A comparative analysis of teachers’ use of dramatic style behaviors at higher and secondary educational levels

Manoochehr Mitch Javidi, Valerie C. Downs, Jon F. Nussbaum

Research output: Contribution to journalArticlepeer-review

32 Scopus citations

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 languageEnglish (US)
Pages (from-to)278-288
Number of pages11
JournalCommunication Education
Volume37
Issue number4
DOIs
StatePublished - Oct 1 1988

All Science Journal Classification (ASJC) codes

  • Communication
  • Education
  • Language and Linguistics

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