Encoding Ability in Teacher-Student Communication Games [electronic resource] / Donna Crossan and David R. Olson.
A two-part experiment was conducted to determine if consistent, predictable differences exist in teacher encoding ability (composed of the ability to formulate messages containing the essential information, to anticipate information needs of the listener, and to modify or recode the message from lis...
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| Format: | Electronic eBook |
| Language: | English |
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[S.l.] :
Distributed by ERIC Clearinghouse,
1969.
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MARC
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| 100 | 1 | |a Crossan, Donna. | |
| 245 | 1 | 0 | |a Encoding Ability in Teacher-Student Communication Games |h [electronic resource] / |c Donna Crossan and David R. Olson. |
| 260 | |a [S.l.] : |b Distributed by ERIC Clearinghouse, |c 1969. | ||
| 300 | |a 13 p. | ||
| 500 | |a ERIC Document Number: ED028981. | ||
| 500 | |a ERIC Note: Paper read at the American Educational Research Association Convention, Los Angeles, California, February 7, 1969. |5 ericd. | ||
| 520 | |a A two-part experiment was conducted to determine if consistent, predictable differences exist in teacher encoding ability (composed of the ability to formulate messages containing the essential information, to anticipate information needs of the listener, and to modify or recode the message from listener feedback). Twenty-eight teacher-encoders each taped instructions for a verbal task and a geometric task for sixth and twelfth grade levels in a controlled series. Students from these grade levels decoded the messages. Analysis of the resulting student scores showed significant differences in teacher encoding ability, and that the order in which the teacher taught the lesson had made a difference. (Sixth grade students did more poorly on decoding if the instructions they received had been recorded after the instructions for twelfth grade students had been recorded.) Multiple linear regression analyses were performed for each task (verbal and geometric), and each known teacher characteristic was assessed. It was found that known teacher characteristics did not predict differential success in encoding. Analyses of the instructions for each task (the message) was also conducted, revealing that redundancy and clarity tended to increase encoding effectiveness, although not significantly. (A schematic model of the teacher-child communication system is included.) (SM) | ||
| 650 | 1 | 7 | |a Classroom Communication. |2 ericd. |
| 650 | 0 | 7 | |a Feedback. |2 ericd. |
| 650 | 0 | 7 | |a Student Reaction. |2 ericd. |
| 650 | 1 | 7 | |a Teacher Behavior. |2 ericd. |
| 700 | 1 | |a Olson, David R. | |
| 710 | 2 | |a Ontario Institute for Studies in Education. | |
| 856 | 4 | 0 | |u http://files.eric.ed.gov/fulltext/ED028981.pdf |z Full Text (via ERIC) |
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