TY - JOUR
T1 - A comparative analysis of teachers’ use of dramatic style behaviors at higher and secondary educational levels
AU - Javidi, Manoochehr Mitch
AU - Downs, Valerie C.
AU - Nussbaum, Jon F.
PY - 1988/10/1
Y1 - 1988/10/1
N2 - The present investigation provides comparative data on the use of humor, self-disclosure, and narrative by award-winning teachers at college and secondary levels. The frequency in usage of these three dramatic style behaviors by award-winning and non-award winning teachers at these levels is also compared. Significant differences were found between award-winning college and secondary level teachers in their use of humor. Award-winning college and high school teachers did not differ significantly in their use of self-disclosure and narrative during 50-minutes of lecturing. However, both award-winning college and high school teachers significantly differed from award-winning mid-high teachers in use of both self-disclosure and narrative. The results also indicate that the award-winning teachers consistently utilized humor, self-disclosure, and narrative in order to clarify course content, and this usage was significantly higher than the non-award winning teachers from the same educational levels.
AB - The present investigation provides comparative data on the use of humor, self-disclosure, and narrative by award-winning teachers at college and secondary levels. The frequency in usage of these three dramatic style behaviors by award-winning and non-award winning teachers at these levels is also compared. Significant differences were found between award-winning college and secondary level teachers in their use of humor. Award-winning college and high school teachers did not differ significantly in their use of self-disclosure and narrative during 50-minutes of lecturing. However, both award-winning college and high school teachers significantly differed from award-winning mid-high teachers in use of both self-disclosure and narrative. The results also indicate that the award-winning teachers consistently utilized humor, self-disclosure, and narrative in order to clarify course content, and this usage was significantly higher than the non-award winning teachers from the same educational levels.
UR - http://www.scopus.com/inward/record.url?scp=0040511521&partnerID=8YFLogxK
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U2 - 10.1080/03634528809378729
DO - 10.1080/03634528809378729
M3 - Article
AN - SCOPUS:0040511521
SN - 0363-4523
VL - 37
SP - 278
EP - 288
JO - Communication Education
JF - Communication Education
IS - 4
ER -