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Sonst. PersonenGayle, Barbara Mae (Hrsg.); Preiss, Raymond W. (Hrsg.); Burrell, Nancy (Hrsg.); Allen, Mike (Hrsg.)
TitelClassroom Communication and Instructional Processes: Advances through Meta-Analysis
Quelle(2006), (464 Seiten)
PDF als Volltext    Verfügbarkeit 
Dokumenttypgedruckt; online; Monographie
SchlagwörterTeaching Methods; Educational Practices; Classroom Communication; Teacher Effectiveness; Meta Analysis; Evaluation Research; Textbook Content; Literature Reviews; Pedagogical Content Knowledge; Audience Awareness; Critical Thinking; Teacher Student Relationship; Peer Mediation; Interaction; Gender Issues; Educational Methods; Child Caregivers; Classroom Environment; Comparative Analysis; Theory Practice Relationship; Learning Processes
AbstractThis volume offers a systematic review of the literature on communication education and instruction. Making meta-analysis findings accessible and relevant, the editors of this volume approach the topic from the perspective that meta-analysis serves as a useful tool for summarizing experiments and for determining how and why specific teaching and learning experiences have positive student outcomes. The topics covered here are meaningful and relevant to classroom practice, and each chapter offers a summary of existing quantitative social science research using meta-analysis. With contributions from experienced researchers throughout the communication discipline, this work provides a unique analysis of research in instructional communication. Taken together, the chapters in this volume enhance understanding of behaviors, practices, and processes that promote positive student outcomes. This book is a intended for scholars, graduate students, and researchers in communication education, and will also be of interest to scholars and researchers in education. Following a preface by B. M. Gayle, this book is divided into five parts. Part I, Classroom Communication and Instructional Processes, presents the initial chapters of the book: (1) Meta-Analysis, Classroom Communication, and Instructional Processes (R. W. Preiss and M. Allen); and (2) The Role of Communication in Instruction: The First Three Decades (C. McCroskey, V. P. Richmond, and L. L. McCroskey). Part II, Educational Practices in the Classroom, continues with the next chapters: (3) Pedagogical Issues Underlying Classroom Learning Techniques (C. Rich, B. M. Gayle, and R. W. Preiss); (4) Developing Critical Thinking through Forensics and Communication Education: Assessing the Impact through Meta-Analysis (S. J. Berkowitz); (5) How Powerful Is PowerPoint? Analyzing the Educational Effects of Desktop Presentational Programs in the Classroom (E. J. Shapiro, J. Kerssen-Griep, B. M. Gayle, and M. Allen); (6) Comparisons of College Student Performance Across Computer-Assisted and Traditional Instruction Formats (C. E. Timmerman and K. A. Kruepke); (7) Test Anxiety, Academic Self-Efficacy, and Study Skills: A Meta-Analytic Review (R. W. Preiss, B. M. Gayle, and M. Allen); and (8) Evaluating Peer Mediation Outcomes in Educational Settings: A Meta-Analytic Review (N. A. Burrell, C. S. Zirbel, and M. Allen). Part III, Classroom Interactions, then presents: (9) Classroom Interaction and Educational Outcomes (J. Kerssen-Griep, B. M. Gayle, and R. W. Preiss); (10) The Relationship between Teacher Immediacy and Student Learning: A Meta-Analysis (P. L. Witt, L. R. Wheeless and M. Allen); (11) Race and the Classroom: Interaction and Image. (L. Bradford, E. Cooper, M. Allen, J. Stanley, and D. Grimes); (12) Sex Equity in the Classroom: Do Female Students Lose the Battle for Teacher Attention? (S. M. Jones, K. Dindia, and S. Tye); (13) Communication Apprehension: Issues to Consider in the Classroom (J. Bourhis, M. Allen, and I. Bauman); (14) Comparing Distance Education to Face-to-Face Methods of Education (M. Allen, J. Bourhis, E. Mabry, N. A. Burrell, and C. E. Timmerman); and (15) Family Care versus Day Care: Effects on Children (L. M. Timmerman). Part IV, Teacher Effectiveness and Communicative and Instructional Processes, presents: (16) An Overview of Teacher Effectiveness Research: Components and Processes (D. Cortez, B. M. Gayle, and R. W. Preiss); (17) How Effective Are Teacher-Initiated Classroom Questions in Enhancing Student Learning? (B. M. Gayle, R. W. Preiss, and M. Allen); (18) A Meta-Analytic Assessment of the Effect of Humorous Lectures on Learning (D. M. Martin, R. W. Preiss, B. M. Gayle, and M. Allen); (19) Exploring the Relationship between Listening Comprehension and Rate of Speech (R. W. Preiss and B.M. Gayle); (20) A Meta-Analysis of the Educational Benefits of Employing Advanced Organizers (R. W. Preiss and B. M. Gayle); and (21) Relationship of Teaching Evaluations to Research Productivity for College Faculty (M. Allen). Part V, Meta-Analysis and Interactional and Instructional Process in the Classroom, continues with: (22) The Contributions of the Scholarship of Teaching and Learning (B. M. Gayle); (23) How Does Meta-Analysis Represent Our Knowledge of Instructional Communication? (S. L. Young, T. G. Plax, and P. Kearney); (24) Why SoTL Matters: Knowing What We Need to Know to Make Sure Our Students Learn What They Need to Know to Succeed as Citizens (J. L. Applegate); and (25) What to Do in the Classroom? Evaluating the Advice (M. Allen, R. W. Preiss, and N. A. Burrell). (ERIC).
AnmerkungenLawrence Erlbaum Associates. 10 Industrial Avenue, Mahwah, NJ, 07430. Tel: 800-926-6579; Fax: 201-760-3735; e-mail:; Web site:
Erfasst vonERIC (Education Resources Information Center), Washington, DC
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