Joseph P. Mazer

TL;DR: This paper examined the effects of teacher self-disclosure via Facebook on anticipated college student motivation, affective learning, and classroom climate, and found that participants who accessed the Facebook website of a teacher high in selfdisclosure anticipated higher levels of motivation and affective Learning and a more positive classroom climate.

TL;DR: Results generally supported a theoretical model of communication behavior with specific Facebook friends, such that attitudes toward online self-disclosure and online social connection, predict Facebook communication frequency and, in turn, relational closeness.

TL;DR: This article examined the effects of computer-mediated teacher self-disclosure on perceptions of teacher credibility and found that participants who accessed the Facebook website of a teacher high in selfdisclosure reported higher levels of teacher credible than participants who viewed a low self-conflicting Facebook website.

TL;DR: In this paper, the authors present evidence on scale dimensionality and connections between classroom emotions and three teacher communication variables: nonverbal immediacy, clarity, and communication competence, and report a confirmatory factor analysis testing dimensionality of the scale; criterion and divergent validity evidence is also presented Results of the two studies provide reliability and validity evidence for the scale.

TL;DR: In this paper, the authors applied media richness theory to parents' qualitative and quantitative responses to understand the communication modes parents now select to communicate with teachers at the P-12 level, which revealed an increase in parents' preference for frequent e-mail communication as well as for emerging modes of parent-teacher communication such as text messaging and social media.