Blackwell Reference Online

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Education scholars interested in the communication that transpires within the classroom have often mentioned the importance of studying the teacher as a pivotal source of that communication (→  Classroom Student–Teacher Interaction ). After searching the literature, Norton (1977) wrote that very few studies had specifically investigated teacher communication style as it relates to teacher effectiveness, though many of the exciting investigations did allude to the various components or sub-constructs that entail stylistic aspects. To fill this void within the literature, Norton (1977) utilized his conceptualization of →  communicator style to investigate teacher effectiveness as a function of the way a teacher communicates within the classroom ( Norton 1978 ). Specifically, Norton studied both teacher and student perceptions of teacher communicator style using the eleven independent variables/sub-constructs (dominant, dramatic, animated, open, contentious, relaxed, friendly, attentive, impression leaving, precise, and voice) and the one dependent variable (communicator image) that operationally define communicator style. Results from this initial investigation into the relationship between teacher communicator style and teacher effectiveness indicated that teacher effectiveness was indeed related to the way a teacher communicates within the classroom. A second result revealed ... log in or subscribe to read full text