context and focus on the individual teacher and class as the unit of analysis.",{"name":119,"@type":110,"acceptedAnswer":120},"Why is there often no consensus on how to identify effective music teachers?",{"text":121,"@type":113},"Music teaching involves many different tasks, and evaluation criteria vary because prescribed tasks and expectations for music teachers differ.","https://schema.org",{"og:url":83,"og:type":124,"og:title":65,"og:site_name":95,"og:description":67},"article",{"robots":126,"canonical":83},"index,follow",{"doc_id":128,"site_id":62},594394,1792189482,{"code":4,"msg":5,"data":131},{"doc_id":128,"user_id":132,"nickname":92,"user_avatar":133,"doc_module":4,"category_id":39,"category_name":40,"doc_title":65,"doc_description":67,"doc_content":134,"file_id":135,"file_url":136,"file_type":137,"file_size":138,"view_count":81,"is_deleted":4,"is_public":8,"is_downloadable":8,"audit_status":8,"page_count":29,"language":139,"language_code":63,"site_id":62,"html_lang":63,"table_of_contents":140,"faqs":141,"seo_title":142,"seo_description":67,"update_tm":143,"read_time":144},2336478940917,"https://ap-avatar.wpscdn.com/davatar_6f874abed73319feea01a86fa6f0fab8","Music teacher effectiveness:  \nSelected historical and contemporary research approaches  \nManny Brand  \nHong Kong Baptist University  \nAbstract  \nThis article reviews and analyzes selected past and current research approaches in the study of music teacher effectiveness. Early “teacher characteristic studies” are discussed along with the role of these first-generation studies in attempting to identify personal qualities and characteristics of apparently effective or ineffective teachers. These historical studies are contrasted with selected examples of contemporary research in music teacher effectiveness. Newer studies employ a broad range of methodologies and improved research techniques including the use of narrative descriptions of effective music teachers to account for and emphasize context and focus on the individual teacher and class as the unit of analysis. Two recent studies in music teacher effectiveness utilizing this narrative research approach are presented. Music teacher effectiveness research offers our profession a profile of the effective music teacher. Such a profile, of course, needs to be understood, interpreted, and applied so that our vision of the effective music teacher is based on our profession’s best collective research and wisdom.  \nKey words: Music teacher effectiveness  \nAustralian Journal of Music Education 2009:1, 13-18  \nThroughout the Asia-Pacific region there is a  \ncall for greater teacher competence. In response to perceived failures of the various educational systems to provide competent teachers, various remedies are being instituted including stricter teacher certification or licensing, improvements in pre-service and in-service teacher education, increased pre-and-post employment testing, greater emphasis on classroom (teacher) assessment, and rigorous student achievement testing (see for example, Lee & Barro, 2001) .  \nOne fascinating dimension of this heightened interest in educational improvement in the AsiaPacific region is a focus on teacher effectiveness. For example, schools in Hong Kong, Thailand, Malaysia, Japan, and China participated in an international  \nsystem for teacher observation and measuring teacher effectiveness (Teddlle, Creemers, Kyriakides, Muiis & Yu, 2006). Wu (2005) reported on a detailed study of the relationship between teachers’teaching effectiveness and school effectiveness in comprehensive high schools in Taiwan. Jones, Fujita and Ding (2004) compared teaching practices in China, Japan, and the United Kingdom, and Avalos and Haddad (2000) undertook a comprehensive review of teacher effectiveness research in Malaysia, Philippines, and Thailand. Teacher effectiveness in ethnic minority regions of Mainland China has also been examined (Chapman, Xiaoyu & Postiglione, 2000) and within music education, Brand (2006) has documented effective music teachers throughout Southeast Asia and China.  \nWhile there is agreement that there should be highly competent music teachers in every classroom, rehearsal hall, or studio, there is often a lack of consensus in identifying and describing effective music teachers. Particular given that music teaching involves a multitude of different tasks, and as the tasks prescribed for the music teacher vary, so too do the criteria for evaluating the effectiveness of the teacher (Travers, 1981) .  \nThe past  \nHistorically, Kratz’ 1896 study is not only considered to be the first known study of teacher effectiveness, but also one of the first studies in educational research. Kratz asked a large group of elementary school children to recall the best teacher they ever had and to write down what makes that teacher different from their other teachers. The subjects’ responses were then collected and compared, and formed the basis of a list of characteristics that, according to Kratz, differentiated effective from the ineffective teacher. His study was immensely significant in that this basic design served as a precedent for similar studies fo","cbCaim06GeQU6w96","https://ap.wps.com/l/cbCaim06GeQU6w96","pdf",89414,"English","# Abstract\n# Music teacher effectiveness research overview\n# Teacher effectiveness in the Asia-Pacific context\n# Challenges in defining effective music teachers\n# Historical “teacher characteristic studies”\n## Kratz (1896) study and its influence\n## Trait-based comparison results\n## Common characteristics attributed to effective teachers","[{\"question\":\"What research approaches are reviewed in the article?\",\"answer\":\"The article reviews both early “teacher characteristic studies” and selected contemporary research approaches for studying music teacher effectiveness.\"},{\"question\":\"How do contemporary studies differ from historical ones?\",\"answer\":\"Contemporary work uses broader methodologies and improved techniques, including narrative descriptions that emphasize context and focus on the individual teacher and class as the unit of analysis.\"},{\"question\":\"Why is there often no consensus on how to identify effective music teachers?\",\"answer\":\"Music teaching involves many different tasks, and evaluation criteria vary because prescribed tasks and expectations for music teachers differ.\"}]","Music teacher effectiveness - Selected historical and contemporary research approaches | PDF",1792079078,15]