Handbook of Instructional Communication: Rhetorical and Relational Perspectives
With accessible research for students, teachers, and educational leaders, theHandbook of Instructional Communicationenhances an individual’s ability to understand instructional communication research, plan and conduct instructional communication research, practice effective instructional communication, and consult with other teachers and trainers about their use of instructional communication.FeaturesReflecting the longstanding traditions in communication studies, the handbookpresents rhetorical and relational perspectivesthat show students the different emphases of the instructional communication process.  Although the two perspectives are compared and contrasted, the handbook is careful not to view these two traditions as polar opposites.Covering a wide range of topics, this handbook will appeal to students interested in becoming primary or secondary teachers, higher education faculty members, community educators, directors of organizational learning, communication consultants, and training and development specialists.Because much of the research in the text wasconducted in a programmatic manner— where one study informs the next — the majority of chapters are organized in a similar manner.  This consistent organizational structure allows students, practitioners, and instructional leaders to more easily understand the research and theory discussions, and to extract the communication behaviors and skills that have been shown to enhance instructional outcomes.Each chapter is written by an expert in the field. Many of the authors are award-winning teachers and researchers who have been recognized by their institutions and professional organizations.  The authors’ academic experience coupled with their professional work experience enables them to effectively bridge the gap between research and theory with practice.Praise for Instructional Communication“[This book] presents knowledge gleamed from solid, rigorous research in a non-jargonistic, non-pedantic style. Students will not only be able to read and understand the research presented with a minimum level of technical background, they will actually enjoy reading it, and will find immediate application in their own classroom experiences as teachers and/or students. This is an outstanding book.”—Jerry L. Allen, University of New HavenRelated TextsMcCroskey & Richmond’sAn Introduction to Communication in the Classroom: The Role of Communication in Teaching and Training1/e ©2006Chesebro & McCroskey’sCommunication for Teachers1/e ©2002