Conditions of Use
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 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 comprehensive list of concepts and contributions. Has a 73 word glossary that provides a nice entry overview to concepts related to the course.
I focused specifically on the information regarding classroom management and student needs. While the cited studies were accurate many were studies primarily in the 60s and 70s. Educational research has grown a lot since then. The concepts related to classroom management in Chapter 10 expressed views that may be considered Euro-centric or white dominant culture focused. Using phrases such as "students grant power to the teacher" and "This chapter does not try to suggest there is “one best method” of managing or controlling disruptive students. " on the opening page of the chapter 131. This language and mindset enhances deficit based thinking, and is absent of person first, whole child, and relationship based language. Language is also subjective when describing student behavior such as "misbehavior" "disruptive." The reasoning for student misbehavior does not connect with current research and whole child approach practices.
Updated research including racial component, trauma informed practices, and growth mindset are absent from this work in regards to supporting students that may be exhibiting challenging behavior.
The text is clearly written in a way that is simple to read and is supported by adequate context and explanations of more academic or technical language.
Text is consistent with its viewpoints in addition to the overall layout and design of each chapter including. The chapter title, objectives, information, then cited references and recommended readings at the end of each chapter.
Text is displayed with headings larger and in a different color to support section assignments. There are no large blocks of text without subheadings and could be easily reorganized to adapt to specific needs.
Organization is clear, consistent and aligns nicely each chapter.
I did not have any challenges navigating the text. The images-charts, tables, documents were clearly displayed.
The grammar was consistent and there were no glaring grammatical errors.
I would say this is a "color-blind" text which is not on pace with current research or practices in regards to supporting students, educating teachers, and forming foundational educational policy.
The source has some great factual data about studies and would be useful to highlight past educational research that we have since grown from. Cultural awareness, responsiveness, person first language, and whole student approach aspect is missing from this source.
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
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.