Verbal Ability and Teacher Effectiveness

Andrew, Michael D.; Cobb, Casey D.; Giampietro, Peter J.

doi:10.1177/0022487105279928

Cited by 54 publications

(52 citation statements)

References 14 publications

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“…Teacher ACT test scores significantly predicted their students' Stanford Achievement test reading scores even when third grade test scores, age, race, and gender were controlled. Andrew, Cobb, and Giampietro (2005) found a relationship between verbal scores and ratings of teacher effectiveness only for teachers rated less than acceptable. All these studies viewed test scores as a measure of general verbal ability rather than as a measure of specific language arts skills.…”

Section: Introductionmentioning

confidence: 86%

Effects of pre-service teachers’ receptive vocabulary knowledge on their interactive read-alouds with elementary school students

Corrigan

2010

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There are individual differences in the amount and type of vocabulary that adults produce to young children in the home environment before the children enter school. How many words a mother knows is a significant predictor of a child's vocabulary. The current study addressed the question of whether there were individual differences in the amount and type of vocabulary that pre-service teachers produced in their first read-aloud lessons to first and second grade students. Specifically, would pre-service teachers with higher vocabulary scores differ from those with lower vocabulary scores in their choice of books to read and in the language they used to discuss the books? Results indicated that pre-service teachers with more advanced vocabulary scores chose books with more vocabulary diversity and sophistication. When they chose narrative texts, they also chose books that were more difficult in terms of their semantic cohesion. Both the receptive vocabulary of pre-service teachers and the language in the books that they chose had an effect on the ''teacher talk'' that they used in the lesson surrounding the book reading. Just as parents show individual differences in the richness of the language input provided to their children before they enter school, pre-service teachers own knowledge of language varies, and this influences the linguistic input that they provide to their students.

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Section: Introductionmentioning

confidence: 86%

Effects of pre-service teachers’ receptive vocabulary knowledge on their interactive read-alouds with elementary school students

Corrigan

2010

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“…Nessa perspectiva, equipes, onde a comunicação não é eficiente, onde as pessoas não costumam interagir umas com as outras, têm maior tendência ao fracasso. Já outro estudo (Andrew, Cobb & Giampietro, 2005) destacou que a habilidade verbal, como medida isolada, não serve como preditor da eficácia do professor, apesar de ter encontrado que professores fracos têm baixos escores nessa habilidade. No entanto, essa aptidão não se mostrou eficaz para discriminar o bom do excelente educador.…”

Section: Discussionunclassified

A avaliação do nível de habilidades para trabalhar em equipe entre professores universitários

2007

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ResumoEste estudo procurou avaliar a habilidade para o trabalho em equipe em 78 professores universitários das ciências da saúde e exatas. Utilizou-se o Questionário de Habilidades para Trabalhar em Equipe para avaliar as categorias: preocupação com a equipe, características de liderança, formas de comunicação, preocupação com a tarefa e preocupação com o humano. Realizaram-se análises estatísticas de freqüência e teste t de Student. Nos resultados destaca-se que as habilidades para o trabalho em equipe são positivamente valorizadas no exercício da docência. Nas categorias específicas, preocupação com a tarefa obteve o escore padronizado mais alto, enquanto preocupação com a equipe, o mais baixo. A área das ciências da saúde alcançou resultados mais altos em preocupação com o humano do que a das exatas. Discutem-se aspectos que ratificam a importância da avaliação psicológica nessa área de atuação, contribuindo tanto nas tarefas de diagnóstico como no desenvolvimento dessas habilidades. Palavras-chave: Habilidades; Trabalho em equipe; Professores universitários. The evaluation of the level of abilities to work in team between university professors AbstractThe purpose of this study was to assess 78 university teachers from the areas of Health Sciences and Natural Sciences in their abilities for teamwork. The Teamwork Abilities Assessment Form was used to assess such categories as: concern with the team, leadership characteristics, ways of communication, concern with the task, and concern with the human aspects. Statistical analysis of frequency and Student's t test were performed. Results have shown that abilities for teamwork are positively assessed in the teaching profession. In the specific categories, concern with the task obtained the highest standardized score, while concern with the team scored lowest. The area of health sciences scored higher than natural sciences regarding concern with the human aspects. Aspects that validate the importance of psychological assessment in this professional area are discussed and contribute not only to the tasks of diagnosis but to the development of these abilities as well.

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“…In America, according to [8], the pronunciation is an important factor in communicating, the use of the proper pronunciation will help students respect and confidence in teachers. In Asian countries, the phenomenon of ' saving face ' and ' losing face ' as a form of indirect communication statement.…”

Section: Verbal and Nonverbal Learningmentioning

confidence: 99%

“…Teachers are also required to understand the students ' verbal communication and are able to help students improve their verbal ability. [8] mentions that verbal ability refers to one's skills to make use of ideas through words, either oral or written. These skills involve vocabulary mastery to be able to choose the right words to give meaning to the audience.…”

Section: B Verbal Communication In Learningmentioning

confidence: 99%

The Power of Verbal and Nonverbal Communication in Learning

Wahyuni¹

2018

Proceedings of the 1st International Conference on Intellectuals' Global Responsibility (ICIGR 2017)

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Abstract-Teachingand learning activities involve communication between teachers and students, both verbal and nonverbal. These communications are interrelated in learning practice. The teacher ability in applying both can help improve the quality of learning in the class. It has an impact on the academic and non-academic performance of students. Instead, if the teachers are not able to communicate effectively in transferring knowledge, skills, and attitudes, it will be hard to achieve the expected objectives. This shows that students who understand and can do the tasks very well also depend on how the teachers' style of verbal and nonverbal communication. Verbal communication includes short talk, discussion, jokes, ideas, and so forth. Nonverbal communication skills include body language, the use of the eye contact, the distance stands with the students, touch, and hearing. Then the two communication skills must always honed by teachers, to create a quality learning.

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Verbal Ability and Teacher Effectiveness

Cited by 54 publications

References 14 publications

Effects of pre-service teachers’ receptive vocabulary knowledge on their interactive read-alouds with elementary school students

Effects of pre-service teachers’ receptive vocabulary knowledge on their interactive read-alouds with elementary school students

A avaliação do nível de habilidades para trabalhar em equipe entre professores universitários

The Power of Verbal and Nonverbal Communication in Learning

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