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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 34 Richmond, V. P., & McCroskey, J. C. (1992). Power in the classroom: Communication, control, and concern. Hillsdale, NJ: Lawrence Erlbaum Associates. *Richmond, V. P., Gorham, J. S., & McCroskey, J. C. (1987). The relationship between selected immediacy behaviors and cognitive learning. In M. L. McLaughlin (Ed.), Communication Yearbook 10 (pp.574-590). Newbury Park, CA: Sage. *Roach, K. D., & Byrne, P. R. (2001). A cross-cultural comparison of instructor communication in American and German classrooms. Communication Education, 50, 1-14. Robinson, R. Y., & Richmond, V. P. (1995). Validity of the verbal immediacy scale. Communication Research Reports, 12, 80-84. *Robinson, R. Y. (1994). Affiliative communication behaviors: A comparative analysis of the interrelationships among teacher nonverbal immediacy, responsiveness, and verbal receptivity on the prediction of student learning. Unpublished doctoral dissertation, West Virginia University, Morgantown. *Rodriguez, J. I., Plax, T. G., & Kearney, P. (1996). Clarifying the relationship between teacher nonverbal immediacy and student cognitive learning: Affective learning as the central causal mediator. Communication Education, 45, 293-305. Rosenthal, R. (1984). Meta-analytic procedures for social research. Beverly Hills, CA: Sage. *Sanders, J. A., & Wiseman, R. L. (1990). The effects of verbal and nonverbal teacher immediacy on perceived cognitive, affective, and behavioral learning in the multicultural classroom. Communication Education, 39, 341-353. *Schaller, K. A. (1993). The development of a communication-based model of teacher efficacy. Unpublished doctoral dissertation, Ohio University.

Authors: Witt, Paul., Wheeless, Lawrence. and Allen, Mike.
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Immediacy and Learning Meta-Analysis 34
Richmond, V. P., & McCroskey, J. C. (1992). Power in the classroom: Communication,
control, and concern. Hillsdale, NJ: Lawrence Erlbaum Associates.
*Richmond, V. P., Gorham, J. S., & McCroskey, J. C. (1987). The relationship between
selected immediacy behaviors and cognitive learning. In M. L. McLaughlin (Ed.),
Communication Yearbook 10 (pp.574-590). Newbury Park, CA: Sage.
*Roach, K. D., & Byrne, P. R. (2001). A cross-cultural comparison of instructor
communication in American and German classrooms. Communication Education, 50, 1-14.
Robinson, R. Y., & Richmond, V. P. (1995). Validity of the verbal immediacy scale.
Communication Research Reports, 12, 80-84.
*Robinson, R. Y. (1994). Affiliative communication behaviors: A comparative analysis
of the interrelationships among teacher nonverbal immediacy, responsiveness, and verbal
receptivity on the prediction of student learning. Unpublished doctoral dissertation, West
Virginia University, Morgantown.
*Rodriguez, J. I., Plax, T. G., & Kearney, P. (1996). Clarifying the relationship between
teacher nonverbal immediacy and student cognitive learning: Affective learning as the central
causal mediator. Communication Education, 45, 293-305.
Rosenthal, R. (1984). Meta-analytic procedures for social research. Beverly Hills, CA:
Sage.
*Sanders, J. A., & Wiseman, R. L. (1990). The effects of verbal and nonverbal teacher
immediacy on perceived cognitive, affective, and behavioral learning in the multicultural
classroom. Communication Education, 39, 341-353.
*Schaller, K. A. (1993). The development of a communication-based model of teacher
efficacy. Unpublished doctoral dissertation, Ohio University.


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