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Communication and Teaching Effectiveness--A Quantitative Study of Verbal and Nonverbal Communication in Vocational Education Programs in the State of Florida. Final Report.

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Bibliographic Details
Title: Communication and Teaching Effectiveness--A Quantitative Study of Verbal and Nonverbal Communication in Vocational Education Programs in the State of Florida. Final Report.
Authors: Roberts, Churchill L., Becker, Samuel L., University of West Florida, Pensacola.
Peer Reviewed: N
Page Count: 200
Publication Date: 1973
Sponsoring Agency: Florida State Dept. of Education, Tallahassee. Div. of Vocational, Technical and Adult Education.
Document Type: Reports - Research
Descriptors: Communication Skills, Educational Research, Higher Education, Secondary Education, Teacher Behavior, Teacher Effectiveness, Teacher Evaluation, Teaching Skills, Vocational Education, Vocational Education Teachers
Abstract: The vocational education teacher was the focus of this study designed to gain a better understanding of how communication relates to teaching effectiveness in a vocational setting. Teaching effectiveness was defined in terms of four criteria: supervisor evaluations of teachers, student evaluations of teachers, absentee rate, and drop rate. The teachers who served as subjects for the study came from a number of industrial education programs located in Florida secondary schools, vocational-technical centers, and community colleges. Two trained observers spent two days with each teacher recording his behavior and the behavior of his students. Underscoring the importance of communication skills, this study showed that there were identifiable differences in behavior among teachers categorized according to supervisor and/or student ratings. The "best" teachers were very dynamic, had superior delivery skills, spent a great amount of time in direct contact with their students, and created a pleasant social-emotional environment through the use of positive reinforcement and banter. Seven recommendations were made for vocational education on the basis of the findings in this study. (Author/RB)
Journal Code: RIEFEB1975
Entry Date: 1975
Accession Number: ED096708
Database: ERIC
Description
Abstract:The vocational education teacher was the focus of this study designed to gain a better understanding of how communication relates to teaching effectiveness in a vocational setting. Teaching effectiveness was defined in terms of four criteria: supervisor evaluations of teachers, student evaluations of teachers, absentee rate, and drop rate. The teachers who served as subjects for the study came from a number of industrial education programs located in Florida secondary schools, vocational-technical centers, and community colleges. Two trained observers spent two days with each teacher recording his behavior and the behavior of his students. Underscoring the importance of communication skills, this study showed that there were identifiable differences in behavior among teachers categorized according to supervisor and/or student ratings. The "best" teachers were very dynamic, had superior delivery skills, spent a great amount of time in direct contact with their students, and created a pleasant social-emotional environment through the use of positive reinforcement and banter. Seven recommendations were made for vocational education on the basis of the findings in this study. (Author/RB)