Communication, Affect, & Learning in the Classroom

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dc.contributor.authorWrench, Jason S.
dc.contributor.authorPeck Richmond, Virginia
dc.contributor.authorGorham, Joan
dc.coverage.spatialEstados Unidoses
dc.date.accessioned2011-08-13T04:08:54Z
dc.date.available2011-08-13T04:08:54Z
dc.date.issued2009
dc.description.abstractThe 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.es
dc.description.tableofcontentsPrefacees
dc.description.tableofcontents1.Teaching As a Communication Process The Instructional Communication Process The Teacher The Content The Instructional Strategy The Student The Feedback/Evaluation The Learning Environment/Instructional Context Kibler’s Model of Instruction The ADDIE Model of Instructional Designes
dc.description.tableofcontents2.Communicating With Instructional Objectives Why Some Teachers Resent Objectives The Value of Objectives What Objectives Should Communicatees
dc.description.tableofcontents3.Instructional Communication Strategies The Teacher As a Speaker The Teacher As a Moderator The Teacher As a Trainer The Teacher As a Manager The Teacher As a Coordinator & Innovatores
dc.description.tableofcontents4.Communication, Affect, and Student Needs Measuring Student Affect Basic Academic Needs of Students Traditional Interpersonal Need Models Outcomes of Meeting Student Needses
dc.description.tableofcontents5.Learning Styles What is Learning Style? Dimensions of Learning Style and Their Assessment Matching, Bridging, and Style-Flexinges
dc.description.tableofcontents6.Classroom Anxieties and Fears Communication Apprehension Receiver Apprehension Writing Apprehension Fear of Teacher Evaluation Apprehension Classroom Anxiety Probable Causes of Classroom Anxiety Communication Strategies for Reducing Classroom Anxietyes
dc.description.tableofcontents7.Communication And Student Self-Concept Student Self-Concept: Some Definitions Characteristics of the Self Development of Student Self-Concept Dimensions of Student Self-Concept Self-Concept and Academic Achievement Effects of Self-Concept on Achievement Poker Chip Theory of Learning Communication Strategies for Nurturing and Building Realistic Student Self-Conceptes
dc.description.tableofcontents8.Instructional Assessment:Feedback,Grading, and Affect Defining the Assessment Process Evaluative Feedback Descriptive Feedback Assessment and Affect Competition and Cooperation in Learning Environmentses
dc.description.tableofcontents9.Traditional and Mastery Learning Systems Traditional Education Systems Mastery Learning Modified Mastery Learninges
dc.description.tableofcontents10.Student Misbehavior and Classroom Management Why Students Misbehave Categories of Student Behaviors Students’ Effects on Affect in the Classroom Communication, Affect, and Classroom Management Communication Techniques for Increasing or Decreasing Student Behaviores
dc.description.tableofcontents11.Teacher Misbehaviors and Communication Why Teachers Misbehave Common Teacher Misbehaviors Implications for the Educational Systemses
dc.description.tableofcontents12.Teacher Self-Concept and Communication Dimensions of Teacher Self-Concept Development of Teacher Self-Concept Strategies for Increasing Teacher Self-Conceptes
dc.description.tableofcontents13.Increasing Classroom Affect Through Teacher Communication Style Communicator Style Concept Types of Communicator Styles Teacher Communication Style Teacher Communicator Behaviors That Build Affectes
dc.description.tableofcontents14.Teacher Temperament in the Classroom Four Personality Types Popular Sanguine Perfect Melancholy Powerful Choleric Peaceful Phlegmatic Personality Blendses
dc.description.tableofcontents15.Teacher Communication: Performance and Burnout Teaching: A Multifaceted Job Roles of an Instructional Manager Teacher Burnout Symptoms of Teacher Burnout Causes of Teacher Burnout Methods for Avoiding Burnout Mentoring to Prevent Burnoutes
dc.description.tableofcontentsAppendix A To Mrs. Russell: Without You This Never Would Have Happenedes
dc.description.tableofcontentsGlossaryes
dc.description.tableofcontentsIndexes
dc.formatapplication/pdfes
dc.identifier.isbn0-80874-699-5
dc.identifier.isbn1-56888-548-2
dc.identifier.urihttp://libros.metabiblioteca.org/handle/001/170
dc.language.isoenges
dc.rightsThis work is licensed under the Creative Commons Attribution-Noncommercial-No Derivative Works 3.0 United States License.es
dc.rightsCopyright © 2009 by Virginia Peck Richmond, Jason S. Wrench, and Joan Gorhames
dc.rights.accessrightsopenAccesses
dc.rights.urihttp://creativecommons.org/licenses/by-nc-nd/3.0/us/es
dc.sourcehttp://www.archive.org/details/CommunicationAffectAndLearningInTheClassroomes
dc.subjectcommunicationes
dc.subjectaffective learninges
dc.subjectworkplace learninges
dc.subjectteachinges
dc.subjecteducationes
dc.titleCommunication, Affect, & Learning in the Classroomes
dc.typeBookes
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