A Conceptualization and Measure of Teacher Verbal Effectiveness.

Autor/inn/en	Mottet, Timothy P.; Patterson, Brian R.
Titel	A Conceptualization and Measure of Teacher Verbal Effectiveness.
Quelle	(1996), (37 Seiten) PDF als Volltext kostenfreie Datei Verfügbarkeit
Sprache	englisch
Dokumenttyp	gedruckt; online; Monographie
Schlagwörter	Classroom Communication; Communication Research; Factor Analysis; Higher Education; Nonverbal Communication; Questionnaires; Student Evaluation of Teacher Performance; Student Surveys; Teacher Behavior; Teacher Effectiveness; Undergraduate Students + Suchen Sie Ihr Suchwort? Klassengespräch; Kommunikationsforschung; Faktorenanalyse; Hochschulbildung; Hochschulsystem; Hochschulwesen; Non-verbal communication; Nonverbale Kommunikation; Fragebogen; Schülerbefragung; Teacher behaviour; Lehrerverhalten; Effectiveness of teaching; Instructional effectiveness; Lehrerleistung; Unterrichtserfolg
Abstract	A study sought to better understand the construct of teacher verbal effectiveness. Teacher verbal effectiveness was theoretically conceptualized using certain variables: verbal immediacy, language intensity, self-disclosure, communication and accommodation, and humor. A scale was developed and factor analysis yielded a unidimensional teacher verbal effectiveness measure (TVEM) that contains four subscales. Subjects, 341 undergraduate students, were asked to indicate how often their teachers engaged in selected verbal communication behaviors using a 5-point scale; the 38-item measure includes verbal communication behaviors and examples of specific verbal messages that were generated from existing communication variables. The TVEM was found to have internal consistency as well as face and convergent validity. Results indicated that, although not all assessments of validity were obtained, some of the theoretical differences between teachers' verbal and nonverbal communication were revealed. Findings suggest that, contrary to the original suppositions that verbal effectiveness and nonverbal immediacy operate in the same way, they function in different ways. Future research needs to focus on the theoretical differences between nonverbal and verbal communication. (Contains 4 tables of data and 61 references; a sample survey form is appended.) (Author/CR)
Erfasst von	ERIC (Education Resources Information Center), Washington, DC