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ERIC Number: ED040146
Record Type: RIE
Publication Date: 1969
Pages: 21
Abstractor: N/A
Reference Count: 0
The Teacher as Communicator: An Aspect of Teacher Effectiveness.
Olson, David R.; And Others
Experiments were devised to determine teacher effectiveness on the basis of ability to communicate, on the assumption that no relevant learning will occur if communication is faulty. A series of communication games involved an encoder (teacher) and decoder (student) to provide tentative answers to the questions: 1) Are there individual differences in encoding abilities? 2) On what dimensions do the messages generated vary? 3) How do variations in encoding influence decodability? 4) What is the effect of feedback from the decoder? Two groups of materials were used, a wooden board with holes holding forms of different shape, color, and size and a crayon, cup, coin, box, pencil, and scissors. Results suggested that: 1) Adults differ substantially in their effectiveness in encoding even simple messages. 2) Intellectual development is important in preparing an informationally adequate message. 3) There is a limit to the amount of information a child can retain and instructions must be broken into appropriate lengths if they are to be successfully handled. 4) The percentage of correct results will increase when the objects are visible during the period of instruction. 5) If information is transmitted more slowly, it will be more correctly interpreted. Two further studies are in progress to test the effects of feedback and to identify independent variables to account for success in communication. [Not available in hard copy due to marginal legibility of original document.] (MBM)
Publication Type: N/A
Education Level: N/A
Audience: N/A
Language: N/A
Sponsor: N/A
Authoring Institution: N/A