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Provides a synthesis and extension of research on teacher clarity conducted since 1971. Examines the conceptualization of teacher clarity and research approaches to it. Supports the thesis that clarity is a relational variable. (SR)

The college teacher can develop his or her own teaching and communication skills by becoming familiar with the literature on recommended teaching communication behaviors, making use of the internal and external resources, and practicing. (MSE)

Humor in teaching can promote a positive and cohesive class atmosphere but can also have unintended negative results if the teacher does not first develop a supportive relationship with the students. (Author)

Many college faculty are reluctant to examine and refine their own classroom communication skills, for a variety of reasons, but teachers should focus on developing the effectiveness of their classroom instruction through the student-teacher relationship. (MSE)

A sample of 280 undergraduate students were selected for a study to determine the effect of tendentious and nontendentious humor in college first lecture presentations on students' perceptions of classroom communicative climate. Findings are discussed. (MT)

The article presents a discussion of graduate education in 1984. The purpose of the article is to discuss the interpretation of the graduate education of a student-learner, Winston Smith. It also forecasts what can be developed and accomplished by the new system and elaborates on the assumptions and implications derived from the description. It deals with the issue of moving toward more particularity of attitudes for differential classes of occupations and modification of graduate students' behavior to meet those specifications in education of the future.