Classroom communication and instructional processes : advances through meta-analysis
著者
書誌事項
Classroom communication and instructional processes : advances through meta-analysis
(LEA's communication series)
Lawrence Erlbaum Associates, 2006
- : hbk
- : pbk
大学図書館所蔵 全3件
  青森
  岩手
  宮城
  秋田
  山形
  福島
  茨城
  栃木
  群馬
  埼玉
  千葉
  東京
  神奈川
  新潟
  富山
  石川
  福井
  山梨
  長野
  岐阜
  静岡
  愛知
  三重
  滋賀
  京都
  大阪
  兵庫
  奈良
  和歌山
  鳥取
  島根
  岡山
  広島
  山口
  徳島
  香川
  愛媛
  高知
  福岡
  佐賀
  長崎
  熊本
  大分
  宮崎
  鹿児島
  沖縄
  韓国
  中国
  タイ
  イギリス
  ドイツ
  スイス
  フランス
  ベルギー
  オランダ
  スウェーデン
  ノルウェー
  アメリカ
注記
Other editor: Raymond W. Preiss, Nancy Burrell, Mike Allen
Includes bibliographical references and indexes
HTTP:URL=http://www.loc.gov/catdir/enhancements/fy0624/2005046277-d.html Information=Publisher description
HTTP:URL=http://www.loc.gov/catdir/enhancements/fy0629/2005046277-t.html Information=Table of contents only
内容説明・目次
内容説明
This volume offers a systematic review of the literature on communication education and instruction. Making meta-analysis findings accessible and relevant, the editors of this volume approach the topic from the perspective that meta-analysis serves as a useful tool for summarizing experiments and for determining how and why specific teaching and learning experiences have positive student outcomes. The topics covered here are meaningful and relevant to classroom practice, and each chapter offers a summary of existing quantitative social science research using meta-analysis. With contributions from experienced researchers throughout the communication discipline, this work provides a unique analysis of research in instructional communication.
Taken together, the chapters in this volume enhance understanding of behaviors, practices, and processes that promote positive student outcomes. This book is a must-read for scholars, graduate students, and researchers in communication education, and will also be of interest to scholars and researchers in education.
目次
Contents: B.M. Gayle, Preface. Part I: Classroom Communication and Instructional Processes.R.W. Preiss, M. Allen, Meta-Analysis, Classroom Communication, and Instructional Processes. J.C. McCroskey, V.P. Richmond, L.L. McCroskey, The Role of Communication in Instruction: The First Three Decades. Part II: Educational Practices in the Classroom.C. Rich, B.M. Gayle, R.W. Preiss, Pedagogical Issues Underlying Classroom Learning Techniques. S.J. Berkowitz, Developing Critical Thinking Through Forensics and Communication Education: Assessing the Impact Through Meta-Analysis. E.J. Shapiro, J. Kerssen-Griep, B.M. Gayle, M. Allen, How Powerful is PowerPoint? Analyzing the Educational Effects of Desktop Presentational Programs in the Classroom. C.E. Timmerman, K.A. Kruepke, Comparisons of College Student Performance Across Computer-Assisted and Traditional Instruction Formats. R.W. Preiss, B.M. Gayle, M. Allen, Test Anxiety, Academic Self-Efficacy, and Study Skills: A Meta-Analytic Review. N.A. Burrell, C.S. Zirbel, M. Allen, Evaluating Peer Mediation Outcomes in Educational Settings: A Meta-Analytic Review. Part III: Classroom Interactions.J. Kerssen-Griep, B.M. Gayle, R.W. Preiss, Classroom Interaction and Educational Outcomes. P.L. Witt, L.R. Wheeless, M. Allen, The Relationship Between Teacher Immediacy and Student Learning: A Meta-Analysis. L. Bradford, E. Cooper, M. Allen, J. Stanley, D. Grimes, Race and the Classroom: Interaction and Image. S.M. Jones, K. Dindia, S. Tye, Sex Equity in the Classroom: Do Female Students Lose the Battle for Teacher Attention? J. Bourhis, M. Allen, I. Bauman, Communication Apprehension: Issues to Consider in the Classroom. M. Allen, J. Bourhis, E. Mabry, N.A. Burrell, C.E. Timmerman, Comparing Distance Education to Face-to-Face Methods of Education. L.M. Timmerman, Family Care Versus Day Care: Effects on Children. Part IV: Teacher Effectiveness and Communicative and Instructional Processes.D. Cortez, B.M. Gayle, R.W. Preiss, An Overview of Teacher Effectiveness Research: Components and Processes. B.M. Gayle, R.W. Preiss, M. Allen, How Effective Are Teacher-Initiated Classroom Questions in Enhancing Student Learning? D.M. Martin, R.W. Preiss, B.M. Gayle, M. Allen, A Meta-Analytic Assessment of the Effect of Humorous Lectures on Learning. R.W. Preiss, B.M. Gayle, Exploring the Relationship Between Listening Comprehension and Rate of Speech. R.W. Preiss,B.M. Gayle, A Meta-Analysis of the Educational Benefits of Employing Advanced Organizers. M. Allen, Relationship of Teaching Evaluations to Research Productivity for College Faculty. Part V: Meta-Analysis and Interactional and Instructional Process in the Classroom.B.M. Gayle, The Contributions of the Scholarship of Teaching and Learning. S.L. Young, T.G. Plax, P. Kearney, How Does Meta-Analysis Represent Our Knowledge of Instructional Communication? J.L. Applegate, Why SoTL Matters: Knowing What We Need to Know to Make Sure Our Students Learn What They Need to Know to Succeed as Citizens. M. Allen, R.W. Preiss, N.A. Burrell, What to Do in the Classroom? Evaluating the Advice.
「Nielsen BookData」 より