000			02929nam a2200385 i 4500
001			OTLid0000817
003			MnU
005			20241120064021.0
006			m o d s
007			cr
008			200322s2020 mnu o 0 0 eng d
040			_aMnU _beng _cMnU
050		4	_aP91.3
245	0	0	_aCommunication, Affect, & Learning in the Classroom _cJason Wrench
250			_a4th Edition
264		2	_aMinneapolis, MN _bOpen Textbook Library
264		1	_aMorgantown, West Virginia _bJason S. Wrench _c[2020]
264		4	_c©2020.
300			_a1 online resource
336			_atext _btxt _2rdacontent
337			_acomputer _bc _2rdamedia
338			_aonline resource _bcr _2rdacarrier
490	0		_aOpen textbook library.
505	0		_aChapter 1 Teaching as a Communication Process -- Chapter 2 Communicating with Instructional Objectives -- Chapter 3 Instructional Communication Strategies -- Chapter 4 Communication, Affect, and Student Needs -- Chapter 5 Learning Styles -- Chapter 6 Classroom Anxieties and Fears -- Chapter 7 Communication and Student Self-Concept -- Chapter 8 Instructional Assessment: Feedback, Grading, and Affect -- Chapter 9 Traditional and Mastery Learning Systems -- Chapter 10 Student Misbehavior and Classroom Management -- Chapter 11 Teacher Misbehaviors and Communication -- Chapter 12 Teacher Self-Concept and Communication -- Chapter 13 Increasing Classroom Affect Through Teacher Communication Style -- Chapter 14 Teacher Temperament in the Classroom -- Chapter 15 Teacher Communication: Performance and Burnout
520	0		_aCommunication, Affect, & Learning in the Classroom was original published by Virginia Richmond and Joan Gorham in 1992 and then updated a decade later by Virginia Richmond, Jason S. Wrench, and Joan Gorham in 2001. As we enter into the revision of the 3rd edition of the text, the basic content has not been drastically altered over the years. However, the research in Instructional Communication has clearly become more prominent and stronger. Probably the single most important development in the past two decades was the publication of the Handbook of Instructional Communication: Rhetorical and Relational Perspectives edited by Mottet et al. (2006). The purpose of the handbook was to synthesize the first three decades of research in instructional communication into a single volume that could help both researchers and instructors understand the value of communication in the instructional process.
542	1		_fAttribution-NonCommercial-ShareAlike
546			_aIn English.
588	0		_aDescription based on online resource
650		0	_aCommunication _vTextbooks
700	1		_aWrench, Jason S. _eauthor
700	1		_aRichmond, Virginia Peck _eauthor
700	1		_aGorham, Joan _eauthor
710	2		_aOpen Textbook Library _edistributor
856	4	0	_uhttps://open.umn.edu/opentextbooks/textbooks/817 _zAccess online version
999			_c39024 _d39024