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Communication Quarterly Volume 30, 1982 - Issue 4
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Original Articles

Relationship with instructor and other variables influencing student evaluations of instruction

Pamela J. Cooper Assistant Professor at the Department of Speech Education, Northwestern University, Evanston, Illinois, 60201
,
Lea P. Stewart Assistant Professor at the Department of Communication, Rutgers University, New Brunswick, New Jersey, 08903
&
William B. Gudykunst Associate Professor at the Department of Rhetoric and Communication, State University of New York, Albany, New York, 12222
Pages 308-315 | Published online: 21 May 2009

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Christine Cooper Grace. (2017) Exploring the potential for and promise of incorporating distributive and procedural justices into post-secondary assessment of student learning. Teaching in Higher Education 22:3, pages 304-317.
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Barbara A. Ritter, Patricia R. Hedberg & Kim Gower. (2016) Enhancing Teacher Credibility: What We Can Learn From the Justice and Leadership Literature. Organization Management Journal 13:2, pages 90-100.
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D. Joel Whalen & Steven K. Koernig. (2009) Maintaining Fairness When a Student Goes Afoul of Classroom Rules: A Procedural Justice Model. Marketing Education Review 19:2, pages 27-33.
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JamesS. Pounder. (2008) Transformational classroom leadership: a novel approach to evaluating classroom performance. Assessment & Evaluation in Higher Education 33:3, pages 233-243.
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RebeccaM. Chory. (2007) Enhancing Student Perceptions of Fairness: The Relationship between Instructor Credibility and Classroom Justice. Communication Education 56:1, pages 89-105.
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Jack Glascock & ThomasE. Ruggiero. (2006) The Relationship of Ethnicity and Sex to Professor Credibility at a Culturally Diverse University . Communication Education 55:2, pages 197-207.
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Deanna D. Sellnow & Kristen P. Treinen. (2004) The role of gender in perceived speaker competence: an analysis of student peer critiques. Communication Education 53:3, pages 286-296.
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Rebecca M. Chory‐Assad & Michelle L. Paulsel. (2004) Classroom justice: student aggression and resistance as reactions to perceived unfairness. Communication Education 53:3, pages 253-273.
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RebeccaM. Chory‐Assad & MichelleL. Paulsel. (2004) Antisocial classroom communication: Instructor influence and interactional justice as predictors of student aggression. Communication Quarterly 52:2, pages 98-114.
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RebeccaM. Chory‐Assad. (2002) Classroom justice: Perceptions of fairness as a predictor of student motivation, learning, and aggression. Communication Quarterly 50:1, pages 58-77.
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Marjorie Keeshan Nadler & LawrenceB. Nadler. (2001) The Roles of Sex, Empathy, and Credibility in Out-of-Class Communication Between Faculty and Students. Women's Studies in Communication 24:2, pages 241-261.
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ScottA. Myers. (2001) Perceived instructor credibility and verbal aggressiveness in the college classroom. Communication Research Reports 18:4, pages 354-364.
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RonaldE. Rice, LeaP. Stewart & Michele Hujber. (2000) Extending the domain of instructional effectiveness assessment in student evaluations of communication courses. Communication Education 49:3, pages 253-266.
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Marjorie Keeshan Nadler & LawrenceB. Nadler. (2000) Out of class communication between faculty and students: A faculty perspective. Communication Studies 51:2, pages 176-188.
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MichaelW. Shelton, DerekR. Lane & EnidS. Waldhart. (1999) Defining rules and roles in instructional contexts: A preliminary assessment of student perceptions. Communication Research Reports 16:4, pages 403-412.
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ChristineM. Bachen, MoiraM. McLoughlin & SaraS. Garcia. (1999) Assessing the role of gender in college students’ evaluations of faculty. Communication Education 48:3, pages 193-210.
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MatthewM. Martin, ScottA. Myers & TimothyP. Mottet. (1999) Students’ motives for communicating with their instructors. Communication Education 48:2, pages 155-164.
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T.L. Lueck, K.L. Endres & R.E. Caplan. (1994) The effect of gender on course evaluations in mass communications: a pilot study. Ecquid Novi: African Journalism Studies 15:2, pages 238-255.
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RobertA. Stewart & K. David Roach. (1993) A model of instructional communication as a framework for analyzing and interpreting student ratings of instruction. Communication Quarterly 41:4, pages 427-442.
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GregoryJ. Shepherd & DouglasM. Trank. (1992) Construct system development and dimensions of judgment. Southern Communication Journal 57:4, pages 296-307.
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K. David Roach. (1991) The influence and effects of gender and status on university instructor affinity‐seeking behavior. Southern Communication Journal 57:1, pages 73-80.
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MichaelJ. Beatty & ChristopherJ. Zahn. (1990) Are student ratings of communication instructors due to “easy” grading practices?: An analysis of teacher credibility and student‐reported performance levels. Communication Education 39:4, pages 275-282.
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RobertG. Powell & Richard Arthur. (1985) Perceptions of affective communication and teaching effectiveness at different times in the semester. Communication Quarterly 33:4, pages 254-261.
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AnnQ. Staton‐Spicer & DonaldH. Wulff. (1984) Research in communication and instruction: Categorization and synthesis. Communication Education 33:4, pages 377-391.
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VirginiaP. Richmond & JamesC. McCroskey. (1984) Power in the classroom II: Power and learning. Communication Education 33:2, pages 125-136.
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Articles from other publishers (7)

Darryl D. Wilson. (2011) Applying Mass Customization Concepts to Core Courses: Increasing Student‐Centered Customization and Enabling Cross‐Functional Integration. Decision Sciences Journal of Innovative Education 9:1, pages 81-99.
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Edward A. Duplaga & Marzie Astani. (2010) An Exploratory Study of Student Perceptions of Which Classroom Policies Are Fairest. Decision Sciences Journal of Innovative Education 8:1, pages 9-33.
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James S. Pounder. (2007) Is student evaluation of teaching worthwhile?. Quality Assurance in Education 15:2, pages 178-191.
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Qin Zhang. (2006) Immediacy and out-of-class communication: A cross-cultural comparison. International Journal of Intercultural Relations 30:1, pages 33-50.
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Michael D. Thompson. (2016) Informal Student-Faculty Intraction: Its Relationship to Eductional Gains in Science and Mathematics Among Community College Students. Community College Review 29:1, pages 35-57.
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Therese L. LueckKathleen L. EndresRichard E. Caplan. (2016) The Interaction Effects of Gender on Teaching Evaluations. The Journalism Educator 48:3, pages 46-54.
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Kenneth A. Feldman. (1993) College students' views of male and female college teachers: Part II?Evidence from students' evaluations of their classroom teachers. Research in Higher Education 34:2, pages 151-211.
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