Date of Award
Doctor of Education (EdD)
School of Teaching and Learning
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.
Horn, Dakota C., "Instructional Clarity Examined as a Transactional Communication Process" (2022). Theses and Dissertations. 1528.