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A TRANSMISSION‐INTERPRETATION SCALE
Author(s) -
GARDNER P. L.,
TAYLOR S. M.
Publication year - 1980
Publication title -
british journal of educational psychology
Language(s) - English
Resource type - Journals
SCImago Journal Rank - 1.557
H-Index - 95
eISSN - 2044-8279
pISSN - 0007-0998
DOI - 10.1111/j.2044-8279.1980.tb02445.x
Subject(s) - psychology , internal consistency , scale (ratio) , perception , likert scale , interpretation (philosophy) , construct (python library) , social psychology , consistency (knowledge bases) , mathematics education , pedagogy , psychometrics , developmental psychology , linguistics , mathematics , philosophy , physics , geometry , quantum mechanics , neuroscience , computer science , programming language
S ummary . Barnes and Shemilt (1974) have conceptualised transmission‐interpretation (T‐I) as an important dimension of teachers' verbal behaviour. Transmissive teachers are held to differ from interpretative ones in their beliefs about the nature of knowledge, in their expectations of student performance and in their perceptions of their tasks as teachers. These differences in beliefs, expectations and perceptions might be expected to surface as observable differences in the way teachers use language in the classroom. The present paper describes an attempt to measure teacher T‐I by means of a 40‐item Likert scale completed by students. After correction for attenuation, the T‐I scale correlated 0–83 with the Student Perception of Teacher Style scale (Tuckman, 1970) which measures teacher directiveness. A shortened (20‐item) version of the T‐I scale yielded an estimated coefficient alpha of 0–93, suggesting that the construct can be measured with a high degree of internal consistency.