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Academic Journal

Instructional Feedback III: How Do Instructor Facework Tactics and Immediacy Cues Interact to Predict Student Perceptions of Being Mentored?

Subjects: Feedback (Response), Mentors, Intervention, Teaching Methods, Communication Strategies, Student Attitudes, Teacher Student Relationship, Cues, Statistical Analysis, Interaction, Nonverbal Communication, Undergraduate Study, Video Technology, Communication (Thought Transfer), Rating Scales, Likert Scales, Feedback (Response), Feedback (Response), Mentors, Intervention, Teaching Methods, Communication Strategies, Student Attitudes, Teacher Student Relationship, Cues, Statistical Analysis, Interaction, Nonverbal Communication, Undergraduate Study, Video Technology, Communication (Thought Transfer), Rating Scales, Likert Scales, Mentors, Feedback (Response), Mentors, Intervention, Teaching Methods, Communication Strategies, Student Attitudes, Teacher Student Relationship, Cues, Statistical Analysis, Interaction, Nonverbal Communication, Undergraduate Study, Video Technology, Communication (Thought Transfer), Rating Scales, Likert Scales, Intervention, Feedback (Response), Mentors, Intervention, Teaching Methods, Communication Strategies, Student Attitudes, Teacher Student Relationship, Cues, Statistical Analysis, Interaction, Nonverbal Communication, Undergraduate Study, Video Technology, Communication (Thought Transfer), Rating Scales, Likert Scales, Teaching Methods, Feedback (Response), Mentors, Intervention, Teaching Methods, Communication Strategies, Student Attitudes, Teacher Student Relationship, Cues, Statistical Analysis, Interaction, Nonverbal Communication, Undergraduate Study, Video Technology, Communication (Thought Transfer), Rating Scales, Likert Scales, Communication Strategies, Feedback (Response), Mentors, Intervention, Teaching Methods, Communication Strategies, Student Attitudes, Teacher Student Relationship, Cues, Statistical Analysis, Interaction, Nonverbal Communication, Undergraduate Study, Video Technology, Communication (Thought Transfer), Rating Scales, Likert Scales, Student Attitudes, Feedback (Response), Mentors, Intervention, Teaching Methods, Communication Strategies, Student Attitudes, Teacher Student Relationship, Cues, Statistical Analysis, Interaction, Nonverbal Communication, Undergraduate Study, Video Technology, Communication (Thought Transfer), Rating Scales, Likert Scales, Teacher Student Relationship, Feedback (Response), Mentors, Intervention, Teaching Methods, Communication Strategies, Student Attitudes, Teacher Student Relationship, Cues, Statistical Analysis, Interaction, Nonverbal Communication, Undergraduate Study, Video Technology, Communication (Thought Transfer), Rating Scales, Likert Scales, Cues, Feedback (Response), Mentors, Intervention, Teaching Methods, Communication Strategies, Student Attitudes, Teacher Student Relationship, Cues, Statistical Analysis, Interaction, Nonverbal Communication, Undergraduate Study, Video Technology, Communication (Thought Transfer), Rating Scales, Likert Scales, Statistical Analysis, Feedback (Response), Mentors, Intervention, Teaching Methods, Communication Strategies, Student Attitudes, Teacher Student Relationship, Cues, Statistical Analysis, Interaction, Nonverbal Communication, Undergraduate Study, Video Technology, Communication (Thought Transfer), Rating Scales, Likert Scales, Interaction, Feedback (Response), Mentors, Intervention, Teaching Methods, Communication Strategies, Student Attitudes, Teacher Student Relationship, Cues, Statistical Analysis, Interaction, Nonverbal Communication, Undergraduate Study, Video Technology, Communication (Thought Transfer), Rating Scales, Likert Scales, Nonverbal Communication, Feedback (Response), Mentors, Intervention, Teaching Methods, Communication Strategies, Student Attitudes, Teacher Student Relationship, Cues, Statistical Analysis, Interaction, Nonverbal Communication, Undergraduate Study, Video Technology, Communication (Thought Transfer), Rating Scales, Likert Scales, Undergraduate Study, Feedback (Response), Mentors, Intervention, Teaching Methods, Communication Strategies, Student Attitudes, Teacher Student Relationship, Cues, Statistical Analysis, Interaction, Nonverbal Communication, Undergraduate Study, Video Technology, Communication (Thought Transfer), Rating Scales, Likert Scales, Video Technology, Feedback (Response), Mentors, Intervention, Teaching Methods, Communication Strategies, Student Attitudes, Teacher Student Relationship, Cues, Statistical Analysis, Interaction, Nonverbal Communication, Undergraduate Study, Video Technology, Communication (Thought Transfer), Rating Scales, Likert Scales, Communication (Thought Transfer), Feedback (Response), Mentors, Intervention, Teaching Methods, Communication Strategies, Student Attitudes, Teacher Student Relationship, Cues, Statistical Analysis, Interaction, Nonverbal Communication, Undergraduate Study, Video Technology, Communication (Thought Transfer), Rating Scales, Likert Scales, Rating Scales, Feedback (Response), Mentors, Intervention, Teaching Methods, Communication Strategies, Student Attitudes, Teacher Student Relationship, Cues, Statistical Analysis, Interaction, Nonverbal Communication, Undergraduate Study, Video Technology, Communication (Thought Transfer), Rating Scales, Likert Scales, Likert Scales, Feedback (Response), Mentors, Intervention, Teaching Methods, Communication Strategies, Student Attitudes, Teacher Student Relationship, Cues, Statistical Analysis, Interaction, Nonverbal Communication, Undergraduate Study, Video Technology, Communication (Thought Transfer), Rating Scales, Likert Scales, Effect Size

  • Source: Communication Education, v64 n1 p1-24 2015. 24 pp.

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Periodical

HATCHING INNOVATION.

Subjects: *FISH hatcheries; *FISH hatchery water-supply; *AQUACULTURE stations

  • Source: Civil Engineering (08857024). May2013, Vol. 83 Issue 5, p56-63. 8p.

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Academic Journal

OptimalActive Catalyst and Inert Distribution inCatalytic Packed Bed Reactors: ortho-Xylene Oxidation.

Subjects: *CATALYSTS; *PACKED bed reactors; *OXIDATION of xylene

  • Source: Industrial & Engineering Chemistry Research. Nov2013, Vol. 52 Issue 44, p15311-15320. 10p.

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Academic Journal

DynamicModeling To Study Reversible Poisoning of a Catalytic Bed.

Subjects: *CATALYSIS; *TUBULAR reactors; *CHEMICAL processes

  • Source: Industrial & Engineering Chemistry Research. Nov2013, Vol. 52 Issue 44, p15330-15341. 12p.

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Academic Journal

Pursuing and Measuring Affective Learning Objectives.

Subjects: *AFFECTIVE education; *TEACHER-student communication; *COMMUNICATION in education

  • Source: Communication Education. Oct2015, Vol. 64 Issue 4, p505-507. 3p.

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Academic Journal

Instructor Credibility as a Mediator of Instructor Communication and Students' Intent to Persist in College

Subjects: Undergraduate Students, College Faculty, Teacher Characteristics, Credibility, Classroom Communication, Student Attitudes, Context Effect, Academic Persistence, Models, Structural Equation Models, Undergraduate Students, Undergraduate Students, College Faculty, Teacher Characteristics, Credibility, Classroom Communication, Student Attitudes, Context Effect, Academic Persistence, Models, Structural Equation Models, College Faculty, Undergraduate Students, College Faculty, Teacher Characteristics, Credibility, Classroom Communication, Student Attitudes, Context Effect, Academic Persistence, Models, Structural Equation Models, Teacher Characteristics, Undergraduate Students, College Faculty, Teacher Characteristics, Credibility, Classroom Communication, Student Attitudes, Context Effect, Academic Persistence, Models, Structural Equation Models, Credibility, Undergraduate Students, College Faculty, Teacher Characteristics, Credibility, Classroom Communication, Student Attitudes, Context Effect, Academic Persistence, Models, Structural Equation Models, Classroom Communication, Undergraduate Students, College Faculty, Teacher Characteristics, Credibility, Classroom Communication, Student Attitudes, Context Effect, Academic Persistence, Models, Structural Equation Models, Student Attitudes, Undergraduate Students, College Faculty, Teacher Characteristics, Credibility, Classroom Communication, Student Attitudes, Context Effect, Academic Persistence, Models, Structural Equation Models, Context Effect, Undergraduate Students, College Faculty, Teacher Characteristics, Credibility, Classroom Communication, Student Attitudes, Context Effect, Academic Persistence, Models, Structural Equation Models, Academic Persistence, Undergraduate Students, College Faculty, Teacher Characteristics, Credibility, Classroom Communication, Student Attitudes, Context Effect, Academic Persistence, Models, Structural Equation Models, Models, Undergraduate Students, College Faculty, Teacher Characteristics, Credibility, Classroom Communication, Student Attitudes, Context Effect, Academic Persistence, Models, Structural Equation Models, Structural Equation Models, Undergraduate Students, College Faculty, Teacher Characteristics, Credibility, Classroom Communication, Student Attitudes, Context Effect, Academic Persistence, Models, Structural Equation Models, Ethnic GroupsUnited States

  • Source: Communication Education, v60 n3 p314-339 2011. 26 pp.

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