Bonwell additional references:

Eison, J. (1989). Why participate? Memos to Students, 1, (5), 3-4. Produced by the School of University Studies, Southeast Missouri State University.

Gorham, J. (1988, January) The relationship between verbal teacher immediacy behaviors and student learning. Communication Education, 37, 40-53.

Humphreys, W. L. (1988). Building on Success: A perspective on teaching and learning. The GTA at UTK, 3 , (3), 1-4.

Hyman, R. T. (1980). Improving Discussion Leadership. New York: Teachers College Press, Columbia University.

Lowman, J. (1990). Mastering the techniques of teaching. San Francisco: Jossey-Bass.

Kearney, P., Plax, T. G., & Wendt-Wasco, N. J. (1985). Teacher immediacy for affective learning in divergent college classes. Communication Quarterly, 33, (1), 61-74.

Kearney, P., Plax, T. G., Smith, V. R., & Sorenson, G. (1988). Effects of teacher immediacy and strategy type on college student resistance to on-task demands. Communication Education., 37, (1), 54-67.

McCroskey, J. C. & Richmond, V.P. (1983, April). Power in the classroom I: Teacher and student perceptions. Communication Education, 32, 175- 184.

Richmond, V. P. & McCroskey, J. C. (1984, April) Power in the classroom II: Power and Learning. Communication Education, 33, 125-136.

Scholl-Buckwald, S. (1985). The first meeting of the class. In Teaching as though students mattered. New Directions for Teaching and Learning, No. 21., San Francisco: Jossey-Bass.

Contact:
Chuck Bonwell, DirectorCenter for Teaching and Learning
Saint Louis College of Pharmacy
4588 Parkview Place
ST. Louis, MO 63110-1088
Telephone: (314) 367-8700
FAX: (314) 367-2784
E-mail: cbonwell@medicine.wustl.edu