Allyn & Bacon

Communication, Film & Theatre

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Handbook of Instructional Communication: Rhetorical and Relational Perspectives
Timothy P. Mottet, Texas State University - San Marcos
Virginia P. Richmond, West Virginia University
James C. McCroskey, West Virginia University

ISBN-10: 0205396143
ISBN-13: 9780205396146

Publisher: Allyn & Bacon
Copyright: 2006
Format: Paper; 336 pp
Published: 07/08/2005

Suggested retail price: $64.60
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Written to address the contemporary challenges facing teachers and trainers in traditional and non-traditional settings, this text offers a comprehensive collection of research focusing on the role and effects of communication in instructional environments.

With accessible research for students, teachers, and educational leaders, the Handbook of Instructional Communication enhances an individual’s ability to understand instructional communication research, plan and conduct instructional communication research, practice effective instructional communication, and consult with other teachers and trainers about their use of instructional communication.     

  • Reflecting the longstanding traditions in communication studies, the handbook presents rhetorical and relational perspectives showing students the different emphases of the instructional communication process.  Although the two perspectives are compared and contrasted, the handbook is careful not to view these two traditions are polar opposites. 
  • With coverage of a wide range of topics, this handbook will appeal to students interested in becoming primary or secondary teachers, higher education faculty members, community educators, directors of organizational learning, communication consultants, and training and development specialists. 
  • Because much of the research in the text was conducted in a programmatic manner—where one study informs the next—the majority of chapters are organized in a similar manner.  This consistent organizational structure allows students, practitioners, and instructional leaders to more easily understand the research and theory discussions, and to extract the communication behaviors and skills that have been shown to enhance instructional outcomes. 
  • Each chapter is written by an expert in the field. Many of the authors are award-winning teachers and researchers who have been recognized by their institutions and professional organizations.  The authors’ academic experience coupled with their professional work experience enables them to effectively bridge research and theory with practice. 

Preface.

 

I. FOUNDATIONS.

 

1. Foundations of Instructional Communication.

Timothy P. Mottet

Steven A. Beebe

 

2. Instructional Communication: The Historical Perspective.

James C. McCroskey

Linda L. McCroskey

 

II. RHETORICAL PERSPECTIVES.

 

3. Understanding the Audience, Student Communication Traits.

James C. McCroskey

Virginia P. Richmond

 

4. Understanding the Source: Teacher Credibility and Aggressive Communication Traits.

Scott A. Myers

Matthew M. Martin

 5. Instructional Message Variables.
Joseph L. Chesebro
Melissa Bekelja Wanzer

6. Teachers’ Influence Messages.

K. David Roach

Virginia P. Richmond

Timothy P. Mottet

 

III. RELATIONAL PERSPECTIVES.

 

7. Students’ Influence Messages.

Timothy P. Mottet

Steven A. Beebe

Cathy Fleuriet

 

8. Teacher Immediacy and the Teacher-Student Relationship. 

Virginia P. Richmond

Derek R. Lane

James C. McCroskey

 

9. Teacher and Student Affinity-Seeking in the Classroom.

Ann Bainbridge Frymier

Melissa Bekelja Wanzer

 

10. College Teacher Misbehaviors.

Mary B. McPherson

Patricia Kearney

Timothy G. Plax

 

11. Student Resistance.

Patricia Kearney

Timothy G. Plax

Mary B. McPherson

 

IV. RESEARCH, THEORY, AND ASSESSMENT.

 

12. Conducting Instructional Communication Research.

James C. McCroskey

Linda L. McCroskey

 

13. Theorizing About Instructional Communication.

Timothy P. Mottet

Ann Bainbridge Frymier

Steven A. Beebe

 

14. Assessing Instructional Communication.

Timothy P. Mottet

Virginia P. Richmond

James C. McCroskey

With accessible research for students, teachers, and educational leaders, the Handbook of Instructional Communication enhances an individual’s ability to understand instructional communication research, plan and conduct instructional communication research, practice effective instructional communication, and consult with other teachers and trainers about their use of instructional communication.

Features

  • Reflecting the longstanding traditions in communication studies, the handbook presents rhetorical and relational perspectives that show students the different emphases of the instructional communication process. Although the two perspectives are compared and contrasted, the handbook is careful not to view these two traditions as polar opposites.
  • Covering a wide range of topics, this handbook will appeal to students interested in becoming primary or secondary teachers, higher education faculty members, community educators, directors of organizational learning, communication consultants, and training and development specialists.
  • Because much of the research in the text was conducted in a programmatic manner — where one study informs the next — the majority of chapters are organized in a similar manner. This consistent organizational structure allows students, practitioners, and instructional leaders to more easily understand the research and theory discussions, and to extract the communication behaviors and skills that have been shown to enhance instructional outcomes.
  • Each chapter is written by an expert in the field. Many of the authors are award-winning teachers and researchers who have been recognized by their institutions and professional organizations. The authors’ academic experience coupled with their professional work experience enables them to effectively bridge the gap between research and theory with practice.
Praise for Instructional Communication

“[This book] presents knowledge gleamed from solid, rigorous research in a non-jargonistic, non-pedantic style. Students will not only be able to read and understand the research presented with a minimum level of technical background, they will actually enjoy reading it, and will find immediate application in their own classroom experiences as teachers and/or students. This is an outstanding book.”
—Jerry L. Allen, University of New Haven

Related Texts

McCroskey & Richmond’s An Introduction to Communication in the Classroom: The Role of Communication in Teaching and Training 1/e ©2006

Chesebro & McCroskey’s Communication for Teachers 1/e ©2002

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