01760nas a2200145   4500008004100000020001400041245012700055210006900182260001200251300001400263490000700277520115400284100002101438856015501459       2014                        eng d  a0022-429400aThe Perception of Pacing in a Music Appreciation Class and Its Relationship to Teacher Effectiveness and Teacher Intensity0 aPerception of Pacing in a Music Appreciation Class and Its Relat  c2014///  a302 - 3180 v623 aThe purpose of this study was to determine relationships among pacing, teacher effectiveness, and teacher intensity in the context of a realistic teaching situation. A scripted stimulus video was created in which the teacher demonstrated predefined pacing lapses to measure their effects on observers ratings of teacher effectiveness, teacher intensity, teacher pacing, and general perceptions. Participants ( N = 164 college students) were randomly assigned to one of four groups ( n = 41) to evaluate ongoing teacher effectiveness, teacher intensity, teacher pacing, or general perceptions (control group). Participants evaluated the teacher on their assigned construct using both continuous (Continuous Response Digital Interface) and summative measures (Likert-type scale). Results showed that the constructs had strong positive linear correlations with each other. The pacing group evidenced a greater response magnitude than the other three groups (effectiveness, intensity, control), suggesting that participants in the pacing group may have been reacting differently to some aspect of the teaching demonstration compared to the other groups.1 aSilveira, J., M.  uhttps://liberalarts.oregonstate.edu/biblio/perception-pacing-music-appreciation-class-and-its-relationship-teacher-effectiveness-and-teacher-intensity