This article reports the findings of two meta-analyses that explored the relationship between teacher clarity and student learning. Combined, the results suggest that teacher clarity has a larger effect for student affective learning than for cognitive learning. However, neither the effects for cognitive learning nor affective learning were…

Prompted by recent reanalysis of data from "Teaching Styles and Pupil Progress" (Bennett, 1976), the authors consider whether there is an overall trend in British evidence favoring formal or informal teaching styles and whether this dichotomy is important to future studies of teacher effectiveness. (Author/SJL)