Communication, Affect, & Learning in the Classroom was original published by Virginia Richmond and Joan Gorham in 1992 and then updated a decade later by Virginia Richmond, Jason S. Wrench, and Joan Gorham in 2001. As we enter into the revision of the 3rd edition of the text, the basic content has not been drastically altered over the years. However, the research in Instructional Communication has clearly become more prominent and stronger. Probably the single most important development in the past two decades was the publication of the Handbook of Instructional Communication: Rhetorical and Relational Perspectives edited by Mottet et al. (2006). The purpose of the handbook was to synthesize the first three decades of research in instructional communication into a single volume that could help both researchers and instructors understand the value of communication in the instructional process.  

Table of Contents
Chapter 1 Teaching as a Communication Process
Chapter 2 Communicating with Instructional Objectives
Chapter 3 Instructional Communication Strategies
Chapter 4 Communication, Affect, and Student Needs
Chapter 5 Learning Styles
Chapter 6 Classroom Anxieties and Fears
Chapter 7 Communication and Student Self-Concept
Chapter 8 Instructional Assessment: Feedback, Grading, and Affect
Chapter 9 Traditional and Mastery Learning Systems
Chapter 10 Student Misbehavior and Classroom Management
Chapter 11 Teacher Misbehaviors and Communication
Chapter 12 Teacher Self-Concept and Communication
Chapter 13 Increasing Classroom Affect Through Teacher Communication Style
Chapter 14 Teacher Temperament in the Classroom
Chapter 15 Teacher Communication: Performance and Burnout 

About the Contributors
Authors
Jason S. Wrench (Ed.D., West Virginia University) is a professor in Department of Communication at the State University of New York at New Paltz. Dr. Wrench specializes in workplace learning and performance, or the intersection of instructional communication and organizational communication. His varied research interests include communibiology, computer-mediated communication, empirical research methods, humor, risk/crisis communication, and supervisor-subordinate interactions. Dr. Wrench regularly consults with individuals and organizations on workplace communication and as a professional speech coach for senior executives.

Dr. Richmond is the chair of the Communication Studies department at the University of Alabama at Birmingham. Dr. Richmond is one of the most distinguished researchers and professors in the field of human communication. She has written over fifteen books on topics including public speaking, nonverbal communication, instructional communication, and communication apprehension. Dr. Richmond has also authored or co-authored twenty-five book chapters and published more than twenty-five research articles where she was the senior author.

Dr. Gorham is the Associate Dean for Academic Affairs in the Eberly College of Arts and Sciences at West Virginia University. She was the editor of the Annual Editions: Mass Media for McGraw-Hill’s Dushkin Publishing Group for over ten years. Dr. Gorham also wrote the book Commercial Media and Classroom Teaching. Dr. Gorham has published over 30 peer-reviewed articles and numerous book chapters. As an instructor, Dr. Gorham has taught a wide range of courses as a public school teacher, university professor, and professional consultant. On the graduate level, Dr. Gorham’s teaching has primarily centered on instructional communication, nonverbal communication, and mediated communication.