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Autor/inBrown, Rachelle
TitelCommunication in a Diverse Classroom: An Annotated Bibliographic Review
Quelle(2016), (51 Seiten)
PDF als Volltext kostenfreie Datei Verfügbarkeit 
Spracheenglisch
Dokumenttypgedruckt; online; Monographie
SchlagwörterHochschulschrift; Bibliografie; Communication Skills; Communication Research; Student Diversity; Student Needs; Annotated Bibliographies; Educational Environment; Student Motivation; Learner Engagement; Student Behavior; Correlation; Cultural Awareness; Definitions; Verbal Communication; Nonverbal Communication; Classroom Communication; Cultural Differences; Interpersonal Communication; Theories; Communication Strategies; Well Being; Personality Traits; Literature Reviews; Matrices; Interpersonal Competence; Language Skills; Intervention; Outcomes of Education; Feedback (Response); Cultural Context; Disabilities; Elementary Secondary Education; Higher Education
AbstractStudents have social and personal needs to fulfill and communicate these needs in different ways. This annotated bibliographic review examined communication studies to provide educators of diverse classrooms with ideas to build an environment that contributes to student well-being. Participants in the studies ranged in age, ability, and cultural background. A bibliographic matrix included findings that showed positive correlations between the instructional environment and higher levels of student motivation, engagement, learning, and conduct. Differences in perspectives of traditional values within Western settings and the importance of intervention strategies to improve social and language communication skills were noted. The researcher concluded that effective communication practices, cultural awareness, and communication skills promote the fulfillment of students' needs. The following are appended: (1) Instructional Communication; (2) Communication and Culture; and (3) Behavioral and Developmental Communication. (As Provided).
Erfasst vonERIC (Education Resources Information Center), Washington, DC
Update2020/1/01
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