Abstract
Relationships between the clarity behaviors of teachers and the dual outcome measures of student achievement and satisfaction were examined. Relatively reliable measures of clarity (both of a low-inference and high-inference nature) on 32 preservice teachers who taught the same lesson within a small-group laboratory setting were generated by (a) trained observers, (b) participating students, and (c) the teachers themselves. The high and relatively low-inference measures of teacher clarity correlated highly, and both were significantly and positively related to postinstructional measures of student achievement and student satisfaction. A number of specific clarity behaviors have been identified that appear to be strongly and directly linked to desirable student outcomes.
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