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Handbook of Instructional Communication
Rhetorical and Relational Perspectives





ISBN 9781138729445
Published August 15, 2017 by Routledge
270 Pages 12 B/W Illustrations

 
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Book Description

The Handbook of Instructional Communication offers a comprehensive collection of theory and research focusing on the role and effects of communication in instructional environments. Now in its Second Edition, the handbook covers an up-to-date array of topics that includes social identity, technology, and civility and dissent. This volume demonstrates how to understand, plan, and conduct instructional communication research as well as consult with  scholars across the communication discipline. Designed to address the challenges facing educators in traditional and nontraditional settings, this edition features a wealth of in-text resources, including directions for future research, suggested readings, and surveys for instructional assessment.

Table of Contents

Table of Contents

Preface by Marian L. Houser & Angela M. Hosek

About the Authors

Chapter 1 -  Historical Roots and Trajectories of Instructional Communication

By Kristen LeBlanc Farris, Marian L. Houser, Angela M. Hosek

Unit 1 – Introduction to The Rhetorical Perspectives of Instructional Communication

Introduction by Marian L. Houser & Angela M. Hosek

Chapter 2 - Instructor Message Variables

By Joe Mazer

Chapter 3 - Instructor Credibility.

By Scott A. Myers and Matt M. Martin

Chapter 4 -  Student Participation and Engagement in the Classroom.

By Ann Bainbridge Frymier & Marian L. Houser

Chapter 5 -  Instructional Dissent..

By Alan K. Goodboy & San Bolkan

Chapter 6 - Student Orientations toward Communicating in the Classroom.

By Steve A. Beebe & Seth S. Frei

Unit 2 – The Relational Perspective of Instructional Communication

Introduction by Marian L. Houser & Angela M. Hosek

Chapter 7 - Immediacy and the Teacher-Student Relationship.

By Virginia P. Richmond, Marian L. Houser, & Angela M. Hosek

Chapter 8 - [Re]Negotiating Power and Influence in the Classroom.

By Rebecca M. Chory & Sean M. Horan

Chapter 9 - Rapport in the Instructional Context.

By Brandi N. Frisby & Marjorie M. Buckner

Chapter 10 - Communication Perspectives on Classroom Emotion.

By Scott Titsworth & Caroline Waldbuesser

Unit 3 – Social Identity in the Instructional Environment

By Angela M. Hosek, Valerie Rubinsky & Jordan Soliz

Chapter 11 - Race/Ethnicity in the Classroom.

by Tina M. Harris & Mollie Murphy

Chapter 12 -  Sexual and Gender Identity in the Classroom.

By Jimmie Manning, Danielle Stern, & Rebecca Johnson

Unit 4: Technology in the Instructional Environment

Introduction by Angela M. Hosek & Marian Houser

Chapter 13 -  Human-Machine Communication in the Classroom.

By Autumn Edwards & Chad Edwards

Chapter 14 – Instructional Communication and the Online Learning Environment:

Then, Now, and Next.

By Deanna Sellnow & Renee Kaufmann

Unit 5 –  Instructional Communication Approaches and Methods

Introduction by Angela M. Hosek & Marian L. Houser

Chapter 15 - Cognitive Approaches In the Instructional Context.

By Angela M. Hosek, Rebekah Crawford, Sally Vogl-Bauer

Chapter 16 – Affective Approaches in the Instructional Context.

By Derek R. Lane, T. Kody Frey, & Nicholas T. Tatum

Chapter 17 - Biological and Physiological Approaches in the Instructional Context.

By Kory Floyd & Tamara D. Afifi, & Ariana F. Shahnazi

Chapter 18 - Critical Communication Pedagogy.

By Deanna L. Fassett and Keith Nainby

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Editor(s)

Biography

Marian L. Houser (Ph.D., 2002, University of Tennessee-Knoxville) is a Professor in the Communication Studies Department at Texas State University. Her research focus is instructional communication and the student-teacher relationship in various contexts that include organizations, training, health campaigns, and interpersonal relationships. Dr. Houser was the recipient of the Texas State Presidential Award for Research and recently named an Eastern Communication Association Research Fellow (2016).

Angela M. Hosek (Ph.D., 2011, University of Nebraska, Lincoln) is an Assistant Professor and Basic Course Director in the School of Communication Studies at Ohio University. Her published research focuses on student-teacher relationships, social identity, privacy and discourse, social media and student success in the instructional context.

Reviews

I was heartened to see that the revised Handbook of Instructional Communication softens the boundaries of what constitutes instructional communication research, integrates a variety of constructs and perspectives, relies on respected prolific authors, and effectively incorporates theory, research, and practice. The editors, Houser and Hosek, are to be commended on this effort to highlight the best of our instructional communication scholarship.

- Cheri Simonds, Illinois State University, USA