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ERIC Number: ED137234
Record Type: RIE
Publication Date: 1977-Apr
Pages: 20
Abstractor: N/A
Reference Count: 0
An Empirical Investigation of Teacher Clarity.
Bush, Andrew J.; And Others
In an attempt to investigate and define the "clarity of presentation" complex of teacher behaviors and to relate them to a number of presage and context variables, four instruments consisting of selected low inference behaviors were administered to four groups of ninth-grade students for rating the behaviors of their most clear and least clear teachers. The resulting data sets were factor analyzed to a principal axis, varimax rotated solution with resultant factors somewhat consistent across forms and highly consistent across clarity levels for each form. The data suggests that teacher clarity consists of a general dimension involving explaining concepts in an understandable manner, at an appropriate pace, involving use of examples and illustrations in presenting material. Practical implications appear in several areas: (1) junior high school teachers who wish to be judged as clear teachers should use clarifying techniques in their teaching methods; (2) teacher educators who wish to train clear teachers should stress the practice and frequent use of understandable presentations, appropriate pace, and use of examples; (3) researchers might well find similar success in identifying and defining other high inference constructs (e.g., teacher variability, enthusiasm, task-oriented behavior, etc.) by using similar methods. (MB)
Publication Type: Speeches/Meeting Papers
Education Level: N/A
Audience: N/A
Language: N/A
Sponsor: N/A
Authoring Institution: N/A
Note: Paper presented at Annual Meeting of American Educational Research Association (New York, New York, April 4-8, 1977)