Ann Q Staton‐spicer
Biographic Data
| ID | 4514008 |
|---|---|
| NAME | Ann Q Staton‐spicer |
| GIVEN NAMES | Ann Q |
| FAMILY NAME | Staton‐spicer |
| SIGNATURE | SPICER A Q S |
| AFFILIATIONS | University of Washington |
| VERIFIED | No |
| TOTAL WORKS | 2 |
| TOTAL CITATIONS | 4 |
| WORKS AS AUTHOR | 2 |
| WORKS AS EDITOR | 0 |
| FIRST PUBLICATION YEAR | 1979 |
| LATEST PUBLICATION YEAR | 1983 |
| H-INDEX | 1 |
The Measurement and Further Conceptualization of Teacher Communication Concern
This study reported the development of a set of scales to measure the self, task, and impact dimensions of teacher communication concern. Three stages of instrument development were described: item construction, testing of the hypothesized factor structure, and reliability and validity information. The result was a 15-item instrument with three subscales. In an effort to refine the conceptualization of teacher communication concern, a secondary p…
Communication Concerns of Preservice and Inservice Elementary School Teachers
The purposes of this study were: (1) to identify the communication concerns of prospective, student, and inservice teachers and (2) to determine differences in the concerns of the three groups with regard to a three-phase conceptualization: concern with self, task, and impact. Findings were that: (1) prospective teachers expressed more self than task or impact concerns, (2) student teachers expressed more task than impact concerns, (3) inservice …
Communication Concerns of Preservice and Inservice Elementary School Teachers
The purposes of this study were: (1) to identify the communication concerns of prospective, student, and inservice teachers and (2) to determine differences in the concerns of the three groups with regard to a three-phase conceptualization: concern with self, task, and impact. Findings were that: (1) prospective teachers expressed more self than task or impact concerns, (2) student teachers expressed more task than impact concerns, (3) inservice …
The Measurement and Further Conceptualization of Teacher Communication Concern
This study reported the development of a set of scales to measure the self, task, and impact dimensions of teacher communication concern. Three stages of instrument development were described: item construction, testing of the hypothesized factor structure, and reliability and validity information. The result was a 15-item instrument with three subscales. In an effort to refine the conceptualization of teacher communication concern, a secondary p…
Communication Concerns of Preservice and Inservice Elementary School Teachers
The purposes of this study were: (1) to identify the communication concerns of prospective, student, and inservice teachers and (2) to determine differences in the concerns of the three groups with regard to a three-phase conceptualization: concern with self, task, and impact. Findings were that: (1) prospective teachers expressed more self than task or impact concerns, (2) student teachers expressed more task than impact concerns, (3) inservice …
The Measurement and Further Conceptualization of Teacher Communication Concern
This study reported the development of a set of scales to measure the self, task, and impact dimensions of teacher communication concern. Three stages of instrument development were described: item construction, testing of the hypothesized factor structure, and reliability and validity information. The result was a 15-item instrument with three subscales. In an effort to refine the conceptualization of teacher communication concern, a secondary p…
Communication in Education and Healthcare (2 works) · Conceptualization (2 works) · Psychology (2 works) · Task (project management (2 works) · Teacher Education and Leadership Studies (2 works) · Anxiety (1 work) · Applied Psychology (1 work) · Applied Psychology (1 work) · Computer Science (1 work) · Developmental psychology (1 work)