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UNIT I * Foundations 1 1 Foundations of Instructional Communication 3 Introduction 3 Interdisciplinary Foundations of Instructional Communication 7 Educational Psychology: An Emphasis on the Learner 7 Pedagogy: An Emphasis on the Teacher 10 Communication: An Emphasis on the Meaning of Messages 12 Interdisciplinary Contributions to Instructional Communication 16 Educational Psychology: Student Affective Learning 17 Pedagogy: Teacher Self-Perceptions 21 Instructional Communication: Examining Rhetorical and Relational Processes 22 Instructional Communication as a Rhetorical Communication Process 23 Instructional Communication as a Relational Communication Process 24 Summary 27 References 27 2 Instructional Communication: The Historical Perspective 33 Introduction 33 Origins and History of Instructional Communication 35 Development of the Professional Area 35 Development of Instructional Communication Scholarship 36 The West Virginia University Influence 38 The Future of Instructional Communication 40 Continued Growth 41 Increased Attention to Technologically Mediated Instructional Communication 41 Increased Culture-Centered Instructional Communication Research 42 Improving the Measurementof Cognitive Learning 44 Improving Models for Instructional Communication Research 45 Applications of the Communibiological Paradigm 46 References 46 UNIT II * Rhetorical Perspectives 49 3 Understanding the Audience: Students' Communication Traits 51 Introduction 51 Student Orientations Toward Communicating 52 Reticence 53 Shyness 53 Willingness to Communicate 54 Self-Perceived Communication Competence (SPCC) 55 Communication Apprehension 55 Public Speaking Anxiety (PSA) 56 Compulsive Communication 57 Receiver Apprehension 58 Effects of Communication Traits in the Classroom 58 Primary Effects 58 Secondary Effects 60 Causes of Communication Traits 61 Implications 62 References 64 4 Understanding the Source: Teacher Credibility and Aggressive Communication Traits 67 Introduction 67 Development of the Measurement of Teacher Credibility 68 Study #1: McCroskey, Holdridge, and Toomb (1974) 69 Study #2: McCroskey and Young (1981) 71 Study #3: Teven and McCroskey (1997) 72 Teacher Credibility and Teacher Aggressive Communication Traits 74 Aggressive Communication 75 Classroom Studies 76 Knowledge Claims 82 Directions for Future Research 83 References 85 5 Instructional Message Variables 89 Introduction 89 Content Relevance 90 Overview of Content Relevance 90 The Study of Relevance in Instructional Communication Research 92 Knowledge Claims 94 Directions for Future Research 94 Teacher Clarity 95 Overview of Teacher Clarity 95 The Ohio State Studies 95 Research on Lecture Cues and Notetaking 96 The Chesebro and McCroskey Studies 98 Knowledge Claims 100 Directions for Future Research 101 Instructional Humor 101 Overview of Instructional Humor 102 Operationalization of Instructional Humor 103 Appropriateness of Instructional Humor 105 Effectiveness of Instructional Humor 107 Instructional Humor and Individual Differences 108 Knowledge Claims 110 Directions for Future Research 111 Summary 112 References 112 6 Teachers'Influence Messages 117 Introduction 117 Power as a Relational Phenomenon 118 Seminal Research on Teacher Influence 120 Continuing Research on Teacher Influence 125 Graduate Teaching Assistant (GTA) Influence 126 Student Perceptions of Student and Teacher Influence 128 Cross-Cultural Studies Examining Teacher Influence 130 Knowledge Claims 132 Directions for Future Research 134 Summary 136 References 136 UNIT III * Relational Perspectives 141 7 Students'Influence Messages 143 Introduction 144 Rationale for Examining Students' Influence Messages 145 The Student-Teacher Communication Process Is Transactional 145 Student Influence Messages Affect Learning 146 Student Influence Messages Affect Teacher Self-Perceptions 146 Review of Student-Centered Instructional Communication Research 147 How Student Communication Traits Influence Teachers 148 How Student Nonverbal Immediacy Influences Teachers 150 How Student Verbal and Nonverbal Responsiveness Influences Teachers 152 How Students and Teachers Influence Each Other 154 Knowledge Claims 156 What Do We Know? 156 What Are the Implications for Teachers and Students? 157 Directions for Future Research 159 Summary 162 References 162 8 Teacher Immediacy and the Teacher-Student Relationship 167 Introduction 168 Overview of the Immediacy Construct 169 Origins of the Immediacy Research Program 171 Contemporary Research on Immediacy in Instruction 173 The Importance of Immediacy to the Teacher-Student Relationship 173 The Cognitive Learning Problem 174 The Cognitive Learning Results 176 Explaining Immediacy's Impact 179 Arousal-Attention Explanation 179 Motivation Explanation 179 Special Concerns 181 Immediacy and Affinity 181 Culture and Immediacy 182 Immediacy and Training 183 Knowledge Claims 184 Directions for Future Research 185 Summary 188 References 189 9 Teacher and Student Affinity-Seeking in the Classroom 195 Introduction 195 Overview of the Affinity-Seeking Construct 196 Teachers' Use of Affinity-Seeking Strategies 199 Students' Use of Affinity-Seeking Strategies 204 Knowledge Claims 205 Directions for Future Research 207 Summary 209 References 210 10 College Teacher Misbehaviors 213 Introduction 213 Rationale for Examining Teacher Misbehaviors 214 Origins of the Research Program 215 Theoretical Perspectives Guiding the Research 219 Attribution Theory 219 Norm Violations Model 224 Related Studies 227 Knowledge Claims 230 Directions for Future Research 232 References 233 11 Student Incivility and Resistance in the Classroom 235 Introduction 235 Why Study Student Incivility and Resistance? 236 What Does the Research Tell Us? 238 Student Incivilities and Misbehaviors 238 Student Resistance 240 Factors Influencing Resistance 241 Knowledge Claims 248 Directions for Research 249 References 250 UNIT IV * Theory and Assessment 253 12 Theorizing About Instructional Communication 255 Introduction 255 Essential Elements of Theory Development 256 What Variables, Constructs, and Concepts Should Be Included? 256 How Are These Variables, Constructs, and Concepts Related? 257 Why Are These Variables, Constructs, and Concepts Related? 257 Current State of Instructional Communication Theory Development 258 New Directions for Instructional Communication Theory Development 260 Emotional Response Theory 260 Rhetorical/Relational Goal Theory 265 Relational Power and Instructional Influence Theory 271 Summary 277 References 278 13 Assessing Instructional Communication 283 Introduction 283 Using the Rhetorical and Relational Perspectives 285 Evaluating Instructional Communication Practices 285 Assessing Rhetorical Communication Behaviors 286 Assessing Relational Communication Behaviors 289 Evaluating Instructional Communication Outcomes 292 Assessing Student Outcomes 297 Assessing Teacher Outcomes 299 Instructional Communication Caveats 302 Effective Instructors Have Increased Communication Demands 303 Effective Instructors Are Misperceived 304