Hypothetical Dimensions of Teachers’ Communication
| Autor: | Frank B. May, M. Vere Devault |
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| Rok vydání: | 1967 |
| Předmět: | |
| Zdroj: | American Educational Research Journal. 4:271-278 |
| ISSN: | 1935-1011 0002-8312 |
| DOI: | 10.3102/00028312004003271 |
| Popis: | Generally, the most significant form of teacher-pupil interaction occurs through verbal communication. Consequently, if we are to understand the dynamics of this interaction, it is imperative that we attempt to delineate the communication patterns that teachers employ in the classroom. The purpose of the present study was to establish through factor analysis several hypothetical dimensions of classroom communication that might be used to differentiate among teachers. To our best knowledge, previous studies of teachers' communication patterns have not utilized this technique. Bales (1950), for example, grouped teachers' communication patterns into three types: developing a positive social-emotional atmosphere, keeping the group centered on a task, and encouraging a negative social-emotional atmosphere. Anderson and Brewer (1946), grouped teachers' communication patterns into two types: dominative and integrative; Withall (1949), into three types: learner-centered, teacher-c entered, and problem-centered; Flanders (1960), into two types: teacher talk-indirect influence and teacher talk -direct influence. |
| Databáze: | OpenAIRE |
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