Abstract
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.
| Original language | English (US) |
|---|---|
| Pages (from-to) | 278-288 |
| Number of pages | 11 |
| Journal | Communication Education |
| Volume | 37 |
| Issue number | 4 |
| DOIs | |
| State | Published - Oct 1 1988 |
All Science Journal Classification (ASJC) codes
- Communication
- Education
- Language and Linguistics
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