NotesFAQContact Us
Collection
Advanced
Search Tips
Showing all 6 results Save | Export
Low-Inference Verbal Behaviors Related to Teacher Clarity.
Peer reviewed Peer reviewed
Smith, Lyle R.; Land, Michael L. – Journal of Classroom Interaction, 1981
Two low-inference teacher clarity variables, vagueness terms and mazes, are discussed in terms of their effect on student achievement and on student perception of lesson effectiveness. Results indicate that high frequencies of teacher vagueness terms inhibit student achievement and cause students to perceive the lesson as ineffective. (Authors/JN)
Descriptors: Academic Achievement, Student Evaluation of Teacher Performance, Teacher Behavior, Teacher Clarity
Effect of Teacher Transitions and Superfluous Content on Student Achievement and on Perception of Lesson Effectiveness in High School English.
Peer reviewed Peer reviewed
Smith, Lyle R.; And Others – Journal of Educational Research, 1982
A study examined the effect of teacher transitions and lesson content on lesson effectiveness as perceived by high school English students. A lesson was presented involving parallel sentence structure, and students were tested on comprehension of the material. Results indicate that teacher transitions significantly affected achievement but…
Descriptors: Academic Achievement, Course Content, English Curriculum, High School Students
Effect of Teacher Transitions and Superfluous Content on Student Achievement and on Perception of Lesson Effectiveness in High School English.
PDF on ERIC Download full text
Smith, Lyle R.; And Others – 1980
A study was conducted to determine if teachers' use of transitions and additional unexplained content influenced student achievement and perception of lesson effectiveness. One hundred eleventh grade English students were randomly assigned to one of four groups defined by possible combinations of two teacher transition conditions (transitions or…
Descriptors: Academic Achievement, Classroom Communication, Communication Skills, Educational Research
Student Perception of Teacher Clarity.
PDF on ERIC Download full text
Smith, Lyle R.; Land, Michael L. – 1980
One hundred sixty college students were randomly assigned to eight groups defined by the possible combinations of teacher vagueness in instruction (vagueness v. no vagueness), teacher mazes conditions (mazes are defined as false starts or halts in speech, redundancy, and semantically nonsensical word combinations), and additional unexplained…
Descriptors: Academic Achievement, College Students, Comprehension, Higher Education
Verbal Clarifying Behaviors, Mathematics Students Participation, Attitudes.
Peer reviewed Peer reviewed
Smith, Lyle R. – School Science and Mathematics, 1987
Describes a study which examined the combined effects of student participation and of more realistic levels of vagueness terms (incertainty and bluffing terms) on student achievement and attitudes. One conclusion based on sixth-grade students (N=96) responses suggests that relatively low levels of teacher uncertainty and bluffing can influence…
Descriptors: Academic Achievement, Elementary Education, Elementary School Mathematics, Grade 6
Effect of Teacher Vagueness and Use of Lecture Notes on Student Performance.
PDF on ERIC Download full text
Smith, Lyle R. – 1983
High school social studies students (n=160) were each assigned to 1 of 8 groups defined by possible combinations of 2 teacher uncertainty conditions (uncertainty vs. no uncertainty), 2 teacher "bluffing" conditions (bluffing vs. no bluffing), and 2 lecture notes conditions (students receive lecture notes handout vs. students do not…
Descriptors: Academic Achievement, Classroom Techniques, High Schools, Lecture Method