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A Meta-Analytical Review of the Relationship between Teacher Immediacy and Student Learning
Unformatted Document Text:  Immediacy and Learning Meta-Analysis 28 *Folwell, A. L. (1995, November). A comparison of professors’ and students’ perceptions of nonverbal immediacy behaviors. Paper presented at the annual meeting of the Speech Communication Association, San Antonio, TX. Frymier, A. B. (1993). The impact of teacher immediacy on students' motivation: Is it the same for all students? Communication Quarterly, 41, 454-464 . *Frymier, A. B. (1994). A model of immediacy in the classroom. Communication Quarterly, 42, 133-144. *Frymier, A. B., & Houser, M. L. (1998). Does making content relevant make a difference in learning? Communication Research Reports, 15, 121-129. *Frymier, A. B., & Houser, M. L. (2000). The teacher-student relationship as an interpersonal relationship. Communication Education, 49, 207-219. *Frymier, A. B., & Schulman, G. M. (1994, November). Development and testing of the learner empowerment instrument in a communication based model. Paper presented at the annual meeting of the Speech Communication Association, New Orleans, LA. Furio, B. J. (1987, January). The relationship between instructor behaviors and student perceptions of control in the classroom. Unpublished research report, West Virginia University, Morgantown. *Garard, D. L. (1998). The relationship between teacher immediacy and cognitive style: An exploratory investigation. Unpublished doctoral dissertation, Southern Illinois University, Carbondale. Giles, H., Mulac, A., Bradac, J. J., & Johnson, P. (1987). Speech accommodation theory: The first decade and beyond. In M. L. McLaughlin (Ed.), Communication Yearbook 10 (pp. 13- 48). Newbury Park, CA: Sage.

Authors: Witt, Paul., Wheeless, Lawrence. and Allen, Mike.
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Immediacy and Learning Meta-Analysis 28
*Folwell, A. L. (1995, November). A comparison of professors’ and students’
perceptions of nonverbal immediacy behaviors. Paper presented at the annual meeting of the
Speech Communication Association, San Antonio, TX.
Frymier, A. B. (1993). The impact of teacher immediacy on students' motivation: Is it
the same for all students? Communication Quarterly, 41, 454-464
.
*Frymier, A. B. (1994). A model of immediacy in the classroom. Communication
Quarterly, 42, 133-144.
*Frymier, A. B., & Houser, M. L. (1998). Does making content relevant make a
difference in learning? Communication Research Reports, 15, 121-129.
*Frymier, A. B., & Houser, M. L. (2000). The teacher-student relationship as an
interpersonal relationship. Communication Education, 49, 207-219.
*Frymier, A. B., & Schulman, G. M. (1994, November). Development and testing of the
learner empowerment instrument in a communication based model. Paper presented at the annual
meeting of the Speech Communication Association, New Orleans, LA.
Furio, B. J. (1987, January). The relationship between instructor behaviors and student
perceptions of control in the classroom. Unpublished research report, West Virginia University,
Morgantown.
*Garard, D. L. (1998). The relationship between teacher immediacy and cognitive style:
An exploratory investigation. Unpublished doctoral dissertation, Southern Illinois University,
Carbondale.
Giles, H., Mulac, A., Bradac, J. J., & Johnson, P. (1987). Speech accommodation theory:
The first decade and beyond. In M. L. McLaughlin (Ed.), Communication Yearbook 10 (pp. 13-
48). Newbury Park, CA: Sage.


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