This study examines communication as instructional classroom practice and considers its increased inclusion in teacher preparation programs. While widely recognized as an important aspect of most university degree programs, communication pedagogy is often overlooked in schools of education curricula. Data collected from six current teachers suggest that the teachers demonstrated a value for instructional communication in three distinct ways that can all be attributed to their interaction with their students and classrooms. The teachers in this study demonstrated this through their building of rapport with their students, their strategies for both avoiding and resolving conflict within the classroom, and their use of a variety of classroom management techniques. Findings from this study suggest that greater focus on instructional communication techniques should be placed within all undergraduate teacher education courses as additional preparation and that knowledge of instructional communication can be critical to teachers beginning their careers in the classroom.
","abstract_html":"<p>This study examines communication as instructional classroom practice and considers its increased inclusion in teacher preparation programs. While widely recognized as an important aspect of most university degree programs, communication pedagogy is often overlooked in schools of education curricula. Data collected from six current teachers suggest that the teachers demonstrated a value for instructional communication in three distinct ways that can all be attributed to their interaction with their students and classrooms. The teachers in this study demonstrated this through their building of rapport with their students, their strategies for both avoiding and resolving conflict within the classroom, and their use of a variety of classroom management techniques. Findings from this study suggest that greater focus on instructional communication techniques should be placed within all undergraduate teacher education courses as additional preparation and that knowledge of instructional communication can be critical to teachers beginning their careers in the classroom.</p>","abstract_has_math":false,"creators":["Callanan, Vanessa"],"institution":null,"degree_name":"Master of Arts (MA)","degree_level":"Open Access Thesis","degree_discipline":"Communication, Media and Theatre Arts","degree_department":null,"school":null,"contributors":["Nick Romerhausen, Ph.D.","Tsai-Shan Shen, Ph.D.","Dennis O’Grady, Ph.D."],"advisors":[],"committee_chairs":[],"committee_members":[],"year":2019,"date_issued":"2019-01-01T08:00:00Z","date_published":"2019-01-01T08:00:00Z","updated_at":"2026-07-24T02:17:33Z","subjects":["Classroom Management","Instructional Communication","Teacher Communication","Teacher-Student Rapport","Communication","Education"],"languages":[],"rights":[],"rights_urls":[],"identifier_entries":[]},"links":{"outbound_url":"https://commons.emich.edu/theses/1006","outbound_label":"Repository record","outbound_source":"dc:identifier"},"metadata_groups":[{"id":"people","label":"People","entries":[{"key":"dc:contributor","label":"Contributor","values":["Nick Romerhausen, Ph.D.","Tsai-Shan Shen, Ph.D.","Dennis O’Grady, Ph.D."]},{"key":"dc:creator","label":"Author","values":["Callanan, Vanessa"]}]},{"id":"academic_context","label":"Academic Context","entries":[{"key":"dc:date.available","label":"Dc Date Available","values":["2020-02-24T08:00:00Z"]},{"key":"thesis:degree_discipline","label":"Discipline","values":["Communication, Media and Theatre Arts"]},{"key":"thesis:degree_level","label":"Degree Level","values":["Open Access Thesis"]},{"key":"thesis:degree_name","label":"Degree Name","values":["Master of Arts (MA)"]}]},{"id":"subjects_keywords","label":"Subjects and Keywords","entries":[{"key":"dc:subject","label":"Dc Subject","values":["Classroom Management","Instructional Communication","Teacher Communication","Teacher-Student Rapport","Communication","Education"]}]},{"id":"identifiers","label":"Identifiers","entries":[{"key":"dc:identifier","label":"Identifier","values":["https://commons.emich.edu/theses/1006"]}]},{"id":"additional","label":"Additional Metadata","entries":[{"key":"dc:description.abstract","label":"Abstract","values":["This study examines communication as instructional classroom practice and considers its increased inclusion in teacher preparation programs. While widely recognized as an important aspect of most university degree programs, communication pedagogy is often overlooked in schools of education curricula. Data collected from six current teachers suggest that the teachers demonstrated a value for instructional communication in three distinct ways that can all be attributed to their interaction with their students and classrooms. The teachers in this study demonstrated this through their building of rapport with their students, their strategies for both avoiding and resolving conflict within the classroom, and their use of a variety of classroom management techniques. Findings from this study suggest that greater focus on instructional communication techniques should be placed within all undergraduate teacher education courses as additional preparation and that knowledge of instructional communication can be critical to teachers beginning their careers in the classroom.
"]},{"key":"dc:title","label":"Title","values":["Instructional communication in preservice education: Rapport, conflict, and classroom management"]}]}],"canonical_facts":{"dc:contributor":["Nick Romerhausen, Ph.D.","Tsai-Shan Shen, Ph.D.","Dennis O’Grady, Ph.D."],"dc:creator":["Callanan, Vanessa"],"dc:date.available":["2020-02-24T08:00:00Z"],"dc:description.abstract":["This study examines communication as instructional classroom practice and considers its increased inclusion in teacher preparation programs. While widely recognized as an important aspect of most university degree programs, communication pedagogy is often overlooked in schools of education curricula. Data collected from six current teachers suggest that the teachers demonstrated a value for instructional communication in three distinct ways that can all be attributed to their interaction with their students and classrooms. The teachers in this study demonstrated this through their building of rapport with their students, their strategies for both avoiding and resolving conflict within the classroom, and their use of a variety of classroom management techniques. Findings from this study suggest that greater focus on instructional communication techniques should be placed within all undergraduate teacher education courses as additional preparation and that knowledge of instructional communication can be critical to teachers beginning their careers in the classroom.
"],"dc:identifier":["https://commons.emich.edu/theses/1006"],"dc:subject":["Classroom Management","Instructional Communication","Teacher Communication","Teacher-Student Rapport","Communication","Education"],"dc:title":["Instructional communication in preservice education: Rapport, conflict, and classroom management"],"thesis:degree_discipline":["Communication, Media and Theatre Arts"],"thesis:degree_level":["Open Access Thesis"],"thesis:degree_name":["Master of Arts (MA)"]},"updated_at":"2026-07-24T02:17:33Z"}