Research on organizational orientations has determined that workers can be categorized into three groups on the basis of their trait orientations toward working in organizations: "upward mobiles," "indifferents," and "ambivalents." Because workers' organizational orientation is predictive of their success, we reasoned that students' orientation…

This study investigated the effect of teacher misbehavior on student affect for the teacher and teacher credibility. Participants completed an Affect Toward Teacher Scale and a Source Credibility Scale in reference to one of four experimental conditions. The first two research questions examined the effect of misbehaviors on student affect for the…

Many studies have demonstrated that student motivation is an important factor in student learning. The recently proposed General Model of Instructional Communication, however, does not include motivation. Based on the assumption that student motivation may be an important factor in student learning, particularly long-term learning and retention,…

Considers how the discipline of communication has much to offer to the Scholarship of Teaching and Learning across disciplines and instructional levels. Discusses research which has been conducted by one or more of the coauthors and their students. Notes that it was chosen as a representative sample of kinds of work that are continuing in efforts…

Earlier research using college students, which suggested a link between the size of the community in which a person is raised and that person's level of communication apprehension, is replicated in this study with public school students, grades K-12. A theory based on the principle of reinforcement and on a postulate of forced adaptation is…

Argues that Behavior Alteration Techniques (BATs) improve students' on-task compliance which, in turn, is consistently associated with achievement. Indicates a substantial relationship between BAT use and cognitive learning on both absolute and relative measures of achievement. Shows that the teachers perceived by students as "good" employed more…

Describes the masters and doctoral programs offered by West Virginia University (WVU) that focus on communication in instruction for secondary and elementary teachers. Discusses the antecedents of the programs, the beginnings at WVU, the assumptions underlying the programs, and the nature and benefits of each program. (SR)

Investigates current generic referent usage among 1529 public school children in grades 3-12. Indicates that there was an overall relationship between referent usage and gender role orientation, with more use of nontraditional referents among students who projected themselves in nontraditional occupational roles. (JK)

This study investigates the language employed by classroom teachers. Results reveal a strong tendency toward the use of sexist language by elementary and secondary teachers and suggest, that through intervention techniques, the use of sexist language can be substantially reduced. (PD)

Examines which power bases and Behavior Alteration Techniques (BAT) have positive, negative, and no association with student motivation toward studying course content. Finds that perceived use of power bases and BATs are associated with reports of cognitive and affective learning. (MG)

Explores the coordination, evolution, and expansion of the Communication in Instruction Master of Arts program taught throughout West Virginia. Describes the program--its development goals, course offerings and structure, and evaluation techniques used to assess its effectiveness. (SR)