NotesFAQContact Us
Search Tips
ERIC Number: ED179499
Record Type: RIE
Publication Date: 1979-Apr
Pages: 12
Abstractor: N/A
Reference Count: 0
Low Inference Teacher Clarity Variables: Effects on Student Achievement.
Land, M. L.; Smith, L. R.
A description is given of three studies on the effects of teacher clarity upon student achievement. Three low inference variables of teacher clarity--vagueness terms, mazes, and additional unexplained content--were selected for study. Vagueness terms are words or phrases indicating approximation, unclarity, or lack of assurance. A maze is defined as any unit of discourse that does not make semantic sense such as false starts or halts in speech, redundancy, and tangles of words. Clarity is exemplified by simplicity of expression. Eight lessons, scripted to be conducted by one teacher, each containing examples of lack of clarity, were observed. The results of these studies indicated a cause-effect relationship between teacher lack of clarity and student achievement. The effects in absolute terms, however, were small. (JD)
Publication Type: Reports - Research; Speeches/Meeting Papers
Education Level: N/A
Audience: N/A
Language: English
Sponsor: N/A
Authoring Institution: N/A
Identifiers: N/A
Note: Paper presented at the Annual Meeting of the American Educational Research Association (San Francisco, CA, April 8-12, 1979)