The purpose of this study was to investigate aspects of instructional language from three historical perspectives in order to operationally define elements of teacher language behavior and to develop an instructional language assessment instrument which might be useful in evaluating the language behaviors of pre-service elementary and music education majors. / An investigation of the educational treatises of Quintilian, Erasmus, and Herbart revealed a number of views regarding teacher language behaviors and what was considered to be appropriate. The Instructional Language Assessment instrument (ILA) and corresponding operational definitions were developed from these historical instructional language views. The definitions for verbal interaction, subject matter vocabulary, general vocabulary, speech speed, voice pitch, and articulation were refined following a pilot study. / The quality of the instructional language of 143 elementary and music education majors from two large state universities was evaluated, utilizing the ILA. Video or audiotaped five to ten minute lessons, based upon assigned musical concepts, were time-sampled. / The language assessment results for each of the six ILA categories were descriptively presented. In the final chapter, implications for teacher education were discussed and suggestions made for future research. / Source: Dissertation Abstracts International, Volume: 47-08, Section: A, page: 2938. / Thesis (Ph.D.)--The Florida State University, 1986.
| Identifer | oai:union.ndltd.org:fsu.edu/oai:fsu.digital.flvc.org:fsu_75906 |
| Contributors | DENICOLA, DIANE NOEL., Florida State University |
| Source Sets | Florida State University |
| Detected Language | English |
| Type | Text |
| Format | 122 p. |
| Rights | On campus use only. |
| Relation | Dissertation Abstracts International |
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