2nd Edition

Handbook of Instructional Communication Rhetorical and Relational Perspectives

Edited By Marian L Houser, Angela Hosek Copyright 2018
    288 Pages 12 B/W Illustrations
    by Routledge

    288 Pages 12 B/W Illustrations
    by Routledge

    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

    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

    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.

    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