Handbook of instructional communication: rhetorical and relational perspectives
Gespeichert in:
Weitere Verfasser: | |
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Format: | Buch |
Sprache: | English |
Veröffentlicht: |
Boston [u.a.]
Pearson Allyn and Bacon
2006
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Schlagworte: | |
Online-Zugang: | Inhaltsverzeichnis |
Beschreibung: | Hier auch später erschienene, unveränderte Nachdrucke Includes bibliographical references and index Nebentitel: Instructional communication |
Beschreibung: | XXI, 314 S. graph. Darst. |
ISBN: | 0205396143 9780205396146 |
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245 | 1 | 0 | |a Handbook of instructional communication |b rhetorical and relational perspectives |c Timothy P. Mottet ; Virginia P. Richmond ; James C. McCroskey, [ed.] |
246 | 1 | 3 | |a Instructional communication |
264 | 1 | |a Boston [u.a.] |b Pearson Allyn and Bacon |c 2006 | |
300 | |a XXI, 314 S. |b graph. Darst. | ||
336 | |b txt |2 rdacontent | ||
337 | |b n |2 rdamedia | ||
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500 | |a Hier auch später erschienene, unveränderte Nachdrucke | ||
500 | |a Includes bibliographical references and index | ||
500 | |a Nebentitel: Instructional communication | ||
650 | 4 | |a Communication in education | |
650 | 4 | |a Teacher-student relationships | |
650 | 4 | |a Interaction analysis in education | |
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Datensatz im Suchindex
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adam_text | CONTENTS PREFACE XIII ABOUT THE AUTHORS XVII UNIT I * FOUNDATIONS 1 1
FOUNDATIONS O/LNSTRUCTIONAL COMMUNICATION 3 INTRODUCTION 3
INTERDISCIPLINARY FOUNDATIONS O/INSTRUCTIONAL COMMUNICATION 7
EDUCATIONAL PSYCHOLOGY: AN EMPHASIS ON THE LEARNER 7 PEDAGOGY: AN
EMPHASIS ON THE TEACHER 10 COMMUNICATION: AN EMPHASIS ON THE MEANING OF
MESSAGES 12 INTERDISCIPLINARY CONTRIBUTIONS TO INSTRUCTIONAL
COMMUNICATION 16 EDUCATIONAL PSYCHOLOGY: STUDENT AFFECTIVE LEARNING 17
PEDAGOGY: TEACHER SELF-PERCEPTIONS 21 INSTRUCTIONAL COMMUNICATION:
EXAMINING RHETORICAL AND RELATIONAL PROCESSES 22 INSTRUCTIONAL
COMMUNICATION AS A RHETORICAL COMMUNICATION PROCESS 23 INSTRUCTIONAL
COMMUNICATION AS A RELATIONAL COMMUNICATION PROCESS 24 SUMMARY 27
RE/ERENCES 27 2 INSTRUCTIONAL COMMUNICATION: THE HISTORICAL PERSPECTIVE
33 INTRODUCTION 33 ORIGINS AND HISTORY O/INSTRUCTIONAL COMMUNICATION 35
DEVELOPMENT OF THE PROFESSIONAL AREA 35 DEVELOPMENT OF INSTRUCTIONAL
COMMUNICATION SCHOLARSHIP 36 THE WEST VIRGINIA UNIVERSITY INFLUENCE 38
THE FUTURE O/INSTRUCTIONAL COMMUNICATION 40 V VI CONTENTS CONTINUED
GROWTH 41 INCREASED ATTENTION TO TECHNOLOGICALLY MEDIATED INSTRUCTIONAL
COMMUNICATION 41 INCREASED CULTURE-CENTERED INSTRUCTIONAL COMMUNICATION
RESEARCH 42 IMPROVING THE MEASUREMENT OF COGNITIVE LEARNING 44 IMPROVING
MODELS FOR INSTRUCTIONAL COMMUNICATION RESEARCH 45 APPLICATIONS OF THE
COMMUNIBIOLOGICAL PARADIGM 46 RE/ERENCES 46 UNIT 11 * RHETORICAL
PERSPECTIVES 49 3 UNDERSTANDING THE AUDIENCE: STUDENTS COMMUNICATION
TRAITS 51 INTRODUCTION 51 STUDENT ORIENTATIONS TOWARD COMMUNICATING 52
RETICENCE 53 SHYNESS 53 WILLINGNESS TO COMMUNICATE 54 SELF-PERCEIVED
COMMUNICATION COMPETENCE (SPCC) 55 COMMUNICATION APPREHENSION 55 PUBLIC
SPEAKING ANXIETY (PSA) 56 COMPULSIVE COMMUNICATION 57 RECEIVER
APPREHENSION 58 EFFECTS 0/ COMMUNICATION TRAITS IN THE CLASSROOM 58
PRIMARY EFFECTS 58 SECONDARY EFFECTS 60 CAUSES 0/ COMMUNICATION TRAITS
61 IMPLICATIONS 62 RE/ERENCES 64 4 UNDERSTANDING THE SOURCE: TEACHER
CREDIBILITY AND AGGRESSIVE COMMUNICATION TRAITS 67 INTRODUCTION 67
DEVELOPMENT 0/ THE MEASUREMENT 0/ TEACHER CREDIBILITY 68 STUDY #1:
MCCROSKEY, HOLDRIDGE, AND TOOMB (1974) 69 STUDY #2:MCCROSKEY AND YOUNG
(1981) 71 STUDY #3:TEVEN AND MCCROSKEY (1997) 72 TEACHER CREDIBILITY AND
TEACHER AGGRESSIVE COMMUNICATION TRAITS 74 AGGRESSIVE COMMUNICATION 75
CLASSROOM STUDIES 76 KNOWLEDGE CLAIMS 82 DIRECTIONS FOR FUTURE RESEARCH
83 REFERENCES 85 5 INSTRUCTIONAL MESSAGE VARIABLES 89 INTRODUCTION 89
CONTENT RELEVANCE 90 OVERVIEW OF CONTENT RELEVANCE 90 THE STUDY OF
RELEVANCE IN INSTRUCTIONAL COMMUNICATION RESEARCH 92 KNOWLEDGE CLAIMS 94
DIRECTIONS FOR FUTURE RESEARCH 94 TEACHER CLARITY 95 OVERVIEW OF TEACHER
CLARITY 95 THE OHIO STATE STUDIES 95 RESEARCH ON LECTURE CUES AND
NOTETAKING 96 THE CHESEBRO AND MCCROSKEY STUDIES 98 KNOWLEDGE CLAIMS 100
DIRECTIONS FOR FUTURE RESEARCH 101 INSTRUCTIONAL HUMOR 101 OVERVIEW OF
INSTRUCTIONAL HUMOR 102 OPERATIONALIZATION OF INSTRUCTIONAL HUMOR 103
APPROPRIATENESS OF INSTRUCTIONAL HUMOR 105 EFFECTIVENESS OF
INSTRUCTIONAL HUMOR 107 INSTRUCTIONAL HUMOR AND INDIVIDUAL DIFFERENCES
108 KNOWLEDGE CLAIMS 110 DIRECTIONS FOR FUTURE RESEARCH 111 SUMMARY 112
REFERENCES 112 CONTENTS VII VIII CONTENTS 6 TEAEHERS INFLUENEE MESSAGES
117 INTRODUCTION 117 POWER AS A RELATIONAL PHENOMENON 118 SEMINALRESEARCH ON TEACHERINFLUENCE 120 CONTINUING RESEARCH ON TEACHERINFLUENCE
125 GRADUATE TEACHING ASSISTANT (GTA)INFLUENCE 126 STUDENT PERCEPTIONS
OF STUDENT AND TEACHER INFLUENCE 128 CROSS-CULTURAL STUDIES EXAMINING
TEACHER INFLUENCE 130 KNOWLEDGE CLAIMS 132 DIRECTIONS FOR FUTURE
RESEARCH 134 SUMMARY 136 REFERENCES 136 UNIT III * RELATIONAL
PERSPECTIVES 141 7 STUDENTS INFLUENEE MESSAGES 143 INTRODUCTION 144
RATIONALE FOR EXAMINING STUDENTS INFLUENCE MESSAGES 145 THE STUDENT-
TEACHER COMMUNICATION PROCESS IS TRANSACTIONAL 145 STUDENT INFLUENCE
MESSAGES AFFECT LEARNING 146 STUDENT INFLUENCE MESSAGES AFFECT TEACHER
SELF-PERCEPTIONS 146 REVIEW OF STUDENT-CENTERED INSTRUCTIONAL
COMMUNICATION RESEARCH 147 HOW STUDENT COMMUNICATION TRAITS INFLUENCE
TEACHERS 148 HOW STUDENT NONVERBAL IMMEDIACY INFLUENCES TEACHERS 150 HOW
STUDENT VERBAL AND NONVERBAL RESPONSIVENESS INFLUENCES TEACHERS 152 HOW
STUDENTS AND TEACHERS INFLUENCE EACH OTHER 154 KNOWLEDGE CLAIMS 156 WHAT
DO WE KNOW? 156 WHAT ARE THE IMPLICATIONS FOR TEACHERS AND STUDENTS? 157
DIRECTIONS FOR FUTURE RESEARCH 159 SUMMARY 162 REFERENCES 162 CONTENTS
IX 8 TEACHERIMMEDIACY AND THE TEACHER-STUDENT RELATIONSHIP 167
INTRODUCTION 168 OVERVIEW OF THE IMMEDIACY CONSTRUCT 169 ORIGINS OFTHE
IMMEDIACY RESEARCH PROGRAM 171 CONTEMPORARY RESEARCH ON IMMEDIACY IN
INSTRUCTION 173 THE IMPORTANCE OF IMMEDIACY TO THE TEACHER-STUDENT
RELATIONSHIP 173 THE COGNITIVE LEARNING PROBLEM 174 THE COGNITIVE
LEARNING RESULTS 176 179 179 EXPLAINING IMMEDIACY S IMPACT
AROUSAL-ATTENTION EXPLANATION MOTIVATION EXPLANATION 179 SPECIAL
CONCERNS 181 IMMEDIACY AND AFFINITY 181 CULTURE AND IMMEDIACY 182
IMMEDIACY AND TRAINING 183 KNOWLEDGE CLAIMS 184 DIRECTIONS FOR FUTURE
RESEARCH 185 SUMMARY 188 REFERENCES 189 9 TEACHER AND STUDENT
AFFINITY-SEEKING IN THE CLASSROOM 195 INTRODUCTION 195 OVERVIEW OF THE
AFFINITY-SEEKING CONSTRUCT 196 TEACHERS USE OF AFFINITY-SEEKING
STRATEGIES 199 STUDENTS USE OF AFFINITY-SEEKING STRATEGIES 204
KNOWLEDGE CLAIMS 205 DIRECTIONS FOR FUTURE RESEARCH 207 SUMMARY 209
REFERENCES 210 X CONTENTS 10 COLLEGE TEACHERMISBEHAVIORS 213
INTRODUCTION 213 RATIONALE FOR EXAMINING TEACHER MISBEHAVIORS 214
ORIGINS OF THE RESEARCH PROGRAM 215 THEORETICAL PERSPECTIVES GUIDING THE
RESEARCH 219 ATTRIBUTION THEORY 219 NORM VIOLATIONS MODEL 224 RELATED
STUDIES 227 KNOWLEDGE CLAIMS 230 DIRECTIONS FOR FUTURE RESEARCH 232
REFERENCES 233 11 STUDENT INCIVILITY AND RESISTANCE IN THE CLASSROOM 235
INTRODUCTION 235 WHY STUDY STUDENT INCIVILITY AND RESISTANCE? 236 WHAT
DOES THE RESEARCH TELL US? 238 STUDENT INCIVILITIES AND MISBEHAVIORS 238
STUDENT RESISTANCE 240 FACTORS INFLUENCING RESISTANCE 241 KNOWLEDGE
CLAIMS 248 DIRECTIONS FOR RESEARCH 249 REFERENCES 250 UNIT IV * THEORY
AND ASSESSMENT 253 12 THEORIZING ABOUT INSTRUCTIONAL COMMUNICATION 255
INTRODUCTION 255 ESSENTIAL ELEMENTS OF THEORY DEVELOPMENT 256 WHAT
VARIABLES, CONSTRUCTS, AND CONCEPTS SHOULD BE INCLUDED? 256 HOW ARE
THESE VARIABLES, CONSTRUCTS, AND CONCEPTS RELATED? 257 WHY ARE THESE
VARIABLES, CONSTRUCTS, AND CONCEPTS RELATED? 257 285 292 285 286 289
CONTENTS XI CURRENT STATE OF INSTRUCTIONAL COMMUNICATION THEORY
DEVELOPMENT 258 NEW DIRECTIONS FOR INSTRUCTIONAL COMMUNICATION THEORY
DEVELOPMENT 260 EMOTIONAL RESPONSE THEORY 260 RHETORICAL/RELATIONAL GOAL
THEORY 265 RELATIONAL POWER AND INSTRUCTIONAL INFLUENCE THEORY 271
SUMMARY 277 REFERENCES 278 13 ASSESSING INSTRUCTIONAL COMMUNICATION 283INTRODUCTION 283 USING THE RHETORICAL AND RELATIONAL PERSPECTIVES
EVALUATING INSTRUCTIONAL COMMUNICATION PRACTICES ASSESSING RHETORICAL
COMMUNICATION BEHAVIORS ASSESSING RELATIONAL COMMUNICATION BEHAVIORS
EVALUATING INSTRUCTIONAL COMMUNICATION OUTCOMES ASSESSING STUDENT
OUTCOMES 297 ASSESSING TEACHER OUTCOMES 299 INSTRUCTIONAL COMMUNICATION
CAVEATS 302 EFFECTIVE INSTRUCTORS HAVE INCREASED COMMUNICATION DEMANDS
303 EFFECTIVE INSTRUCTORS ARE MISPERCEIVED 304 SUMMARY 305 REFERENCES
305 INDEX 309
|
adam_txt |
CONTENTS PREFACE XIII ABOUT THE AUTHORS XVII UNIT I * FOUNDATIONS 1 1
FOUNDATIONS O/LNSTRUCTIONAL COMMUNICATION 3 INTRODUCTION 3
INTERDISCIPLINARY FOUNDATIONS O/INSTRUCTIONAL COMMUNICATION 7
EDUCATIONAL PSYCHOLOGY: AN EMPHASIS ON THE LEARNER 7 PEDAGOGY: AN
EMPHASIS ON THE TEACHER 10 COMMUNICATION: AN EMPHASIS ON THE MEANING OF
MESSAGES 12 INTERDISCIPLINARY CONTRIBUTIONS TO INSTRUCTIONAL
COMMUNICATION 16 EDUCATIONAL PSYCHOLOGY: STUDENT AFFECTIVE LEARNING 17
PEDAGOGY: TEACHER SELF-PERCEPTIONS 21 INSTRUCTIONAL COMMUNICATION:
EXAMINING RHETORICAL AND RELATIONAL PROCESSES 22 INSTRUCTIONAL
COMMUNICATION AS A RHETORICAL COMMUNICATION PROCESS 23 INSTRUCTIONAL
COMMUNICATION AS A RELATIONAL COMMUNICATION PROCESS 24 SUMMARY 27
RE/ERENCES 27 2 INSTRUCTIONAL COMMUNICATION: THE HISTORICAL PERSPECTIVE
33 INTRODUCTION 33 ORIGINS AND HISTORY O/INSTRUCTIONAL COMMUNICATION 35
DEVELOPMENT OF THE PROFESSIONAL AREA 35 DEVELOPMENT OF INSTRUCTIONAL
COMMUNICATION SCHOLARSHIP 36 THE WEST VIRGINIA UNIVERSITY INFLUENCE 38
THE FUTURE O/INSTRUCTIONAL COMMUNICATION 40 V VI CONTENTS CONTINUED
GROWTH 41 INCREASED ATTENTION TO TECHNOLOGICALLY MEDIATED INSTRUCTIONAL
COMMUNICATION 41 INCREASED CULTURE-CENTERED INSTRUCTIONAL COMMUNICATION
RESEARCH 42 IMPROVING THE MEASUREMENT OF COGNITIVE LEARNING 44 IMPROVING
MODELS FOR INSTRUCTIONAL COMMUNICATION RESEARCH 45 APPLICATIONS OF THE
COMMUNIBIOLOGICAL PARADIGM 46 RE/ERENCES 46 UNIT 11 * RHETORICAL
PERSPECTIVES 49 3 UNDERSTANDING THE AUDIENCE: STUDENTS' COMMUNICATION
TRAITS 51 INTRODUCTION 51 STUDENT ORIENTATIONS TOWARD COMMUNICATING 52
RETICENCE 53 SHYNESS 53 WILLINGNESS TO COMMUNICATE 54 SELF-PERCEIVED
COMMUNICATION COMPETENCE (SPCC) 55 COMMUNICATION APPREHENSION 55 PUBLIC
SPEAKING ANXIETY (PSA) 56 COMPULSIVE COMMUNICATION 57 RECEIVER
APPREHENSION 58 EFFECTS 0/ COMMUNICATION TRAITS IN THE CLASSROOM 58
PRIMARY EFFECTS 58 SECONDARY EFFECTS 60 CAUSES 0/ COMMUNICATION TRAITS
61 IMPLICATIONS 62 RE/ERENCES 64 4 UNDERSTANDING THE SOURCE: TEACHER
CREDIBILITY AND AGGRESSIVE COMMUNICATION TRAITS 67 INTRODUCTION 67
DEVELOPMENT 0/ THE MEASUREMENT 0/ TEACHER CREDIBILITY 68 STUDY #1:
MCCROSKEY, HOLDRIDGE, AND TOOMB (1974) 69 STUDY #2:MCCROSKEY AND YOUNG
(1981) 71 STUDY #3:TEVEN AND MCCROSKEY (1997) 72 TEACHER CREDIBILITY AND
TEACHER AGGRESSIVE COMMUNICATION TRAITS 74 AGGRESSIVE COMMUNICATION 75
CLASSROOM STUDIES 76 KNOWLEDGE CLAIMS 82 DIRECTIONS FOR FUTURE RESEARCH
83 REFERENCES 85 5 INSTRUCTIONAL MESSAGE VARIABLES 89 INTRODUCTION 89
CONTENT RELEVANCE 90 OVERVIEW OF CONTENT RELEVANCE 90 THE STUDY OF
RELEVANCE IN INSTRUCTIONAL COMMUNICATION RESEARCH 92 KNOWLEDGE CLAIMS 94
DIRECTIONS FOR FUTURE RESEARCH 94 TEACHER CLARITY 95 OVERVIEW OF TEACHER
CLARITY 95 THE OHIO STATE STUDIES 95 RESEARCH ON LECTURE CUES AND
NOTETAKING 96 THE CHESEBRO AND MCCROSKEY STUDIES 98 KNOWLEDGE CLAIMS 100
DIRECTIONS FOR FUTURE RESEARCH 101 INSTRUCTIONAL HUMOR 101 OVERVIEW OF
INSTRUCTIONAL HUMOR 102 OPERATIONALIZATION OF INSTRUCTIONAL HUMOR 103
APPROPRIATENESS OF INSTRUCTIONAL HUMOR 105 EFFECTIVENESS OF
INSTRUCTIONAL HUMOR 107 INSTRUCTIONAL HUMOR AND INDIVIDUAL DIFFERENCES
108 KNOWLEDGE CLAIMS 110 DIRECTIONS FOR FUTURE RESEARCH 111 SUMMARY 112
REFERENCES 112 CONTENTS VII VIII CONTENTS 6 TEAEHERS' INFLUENEE MESSAGES
117 INTRODUCTION 117 POWER AS A RELATIONAL PHENOMENON 118 SEMINALRESEARCH ON TEACHERINFLUENCE 120 CONTINUING RESEARCH ON TEACHERINFLUENCE
125 GRADUATE TEACHING ASSISTANT (GTA)INFLUENCE 126 STUDENT PERCEPTIONS
OF STUDENT AND TEACHER INFLUENCE 128 CROSS-CULTURAL STUDIES EXAMINING
TEACHER INFLUENCE 130 KNOWLEDGE CLAIMS 132 DIRECTIONS FOR FUTURE
RESEARCH 134 SUMMARY 136 REFERENCES 136 UNIT III * RELATIONAL
PERSPECTIVES 141 7 STUDENTS' INFLUENEE MESSAGES 143 INTRODUCTION 144
RATIONALE FOR EXAMINING STUDENTS' INFLUENCE MESSAGES 145 THE STUDENT-
TEACHER COMMUNICATION PROCESS IS TRANSACTIONAL 145 STUDENT INFLUENCE
MESSAGES AFFECT LEARNING 146 STUDENT INFLUENCE MESSAGES AFFECT TEACHER
SELF-PERCEPTIONS 146 REVIEW OF STUDENT-CENTERED INSTRUCTIONAL
COMMUNICATION RESEARCH 147 HOW STUDENT COMMUNICATION TRAITS INFLUENCE
TEACHERS 148 HOW STUDENT NONVERBAL IMMEDIACY INFLUENCES TEACHERS 150 HOW
STUDENT VERBAL AND NONVERBAL RESPONSIVENESS INFLUENCES TEACHERS 152 HOW
STUDENTS AND TEACHERS INFLUENCE EACH OTHER 154 KNOWLEDGE CLAIMS 156 WHAT
DO WE KNOW? 156 WHAT ARE THE IMPLICATIONS FOR TEACHERS AND STUDENTS? 157
DIRECTIONS FOR FUTURE RESEARCH 159 SUMMARY 162 REFERENCES 162 CONTENTS
IX 8 TEACHERIMMEDIACY AND THE TEACHER-STUDENT RELATIONSHIP 167
INTRODUCTION 168 OVERVIEW OF THE IMMEDIACY CONSTRUCT 169 ORIGINS OFTHE
IMMEDIACY RESEARCH PROGRAM 171 CONTEMPORARY RESEARCH ON IMMEDIACY IN
INSTRUCTION 173 THE IMPORTANCE OF IMMEDIACY TO THE TEACHER-STUDENT
RELATIONSHIP 173 THE COGNITIVE LEARNING PROBLEM 174 THE COGNITIVE
LEARNING RESULTS 176 179 179 EXPLAINING IMMEDIACY'S IMPACT
AROUSAL-ATTENTION EXPLANATION MOTIVATION EXPLANATION 179 SPECIAL
CONCERNS 181 IMMEDIACY AND AFFINITY 181 CULTURE AND IMMEDIACY 182
IMMEDIACY AND TRAINING 183 KNOWLEDGE CLAIMS 184 DIRECTIONS FOR FUTURE
RESEARCH 185 SUMMARY 188 REFERENCES 189 9 TEACHER AND STUDENT
AFFINITY-SEEKING IN THE CLASSROOM 195 INTRODUCTION 195 OVERVIEW OF THE
AFFINITY-SEEKING CONSTRUCT 196 TEACHERS' USE OF AFFINITY-SEEKING
STRATEGIES 199 STUDENTS' USE OF AFFINITY-SEEKING STRATEGIES 204
KNOWLEDGE CLAIMS 205 DIRECTIONS FOR FUTURE RESEARCH 207 SUMMARY 209
REFERENCES 210 X CONTENTS 10 COLLEGE TEACHERMISBEHAVIORS 213
INTRODUCTION 213 RATIONALE FOR EXAMINING TEACHER MISBEHAVIORS 214
ORIGINS OF THE RESEARCH PROGRAM 215 THEORETICAL PERSPECTIVES GUIDING THE
RESEARCH 219 ATTRIBUTION THEORY 219 NORM VIOLATIONS MODEL 224 RELATED
STUDIES 227 KNOWLEDGE CLAIMS 230 DIRECTIONS FOR FUTURE RESEARCH 232
REFERENCES 233 11 STUDENT INCIVILITY AND RESISTANCE IN THE CLASSROOM 235
INTRODUCTION 235 WHY STUDY STUDENT INCIVILITY AND RESISTANCE? 236 WHAT
DOES THE RESEARCH TELL US? 238 STUDENT INCIVILITIES AND MISBEHAVIORS 238
STUDENT RESISTANCE 240 FACTORS INFLUENCING RESISTANCE 241 KNOWLEDGE
CLAIMS 248 DIRECTIONS FOR RESEARCH 249 REFERENCES 250 UNIT IV * THEORY
AND ASSESSMENT 253 12 THEORIZING ABOUT INSTRUCTIONAL COMMUNICATION 255
INTRODUCTION 255 ESSENTIAL ELEMENTS OF THEORY DEVELOPMENT 256 WHAT
VARIABLES, CONSTRUCTS, AND CONCEPTS SHOULD BE INCLUDED? 256 HOW ARE
THESE VARIABLES, CONSTRUCTS, AND CONCEPTS RELATED? 257 WHY ARE THESE
VARIABLES, CONSTRUCTS, AND CONCEPTS RELATED? 257 285 292 285 286 289
CONTENTS XI CURRENT STATE OF INSTRUCTIONAL COMMUNICATION THEORY
DEVELOPMENT 258 NEW DIRECTIONS FOR INSTRUCTIONAL COMMUNICATION THEORY
DEVELOPMENT 260 EMOTIONAL RESPONSE THEORY 260 RHETORICAL/RELATIONAL GOAL
THEORY 265 RELATIONAL POWER AND INSTRUCTIONAL INFLUENCE THEORY 271
SUMMARY 277 REFERENCES 278 13 ASSESSING INSTRUCTIONAL COMMUNICATION 283INTRODUCTION 283 USING THE RHETORICAL AND RELATIONAL PERSPECTIVES
EVALUATING INSTRUCTIONAL COMMUNICATION PRACTICES ASSESSING RHETORICAL
COMMUNICATION BEHAVIORS ASSESSING RELATIONAL COMMUNICATION BEHAVIORS
EVALUATING INSTRUCTIONAL COMMUNICATION OUTCOMES ASSESSING STUDENT
OUTCOMES 297 ASSESSING TEACHER OUTCOMES 299 INSTRUCTIONAL COMMUNICATION
CAVEATS 302 EFFECTIVE INSTRUCTORS HAVE INCREASED COMMUNICATION DEMANDS
303 EFFECTIVE INSTRUCTORS ARE MISPERCEIVED 304 SUMMARY 305 REFERENCES
305 INDEX 309 |
any_adam_object | 1 |
any_adam_object_boolean | 1 |
author2 | Mottet, Timothy P. |
author2_role | edt |
author2_variant | t p m tp tpm |
author_GND | (DE-588)135739616 (DE-588)128431709 |
author_facet | Mottet, Timothy P. |
building | Verbundindex |
bvnumber | BV021264823 |
callnumber-first | L - Education |
callnumber-label | LB1033 |
callnumber-raw | LB1033.5 |
callnumber-search | LB1033.5 |
callnumber-sort | LB 41033.5 |
callnumber-subject | LB - Theory and Practice of Education |
classification_rvk | CX 4500 DN 2000 DO 8000 ES 650 |
ctrlnum | (OCoLC)58431643 (DE-599)BVBBV021264823 |
dewey-full | 371.102/2 |
dewey-hundreds | 300 - Social sciences |
dewey-ones | 371 - Schools and their activities; special education |
dewey-raw | 371.102/2 |
dewey-search | 371.102/2 |
dewey-sort | 3371.102 12 |
dewey-tens | 370 - Education |
discipline | Pädagogik Sprachwissenschaft Psychologie Literaturwissenschaft |
discipline_str_mv | Pädagogik Sprachwissenschaft Psychologie Literaturwissenschaft |
format | Book |
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id | DE-604.BV021264823 |
illustrated | Illustrated |
index_date | 2024-07-02T13:42:56Z |
indexdate | 2024-07-09T20:34:12Z |
institution | BVB |
isbn | 0205396143 9780205396146 |
language | English |
lccn | 2005045823 |
oai_aleph_id | oai:aleph.bib-bvb.de:BVB01-014586016 |
oclc_num | 58431643 |
open_access_boolean | |
owner | DE-29 DE-188 DE-355 DE-BY-UBR |
owner_facet | DE-29 DE-188 DE-355 DE-BY-UBR |
physical | XXI, 314 S. graph. Darst. |
publishDate | 2006 |
publishDateSearch | 2006 |
publishDateSort | 2006 |
publisher | Pearson Allyn and Bacon |
record_format | marc |
spelling | Handbook of instructional communication rhetorical and relational perspectives Timothy P. Mottet ; Virginia P. Richmond ; James C. McCroskey, [ed.] Instructional communication Boston [u.a.] Pearson Allyn and Bacon 2006 XXI, 314 S. graph. Darst. txt rdacontent n rdamedia nc rdacarrier Hier auch später erschienene, unveränderte Nachdrucke Includes bibliographical references and index Nebentitel: Instructional communication Communication in education Teacher-student relationships Interaction analysis in education Lehrer (DE-588)4035088-5 gnd rswk-swf Schüler (DE-588)4053369-4 gnd rswk-swf Interaktion (DE-588)4027266-7 gnd rswk-swf Kommunikation (DE-588)4031883-7 gnd rswk-swf Schüler (DE-588)4053369-4 s Lehrer (DE-588)4035088-5 s Kommunikation (DE-588)4031883-7 s Interaktion (DE-588)4027266-7 s DE-604 Mottet, Timothy P. edt Richmond, Virginia P. 1949- Sonstige (DE-588)135739616 oth McCroskey, James C. 1936- Sonstige (DE-588)128431709 oth V:DE-604 application/pdf http://bvbr.bib-bvb.de:8991/F?func=service&doc_library=BVB01&local_base=BVB01&doc_number=014586016&sequence=000001&line_number=0001&func_code=DB_RECORDS&service_type=MEDIA Inhaltsverzeichnis |
spellingShingle | Handbook of instructional communication rhetorical and relational perspectives Communication in education Teacher-student relationships Interaction analysis in education Lehrer (DE-588)4035088-5 gnd Schüler (DE-588)4053369-4 gnd Interaktion (DE-588)4027266-7 gnd Kommunikation (DE-588)4031883-7 gnd |
subject_GND | (DE-588)4035088-5 (DE-588)4053369-4 (DE-588)4027266-7 (DE-588)4031883-7 |
title | Handbook of instructional communication rhetorical and relational perspectives |
title_alt | Instructional communication |
title_auth | Handbook of instructional communication rhetorical and relational perspectives |
title_exact_search | Handbook of instructional communication rhetorical and relational perspectives |
title_exact_search_txtP | Handbook of instructional communication rhetorical and relational perspectives |
title_full | Handbook of instructional communication rhetorical and relational perspectives Timothy P. Mottet ; Virginia P. Richmond ; James C. McCroskey, [ed.] |
title_fullStr | Handbook of instructional communication rhetorical and relational perspectives Timothy P. Mottet ; Virginia P. Richmond ; James C. McCroskey, [ed.] |
title_full_unstemmed | Handbook of instructional communication rhetorical and relational perspectives Timothy P. Mottet ; Virginia P. Richmond ; James C. McCroskey, [ed.] |
title_short | Handbook of instructional communication |
title_sort | handbook of instructional communication rhetorical and relational perspectives |
title_sub | rhetorical and relational perspectives |
topic | Communication in education Teacher-student relationships Interaction analysis in education Lehrer (DE-588)4035088-5 gnd Schüler (DE-588)4053369-4 gnd Interaktion (DE-588)4027266-7 gnd Kommunikation (DE-588)4031883-7 gnd |
topic_facet | Communication in education Teacher-student relationships Interaction analysis in education Lehrer Schüler Interaktion Kommunikation |
url | http://bvbr.bib-bvb.de:8991/F?func=service&doc_library=BVB01&local_base=BVB01&doc_number=014586016&sequence=000001&line_number=0001&func_code=DB_RECORDS&service_type=MEDIA |
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