An Empirical Investigation of Teacher Clarity
Bibliographic Data
| ID | 4306948 |
|---|---|
| Authors | Andrew J Bush (Memphis State University), Andrew Bush (0000-0001-6756-9822, University of Memphis), John J Kennedy (The Ohio State University), John Kennedy (0000-0002-6841-7289, The Ohio State University), Donald R Cruickshank (The Ohio State University) |
| Year | 1977 |
| Volume | 28 |
| Issue | 2 |
| Pages | 53-58 |
| Publication date | 1977-03-01 |
| Open Access | Yes |
| Type | ARTICLE |
| Venue | Journal of Teacher Education (JOURNAL) |
| Journal identifiers | ISSN: 0022-4871 • E-ISSN: 1552-7816 |
| Publisher | SAGE Publications Inc (PUBLISHER) |
| DOI | 10.1177/002248717702800216 |
| OpenAlex | W1990476286 |
| Language | EN |
| Citations received | 11 |
| References cited | 2 |
In an attempt to investigate and define the 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 aids, varimax rotated solutiou 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 teacherg 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)
CLARITY · Context (archaeology) · Developmental psychology · Dimension (graph theory) · Enthusiasm · Inference · Mathematics education · Pace · Psychometrics · Task (project management) · Varimax rotation · Computer Science · Mathematics · Psychology · Social Psychology · Teacher Education and Leadership Studies
Conditional indirect effects of clarity on students’ information processing
Development and Validation of the Student Interest and Engagement Scales
Direct Instruction of Summarization Skills
The effects of a guided training experience on the instructional clarity of preservice teachers
Teacher clarity
Explaining in professional contexts
The Quest for Excellence in University Teaching
Teacher Clarity and Its Relationship to Student Achievement and Satisfaction
The Effect of Low Inference Teacher Clarity Inhibitors on Student Achievement
Teacher Effectiveness in the Elementary school
Applying Research on Teacher Clarity
| Citations per year | 0.23 |
|---|---|
| Citation span | 1979 - 2024 (46) |
| Highly cited | No |