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    Read more about Communication, Affect, & Learning in the Classroom - 4th Edition

    Communication, Affect, & Learning in the Classroom - 4th Edition

    (1 review)

    Jason S. Wrench

    Virginia Peck Richmond

    Joan Gorham

    Copyright Year:

    Publisher: Jason S. Wrench

    Language: English

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    Reviewed by Micah Walker, Non Tenure Track Instructor, Western Oregon University on 3/3/22

    Table of contents is very detailed and allows for easy access to specific aspects of the overall content. Provides an insightful overview that can be used narrow your search in regards to this resource. The index is effective and provides a... read more

    Table of Contents

    • Chapter 1 Teaching as a Communication Process
    • Chapter 2 Communicating with Instructional Objectives
    • 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

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    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. 

    About the Contributors


    Jason S. Wrench (Ed.D., West Virginia University) is a professor in Department of Communication at the State University of New York at New Paltz.  Dr. Wrench specializes in workplace learning and performance, or the intersection of instructional communication and organizational communication. His varied research interests include communibiology, computer-mediated communication, empirical research methods, humor, risk/crisis communication, and supervisor-subordinate interactions. Dr. Wrench regularly consults with individuals and organizations on workplace communication and as a professional speech coach for senior executives.

    Dr. Richmond is the chair of the Communication Studies department at the University of Alabama at Birmingham. Dr. Richmond is one of the most distinguished researchers and professors in the field of human communication. She has written over fifteen books on topics including public speaking, nonverbal communication, instructional communication, and communication apprehension. Dr. Richmond  has  also  authored or co-authored twenty-five book chapters and published more than twenty-five research articles where she was the senior author.

    Dr. Gorham is the Associate Dean for Academic Affairs in the Eberly College of Arts and Sciences at West Virginia University. She was the editor of the Annual Editions:  Mass Media for McGraw-Hill’s Dushkin  Publishing  Group  for  over  ten  years.  Dr.  Gorham  also  wrote  the  book  Commercial  Media  and Classroom Teaching. Dr. Gorham has published over 30 peer-reviewed articles and numerous book chapters. As an instructor, Dr. Gorham has taught a wide range of courses as a public school teacher, university  professor,  and  professional  consultant.  On  the  graduate  level,  Dr.  Gorham’s  teaching  has  primarily  centered  on  instructional  communication,  nonverbal  communication,  and  mediated  communication.

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