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Communication Research Reports Volume 15, 1998 - Issue 3
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Original Articles

The development of the teacher clarity short inventory (TCSI) to measure clear teaching in the classroom

Joseph L. Chesebro Doctoral student in the Departments of Communication Studies and Educational Psychology, West Virginia University, Morgantown, WV, 26506–6293
&
James C. McCroskey Professor in the Department of Communication Studies, West Virginia University, Morgantown, WV, 26506–6293
Pages 262-266 | Published online: 06 Jun 2009

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James P. Baker & Alan K. Goodboy. (2019) The choice is yours: the effects of autonomy-supportive instruction on students’ learning and communication. Communication Education 68:1, pages 80-102.
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Darren L. Linvill & Gregory A. Cranmer. (2017) Students’ Perceptions of Teacher Clarity: The Role of Cognitive Traits Across Contexts. Communication Research Reports 34:4, pages 344-349.
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San Bolkan. (2017) Instructor clarity, generative processes, and mastery goals: examining the effects of signaling on student learning. Communication Education 66:4, pages 385-401.
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San Bolkan & Darrin J. Griffin. (2017) Students’ use of cell phones in class for off-task behaviors: the indirect impact of instructors’ teaching behaviors through boredom and students’ attitudes. Communication Education 66:3, pages 313-329.
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San Bolkan, Alan K. Goodboy & Scott A. Myers. (2017) Conditional processes of effective instructor communication and increases in students’ cognitive learning. Communication Education 66:2, pages 129-147.
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San Bolkan. (2017) Development and validation of the clarity indicators scale. Communication Education 66:1, pages 19-36.
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Deanna P. Dannels, Mary C. Toale, Philip M. Backlund, John G. M. Frederick & Brad Love. (2016) Upside down/side up: problematizing teacher communication behaviors and learning outcomes in communication. Communication Education 65:4, pages 495-498.
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San Bolkan. (2016) The Importance of Instructor Clarity and Its Effect on Student Learning: Facilitating Elaboration by Reducing Cognitive Load. Communication Reports 29:3, pages 152-162.
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Andrei A. Klyukovski & Amanda L. Medlock-Klyukovski. (2016) Instructor strategic ambiguity: delineation of the construct and development of a measure. Communication Education 65:3, pages 253-271.
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San Bolkan, Alan K. Goodboy & Dawn M. Kelsey. (2016) Instructor Clarity and Student Motivation: Academic Performance as A Product of Students’ Ability and Motivation to Process Instructional Material. Communication Education 65:2, pages 129-148.
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Scott Titsworth, Joseph P. Mazer, Alan K. Goodboy, San Bolkan & Scott A. Myers. (2015) Two Meta-analyses Exploring the Relationship between Teacher Clarity and Student Learning. Communication Education 64:4, pages 385-418.
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Marjorie M. Buckner & Brandi N. Frisby. (2015) Feeling Valued Matters: An Examination of Instructor Confirmation and Instructional Dissent. Communication Studies 66:3, pages 398-413.
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Joseph P. Mazer & Elizabeth E. Graham. (2015) Measurement in Instructional Communication Research: A Decade in Review. Communication Education 64:2, pages 208-240.
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Sara LaBelle, KellyG. Odenweller & ScottA. Myers. (2015) Applying Instructor Communication Behaviors and Learning Outcomes to the Pediatrician-Parent Context. Southern Communication Journal 80:1, pages 55-73.
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Hannah Ball & Alan K. Goodboy. (2014) An Experimental Investigation of the Antecedents and Consequences of Psychological Reactance in the College Classroom. Communication Education 63:3, pages 192-209.
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ScottA. Myers, AlanK. Goodboy & Members of COMM 600. (2014) College Student Learning, Motivation, and Satisfaction as a Function of Effective Instructor Communication Behaviors. Southern Communication Journal 79:1, pages 14-26.
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Sara LaBelle, MatthewM. Martin & Keith Weber. (2013) Instructional Dissent in the College Classroom: Using the Instructional Beliefs Model as a Framework. Communication Education 62:2, pages 169-190.
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Danette Ifert Johnson. (2013) Student In-Class Texting Behavior: Associations with Instructor Clarity and Classroom Relationships. Communication Research Reports 30:1, pages 57-62.
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AmberN. Finn & Paul Schrodt. (2012) Students' Perceived Understanding Mediates the Effects of Teacher Clarity and Nonverbal Immediacy on Learner Empowerment. Communication Education 61:2, pages 111-130.
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Keith Weber, MatthewM. Martin & ScottA. Myers. (2011) The Development and Testing of the Instructional Beliefs Model. Communication Education 60:1, pages 51-74.
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RobertJ. Sidelinger. (2010) College Student Involvement: An Examination of Student Characteristics and Perceived Instructor Communication Behaviors in the Classroom. Communication Studies 61:1, pages 87-103.
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Paul Schrodt, PaulL. Witt, PaulD. Turman, ScottA. Myers, MatthewH. Barton & KodianeA. Jernberg. (2009) Instructor Credibility as a Mediator of Instructors’ Prosocial Communication Behaviors and Students’ Learning Outcomes. Communication Education 58:3, pages 350-371.
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AlanK. Goodboy, MatthewM. Martin & San Bolkan. (2009) The Development and Validation of the Student Communication Satisfaction Scale. Communication Education 58:3, pages 372-396.
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JacobL. Cayanus & MatthewM. Martin. (2008) Teacher Self-Disclosure: Amount, Relevance, and Negativity. Communication Quarterly 56:3, pages 325-341.
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TimothyP. Mottet, Rubén Garza, StevenA. Beebe, MarianL. Houser, Summer Jurrells & Lisa Furler. (2008) Instructional Communication Predictors of Ninth-Grade Students’ Affective Learning in Math and Science. Communication Education 57:3, pages 333-355.
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JasonS. Wrench. (2007) The Influence of Perceived Risk Knowledge on Risk Communication. Communication Research Reports 24:1, pages 63-70.
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JamesC. McCroskey, VirginiaP. Richmond & VickiE. Bennett. (2006) The Relationships of Student End-of-Class Motivation with Teacher Communication Behaviors and Instructional Outcomes. Communication Education 55:4, pages 403-414.
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BrentK. Simonds, KevinR. Meyer, MargaretM. Quinlan & StephenK. Hunt. (2006) Effects of Instructor Speech Rate on Student Affective Learning, Recall, and Perceptions of Nonverbal Immediacy, Credibility, and Clarity. Communication Research Reports 23:3, pages 187-197.
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Qin Zhang & JohnG. Oetzel. (2006) Constructing and Validating a Teacher Immediacy Scale: A Chinese Perspective . Communication Education 55:2, pages 218-241.
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TheodoreA. Avtgis. (2001) Affective learning, teacher clarity, and student motivation as a function of attributional confidence. Communication Research Reports 18:4, pages 345-353.
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JamesW. Chesebro & Koji Fuse. (2001) The development of a perceived masculinity scale. Communication Quarterly 49:3, pages 203-278.
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JosephL. Chesebro & JamesC. McCroskey. (2001) The relationship of teacher clarity and immediacy with student state receiver apprehension, affect, and cognitive learning. Communication Education 50:1, pages 59-68.
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Articles from other publishers (8)

Ali Derakhshan, Lawrence Jun Zhang & Kiyana Zhaleh. (2023) The effects of instructor clarity and non-verbal immediacy on Chinese and Iranian EFL students’ affective learning: The mediating role of instructor understanding. Studies in Second Language Learning and Teaching 13:1, pages 71-100.
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Natalia E. Riapina, Tatyana M. Permyakova & Ekaterina A. Balezina. (2023) Teacher's Communicative Behaviors in Relation to Organizational and Technical Factors in Online University Education. RUDN Journal of Psychology and Pedagogics 20:1, pages 163-182.
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Sandhya Gupta & Renu Prajapati. 2022. Handbook of Research on Teacher and Student Perspectives on the Digital Turn in Education. Handbook of Research on Teacher and Student Perspectives on the Digital Turn in Education 165 189 .
Jin Zheng. (2021) The Role of Chinese EMI Teachers’ Clarity and Credibility in Fostering Students’ Academic Engagement and Willingness to Attend Classes. Frontiers in Psychology 12.
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Ryan Goke, Maranda Berndt & Kenneth Rocker. (2021) Classroom Culture When Students are Reluctant to Learn Online: Student Dissent Behaviors Explained by Their Self-Efficacy, Control of Learning, and Intrinsic Motivation. Frontiers in Communication 6.
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Mathijs Mesman, Simone Onrust, Renée Verkerk, Hanneke Hendriks & Bas Van den Putte. (2020) Effectiveness of the InCharge Prevention Program to Promote Healthier Lifestyles: Protocol for a Randomized Controlled Trial. JMIR Research Protocols 9:7, pages e17702.
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Yunkyoung Cho. (2018) The Effect of Teachers’ Communication on Classroom Justice. Journal of Communication Research 55:3, pages 211-248.
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Yunkyoung Cho. (2017) The Effect of Teachers’ and College Students’ Communication Behaviors on Student Interest and Engagement. Journal of Communication Research 54:2, pages 224-258.
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