An Analysis of Principal-Teacher Communication Patterns under Conditions of High Covert and Low Covert Perceptual Disagreement

The purpose of this research was to illustrate and compare the nature of instruction provided in 40 self-contained special classes for students with different categorical classifications. Few differences were indicated in the extent to which teacher communication patterns, learner involvement, and instructional methods were different in classes containing students classified as learning disabled, emotionally handicapped, or educable mentally retarded. The outcomes of this research raise questions about the appropriateness of categorical grouping of students for instruction and relate to issues of personnel training in categorical programs.

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The influence of self‐construals, family and teacher communication patterns on communication apprehension among college students in Taiwan

Communication Reports ◽

10.1080/08934210209367759 ◽

2002 ◽

Vol 15 (2) ◽

pp. 123-132 ◽

Cited By ~ 12

Author(s):

Chia‐Fang Sandy Hsu

Keyword(s):

College Students ◽

Communication Apprehension ◽

Communication Patterns ◽

Teacher Communication

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POLA KOMUNIKASI GURU DI RUANG PUBLIK SEKOLAH

al-Iltizam Jurnal Pendidikan Agama Islam ◽

10.33477/alt.v4i2.1008 ◽

2019 ◽

Vol 4 (2) ◽

pp. 67

Author(s):

Adam Latuconsina

Keyword(s):

Learning Process ◽

Student Motivation ◽

Positive Impact ◽

Communication Patterns ◽

Communication Pattern ◽

Teacher Communication ◽

Good Communication ◽

The Public ◽

The Subject ◽

Research Show

The communication of teachers in the public room is one of the strategies for transferring the lesson material to the participants. Done through forms of communication so that students are motivated to build dialogue and interaction as part of the learning process. The results of this research show that the teacher's community pattern in the school public room has been effectively and intensely: [1] Process of communication of teachers conducted through observations of behavioral students to know the ins and outs of psychology every learner. Then the teacher seeks to establish good communication with the aim of attracting sympathy. This is done because some learners who are less eager in the learning process, such as: not focused on learning, can not memorize in front of the class, and pay less attention to school assignments. [2] Teacher communication patterns used in learning are: personal and group communication patterns include; [a] Such verbal communication, delivering the material directly to the learners. [b] Non-verbal, such as: demonstrated behavior, neat dressing style, style of speech and the way of dialogue with teachers when delivering material. [3] Media such as: using books relating to the material being taught. With this teacher's communication pattern gives a positive impact on learners so that they can be motivated to follow the subject matter. Keywords: teacher communication pattern, student motivation

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Fragebogen zur Erfassung partnerschaftlicher Kommunikationsmuster (FPK): Reliabilität und Validität

Diagnostica ◽

10.1026//0012-1924.46.4.189 ◽

2000 ◽

Vol 46 (4) ◽

pp. 189-198 ◽

Cited By ~ 11

Author(s):

Christine Kröger ◽

Kurt Hahlweg ◽

Christoph Braukhaus ◽

Gabriele Fehm-Wolfsdorf ◽

Thomas Groth ◽

...

Keyword(s):

Communication Patterns ◽

Reliabilität Und Validität ◽

Deutsche Übersetzung

Zusammenfassung. Der Fragebogen zur Erfassung partnerschaftlicher Kommunikationsmuster (FPK) ist die deutsche Übersetzung des Communication Patterns Questionnaire CPQ ( Christensen, 1987 , 1988 ). Der FPK ist ein Selbstbeurteilungsinstrument, das dyadische Kommunikationsmuster unter Berücksichtigung des Verhaltens beider Partner erfassen soll, und besteht aus den Skalen Konstruktive Kommunikation, Konfliktvermeidung und weiblichem bzw. männlichem Forderungs-/Rückzugsmuster. An Hand einer Stichprobe von N = 143 Paaren, die an einer Studie zur Wirksamkeit präventiver Interventionen teilnahmen, wurden die teststatistischen Gütekriterien untersucht. Es zeigten sich befriedigende, mit der Originalversion vergleichbare interne Konsistenzen. Die Konstruktvalidität erscheint gegeben, da sich signifikante Zusammenhänge zwischen anderen, konzeptuell ähnlichen Fragebogen und dem beobachteten Interaktionsverhalten der Paare zeigten. Darüber hinaus differenzierten die Skalen zwischen glücklichen und unglücklichen Paaren. Weiterhin erfaßt der FPK sensitiv Therapieveränderungen.

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