Instructional Communication Theory and Research: An Overview of Classroom Interaction

Reticent primary grade children and their more talkative peers: Verbal, nonverbal, and self-concept characteristics.

“…Within the older literature on language development in which researchers examined the development of vocabulary and speech by counting words and utterances in nursery school settings, wide individual differences in talkativeness were noted (see, e.g., Jerslid & Ritzman, 1938; Olson & Koetzle, 1936; Zyve, 1927). Such individual differences are found across the life span (Borgatta & Bales, 1953; Chapple & Arensburg, 1940; Goldman-Eisler, 1951), but reticence or untalkativeness among young children may be of particular interest and concern given the correlation between classroom fluency and school achievement in the early grades (Colligan, 1979; Feshback, Adelman, & Williamson, 1974; Stevenson, Parker, Wilkinson, Hegion, & Fish, 1976) and the value placed on verbal exchange for classroom learning (Daly & Korinek, 1980; Gordon & Thomas, 1967).…”

Testing Leader–Member Exchange Theory as a Lens to Understand Students’ Classroom Justice Perceptions and Antisocial Communication

“…A common critique of instructional communication research is a lack of theoretical focus (Daly & Korinek, 1980;Horan & Houser, 2012;Lashbrook & Wheeless, 1978;Mottet, Frymier, & Beebe, 2006;Waldeck, Kearney, & Plax, 2001). Addressing such concern, equity theory (Adams, 1965;Walster, Walster, & Berscheid, 1978) is commonly used to explain responses to injustice.…”

Graduate teaching assistant training in speech communication and noncommunication departments: A national survey

“…H. Andrews, 1983;DeBoer, 1979;DiDonato, 1983;Jossem, 1987;Rivers, 1983;Smith, 1972;Staton-Spicer & Nyquist, 1979;Trank, 1986). Many publications have examined issues related to teaching and learning that can be applied to GTA training (Clark & McLean, 1979;Daly & Korinek, 1980;Davey & Marion, 1987;Eble, 1981;Feezel, 1974;Gibson et al, 1985;Lashbrook & Wheeless, 1978;Lynn, 1977;Newcombe & Allen, 1974;Scott & Wheeless, 1977;Van Kleeck & Daly, 1982). Other publications have examined the relationship between GTA training and various outcome variables, such as student performance, observed teaching behavior, TA attitudes, and so on (Carroll, 1980;Sharp, 1981).…”