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Peer reviewed Peer reviewed
ERIC Number: EJ414769
Record Type: CIJE
Publication Date: 1990
Pages: N/A
Abstractor: N/A
Reference Count: 0
ISBN: N/A
ISSN: ISSN-0363-4523
The Effects of Verbal and Nonverbal Teacher Immediacy on Perceived Cognitive, Affective, and Behavioral Learning in the Multicultural Classroom.
Sanders, Judith A.; Wiseman, Richard L.
Communication Education, v39 n4 p341-52 Oct 1990
Examines the effects of teacher immediacy in the multicultural classroom on perceived cognitive, affective, and behavioral learning for White, Asian, Hispanic, and Black students. Finds that, in general, teacher immediacy behaviors enhance students' learning. Notes similarities and differences in the effects of teacher immediacy cues across United States cultural groups. (SR)
Descriptors: Asian Americans, Black Students, Classroom Communication, Higher Education, Hispanic Americans, Multicultural Education, National Surveys, Teacher Effectiveness, Teacher Student Relationship, White Students
Publication Type: Journal Articles; Reports - Research
Education Level: N/A
Audience: N/A
Language: English
Sponsor: N/A
Authoring Institution: N/A
Identifiers: Communication Behavior; Teacher Immediacy