Abstract
The diversity present within college classrooms is becoming an increasingly important context for contrasting ideas. In an effort to extend previous research, this study sought to determine the relationships among Tolerance for Disagreement (FFD), nonverbal immediacy, and teacher evaluation in the college classroom. Respondents in the study were 229 students (107 males and 122 females) enrolled in Communication classes at a small southwestern university. The target teachers were those the participants had in the classes they took immediately prior to the class in which the data were collected. Students 'perceptions of their teachers' TFD was found to be positively related to their perceptions of their teachers' nonverbal immediacy and teacher evaluation. Implications for teacher training, limitations, and directions for further research are discussed.
Journal Title
Iowa Journal of Communication
Volume
36
Issue
2
First Page
125
Last Page
143
Language
en
File Format
application/pdf
Recommended Citation
Teven, Jason J.
(2004)
"Effective Teacher Management of Disagreement in College Classroom: A Review and Extension,"
Iowa Journal of Communication: Vol. 36:
No.
2, Article 4.
Available at:
https://scholarworks.uni.edu/ijc/vol36/iss2/4
Copyright
©2004 Iowa Communication Association
