Teacher self-disclosure and student classroom participation: A reply to Wambach and Brothen

Abstract

Goldstein and Benassi (1994) found that teacher self-disclosure correlated positively with student classroom participation. Wambach and Brothen (1997lthis issue) offered methodological, empirical, and conceptual criticisms. We address their criticisms and indicate weaknesses in their work. We reaffim our original conclusions.