Written to address the contemporary challenges facing teachers and trainers in traditional and non-traditional settings, this text offers a comprehensive collection of research focusing on the role and effects of communication in instructional environments. With accessible research for students, teachers, and educational leaders, the Handbook of Instructional Communication enhances an individual’s ability to understand instructional communication research, plan and conduct instructional communication research, practice effective instructional communication, and consult with other teachers and trainers about their use of instructional communication.
Scared Speechless: Communication Apprehension, Avoidance, and Effectiveness by Virginia P. Richmond, Jason S. Wrench, and James C. McCroskey examines the most widespread communication problem in our society, shyness, defining the issue and exploring why it occurs. Intended for those people who are "scared speechless" in some or most environments, the new seventh edition provides various methods that have been developed to help people overcome apprehension and anxiety about communicating." -- From publisher's description
This handbook focuses students on how to communicate with managers and peers to survive, thrive and prosper in organizational environments. Taking a a subordinate approach, this survival guide for employees centres on understanding how and why managers communicate the way they do.
Intended to assist educators at all levels to teach students who are quiet, the first part of this book (The Quiet Ones: Why Are They So Quiet?) presents a summary of current theory and research concerning quiet children and their low willingness to communicate. The second part of the book (Working with Quiet Children) includes specific suggestions for facilitating these children's classroom functioning. Sections of the book are: Why are Children Quiet?; Different Kinds of Quiet Children; Effects of Quietness; Quiet People in School; Self-Analysis for Teachers; Identifying Quiet Students; Personal Report of Communication Fear Measure; Developing a Communication-Responsive Classroom; Working with Communication-Apprehensive Children; and Referring Students for Special Help. A list of 27 recommended readings is attached. (RS)
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