Handbook of Instructional Communication

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.

• Table of ContentsPreface by Marian L. Houser & Angela M. HosekAbout the AuthorsChapter 1 - Historical Roots and Trajectories of Instructional CommunicationBy Kristen LeBlanc Farris, Marian L. Houser, Angela M. HosekUnit 1 – Introduction to The Rhetorical Perspectives of Instructional Communication Introduction by Marian L. Houser & Angela M. HosekChapter 2 - Instructor Message Variables By Joe MazerChapter 3 - Instructor Credibility. By Scott A. Myers and Matt M. MartinChapter 4 - Student Participation and Engagement in the Classroom. By Ann Bainbridge Frymier & Marian L. HouserChapter 5 - Instructional Dissent.. By Alan K. Goodboy & San BolkanChapter 6 - Student Orientations toward Communicating in the Classroom.By Steve A. Beebe & Seth S. FreiUnit 2 – The Relational Perspective of Instructional CommunicationIntroduction by Marian L. Houser & Angela M. HosekChapter 7 - Immediacy and the Teacher-Student Relationship. By Virginia P. Richmond, Marian L. Houser, & Angela M. HosekChapter 8 - [Re]Negotiating Power and Influence in the Classroom. By Rebecca M. Chory & Sean M. HoranChapter 9 - Rapport in the Instructional Context. By Brandi N. Frisby & Marjorie M. BucknerChapter 10 - Communication Perspectives on Classroom Emotion. By Scott Titsworth & Caroline WaldbuesserUnit 3 – Social Identity in the Instructional EnvironmentBy Angela M. Hosek, Valerie Rubinsky & Jordan Soliz Chapter 11 - Race/Ethnicity in the Classroom.by Tina M. Harris & Mollie MurphyChapter 12 - Sexual and Gender Identity in the Classroom. By Jimmie Manning, Danielle Stern, & Rebecca JohnsonUnit 4: Technology in the Instructional EnvironmentIntroduction by Angela M. Hosek & Marian HouserChapter 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 KaufmannUnit 5 – Instructional Communication Approaches and MethodsIntroduction by Angela M. Hosek & Marian L. HouserChapter 15 - Cognitive Approaches In the Instructional Context. By Angela M. Hosek, Rebekah Crawford, Sally Vogl-BauerChapter 16 – Affective Approaches in the Instructional Context.By Derek R. Lane, T. Kody Frey, & Nicholas T. TatumChapter 17 - Biological and Physiological Approaches in the Instructional Context. By Kory Floyd & Tamara D. Afifi, & Ariana F. ShahnaziChapter 18 - Critical Communication Pedagogy. By Deanna L. Fassett and Keith Nainby

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