A comprehensive theory of instruction is needed that (1) acknowledges the centrality of communication to instruction; (2) recognizes that instruction involves changes in student knowledge, affect, and behavior; and (3) reflects a systematic orientation to instruction. The literature in diffusion, particularly in the area of the communication of…

Investigates the congruence between student and teacher perceptions of teacher immediacy and classroom learning outcomes. Finds a high level of agreement in reports of immediacy and learning among students in intact classes. Suggests that teachers are able to monitor both the process and product components of the instructional process-product…

Student emotional response to teacher classroom behaviors may offer a theoretical framework for explaining student learning. Such a framework may encompass other models, such as arousal/motivation or identification, in offering an explanation of why students learn when teachers exhibit certain behaviors. Emotional response has provided…