An Observation Procedure to Differentiate Teaching Experience and Expertise in Music Education

One hundred fifty music teachers and students were asked to simultaneously observe, ana-lyze, and write extemporaneously about 20 videotaped excerpts of live music situations. Subjects were divided on the basis of their expertise and experience into five groups of 30 people each: freshmen, juniors, novices, experienced teachers, and experts. Responses were analyzed with differential points being given for accurate factual and inferential statements. Individual scores ranged from 17 to 205 points. Group means were widely differentiated and increased systematically as experience and expertise increased, and all differences between groups were significant except between the freshmen and juniors. A two-way ANOVA revealed that the difference in scores between experienced and expert teach-ers was not due solely to years of experience