Classroom Communication and Instructional Processes

Advances Through Meta-Analysis

Nonfiction, Reference & Language, Language Arts, Communication, Education & Teaching, Teaching, Teaching Methods
Cover of the book Classroom Communication and Instructional Processes by , Taylor and Francis
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Author: ISBN: 9781135628338
Publisher: Taylor and Francis Publication: March 4, 2009
Imprint: Routledge Language: English
Author:
ISBN: 9781135628338
Publisher: Taylor and Francis
Publication: March 4, 2009
Imprint: Routledge
Language: English

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.

View on Amazon View on AbeBooks View on Kobo View on B.Depository View on eBay View on Walmart

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.

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