Date of Award

2-4-2022

Document Type

Dissertation

Degree Name

Doctor of Education (EdD)

Department

School of Teaching and Learning

First Advisor

Thomas Crumpler

Abstract

This study reexamined the instructional communication construct of teacher clarity through student perceptions. Through multiple open ended data collection measures, the study helped redefine instructional clarity through the widely accepted transactional communication model. The major findings indicated clarity is not a rhetorical construct with instructors being the only determining participant. How students interpret the message, build relationships, overcome barriers, and various other key themes emerged during the data analysis. This study provided a key reexamination of clarity for future studies.

Comments

Imported from Horn_ilstu_0092E_12082.pdf

DOI

https://doi.org/10.30707/ETD2022.20220606094400712813.999982

Page Count

177

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