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
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, Hosek and Houser, are to be commended on this effort to
highlight the best of our instructional communication scholarship.
- Cheri Simonds, Illinois State University, USA
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
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