Research in communication and instruction: Categorization and synthesis

Communication Education: The Spiral Continues

“…I have read and reread the tables of contents in the NCA index, occasionally being driven to the library to track down a particularly intriguing title that predates those on my shelf. Along the way I carefully noted the editorial statements of each new editor, the arrival and departure of new sections of the journals, the themes of special issues, and summary and synthesis essays such as Staton-Spicer and Wulff (1984). My own involvement with the journal includes publication of a few articles and book reviews, membership on the editorial board off and on (more on) since 1976 and a term as Book Review editor.…”

The Development and Testing of the Instructional Beliefs Model

“…In reference to the earlier articles (Nussbaum & Friedrich, 2005;Staton-Spicer & Wulff, 1984;Waldeck et al, 2001), further declared that while each of these important articles have aided researchers in thinking about instructional communication scholarship, they have fallen short in terms of helping researchers develop instructional communication theories. One limitation that runs across the three summaries is that they are descriptive rather than prescriptive (p. 259).…”

Examining the Role of Self-Disclosure and Connectedness in the Process of Instructional Dissent: A Test of the Instructional Beliefs Model

“…In addition to calls for examining the role of student-to-student communication in the classroom, a number of researchers have argued that there is a dire need for the development of theories that are able to explain, predict, and control a range of phenomena occurring in the learning context (Mottet, Frymier, & Beebe, 2006;Nussbaum & Friedrich, 2005;Staton-Spicer & Wulff, 1984;Waldeck et al, 2001). Indeed, the lack of programmatic research used to advance theory in Instructional Communication has been considered a fundamental problem in the field for quite some time (Waldeck, Plax, & Kearney, 2010).…”