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ERIC Number: ED331104
Record Type: Non-Journal
Publication Date: 1990-Apr
Pages: 36
Abstractor: N/A
Reference Count: N/A
Classroom Communicating Style in Higher Education: A Reformulation Based upon "Neo-constructivist" Theory.
Ross, Susan Mallon
This paper suggests a new way to approach the study style in instructional communication. First, the paper reviews and critiques existing approaches to communication style research. Following that it is suggested that a fundamental limitation of existitng approaches is that researchers have typically superimposed conventional criteria for teaching effectiveness and taxonomies of style upon teachers and students. Then, a basic outline for a constructivist approach to style in classroom communication is advanced. It is suggested that this paper is the first to adapt the concept of message design logics to extend the understanding of instructional communication, more specifically to understand how teachers' orientations to communication and their resultant behavior affects students development in the pursuit of educational goals. The paper offers the following preliminary taxonomy for teacher's and students' communicating styles: (1) expressive teachers would strive for completeness and clarity in expressing course content; (2) conventional teachers would strive for cooperative classroom interaction guided by the rules, as of their discipline; (3) rhetorical teachers would seek to influence their students toward their course-related views of reality through coherent argumentation; (4) expressive students expect to learn what is taught and demonstrate learning by clearly and completely reproducing that material; (5) conventional students expect to learn and play a "game" with fixed rules and to do well by demonstrating that they can play by the rules; and (6) rhetorical students recognize the possibility of transcending or transforming conventional "games" through creative classroom communication. An 8-page bibliography is attached. (Author/TD)
Publication Type: Speeches/Meeting Papers; Information Analyses; Reports - Research
Education Level: N/A
Audience: N/A
Language: English
Sponsor: N/A
Authoring Institution: N/A