Communication, Affect & Learning in the Classroom
Table of Contents
Chapter 3: Instructional Communication Strategies
Chapter 4: Communication, Affect, and Student Needs
Chapter 5: Learning Styles
Chapter 6: Classroom Anxieties and Fears
Chapter 7: Communication and Student Self-Concept
Chapter 8: Instructional Assessment: Feedback, Grading, and Affect
Chapter 9: Traditional and Mastery Learning Systems
Chapter 10: Student Misbehavior and Classroom Management
Chapter 11: Teacher Misbehaviors and Communication
Chapter 12: Teacher Self-Concept and Communication
Chapter 13: Increasing Classroom Affect Through Teacher Communication Style
Chapter 14: Teacher Temperament in the Classroom
Chapter 15: Teacher Communication: Performance and Burnout
About the Book
Communication, Affect, & Learning in the Classroom was original published by Virginia Richmond and Joan Gorham in 1992 and then updated a decade later by Virginia Richmond, Jason S. Wrench, and Joan Gorham in 2001. As we enter into the revision of the 3rd edition of the text, the basic content has not been drastically altered over the years. However, the research in Instructional Communication has clearly become more prominent and stronger. Probably the single most important development in the past two decades was the publication of the Handbook of Instructional Communication: Rhetorical and Relational Perspectives edited by Mottet et al. (2006). The purpose of the handbook was to synthesize the first three decades of research in instructional communication into a single volume that could help both researchers and instructors understand the value of communication in the instructional process
