| This study investigates communication behaviors of life and social science professors. Grounded in the theoretical framework of Shulman (1987b) and based upon ethnographic descriptions of classroom interaction, four concepts were identified that describe teacher communication behaviors. Ratings of teachers' clarity, enthusiasm, praise/positive feedback, and presentation skills were used to determine if: (a) teacher communication behaviors are consistent across disciplines and if (b) certain behaviors provide satisfaction for students and are associated with student perceptions of learning.; Videotaped class sessions and surveys of student and faculty provided the data for the study, revealing that differences exist between life and social science classrooms. Content analysis of the videotaped class sessions indicates that social science professors ask more questions of their students and participate in more teacher-student message exchange, while life science professors lecture more often and use more visual aids to clarify course material.; Student reports suggest that social science faculty provide clearer and more enthusiastic presentations and exhibit greater concern for student learning than do their colleagues in the life sciences. Students in the social sciences are also more satisfied with their instructors' communication behaviors and believe that their instructors' behaviors make a greater contribution to learning. However, no differences are found between the faculty groups self-reports, an indication that faculty evaluate classroom interaction based upon a self-defined standard of teaching.; Because student and faculty perceptions differ, and because student opinions appear to be consistent across disciplines, additional research is warranted. Specifically, the seven communication variables--teacher clarity, enthusiasm, concern for students; use of examples, summaries, and gestures while lecturing; and discussion of upcoming assignments--associated with satisfaction and learning for all students need further investigation. Factor analysis indicates that these seven variables load as one factor. Thus, through additional research, it is possible to more accurately define teacher communication knowledge and to provide further explanation concerning the benefits of using interactive teaching strategies--thereby creating an environment that will enhance and transform the learning process. |
