Thesis (D. Ed.) in Educational Leadership--University of Maine, 2001. / Includes vita. Advisory Committee: Russell J. Quaglia, Assoc. Prof. of Education, Advisor; David Brown, Assoc. Prof. of Education; Kathleen Geher, Research Assoc. in Education; Judy Lucarelli, Deputy Commissioner of Education; Walter G. McIntire, Prof. of Education. Bibliography: leaves 113-117.

After three decades of research, instructional communication scholars find themselves facing several key challenges. These range from an overemphasis in past studies on variable-analytic, atheoretical research to a lack of connection to learning outcomes. Many in the field contend that the time has come for instructional communication researchers to define instructional communication theories, test hypotheses, tie research efforts to learning outcomes, and clarify key terms. The present study addressed these shortcomings by proposing the Content Relevance Centric Theory and testing related hypotheses. The research occurred in a professional training environment and involved the use of a modified content relevance instrument that assessed both teacher communication characteristics and message content relevance. The study gathered data from 247 trainees. Results indicate the importance of the construct as a predictor of trainee behavioral intentions both directly and when mediated by both trainee state motivation and trainer credibility. Study outcomes also question the role of trainee engagement in learning and the connection between behavioral intentions and learning application.

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