Classroom Communication and Instructional Processes Book Reviews
Classroom Communication and Instructional Processes by Barbara Mae Gayle, Raymond W. Preiss, Nancy Burrell & Mike Allen Book Summary
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.
Book Name | Classroom Communication and Instructional Processes |
Genre | Education |
Author | Barbara Mae Gayle, Raymond W. Preiss, Nancy Burrell & Mike Allen |
Published | 04 March 2009, Wednesday |
Language | English |
E-Book Size | 2.71 MB |
Classroom Communication and Instructional Processes (Barbara Mae Gayle, Raymond W. Preiss, Nancy Burrell & Mike Allen) Book Reviews 2024
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Summary of Classroom Communication and Instructional Processes by Barbara Mae Gayle, Raymond W. Preiss, Nancy Burrell & Mike Allen
The Classroom Communication and Instructional Processes book written by Barbara Mae Gayle, Raymond W. Preiss, Nancy Burrell & Mike Allen was published on 04 March 2009, Wednesday in the Education category. A total of 64 readers of the book gave the book 0 points out of 5.
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