Example of Communication Education format
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Example of Communication Education format Example of Communication Education format Example of Communication Education format Example of Communication Education format Example of Communication Education format Example of Communication Education format Example of Communication Education format Example of Communication Education format Example of Communication Education format Example of Communication Education format Example of Communication Education format Example of Communication Education format Example of Communication Education format Example of Communication Education format Example of Communication Education format Example of Communication Education format Example of Communication Education format Example of Communication Education format
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Example of Communication Education format Example of Communication Education format Example of Communication Education format Example of Communication Education format Example of Communication Education format Example of Communication Education format Example of Communication Education format Example of Communication Education format Example of Communication Education format Example of Communication Education format Example of Communication Education format Example of Communication Education format Example of Communication Education format Example of Communication Education format Example of Communication Education format Example of Communication Education format Example of Communication Education format Example of Communication Education format
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This content is only for preview purposes. The original open access content can be found here.
open access Open Access
recommended Recommended

Communication Education — Template for authors

Publisher: Taylor and Francis
Categories Rank Trend in last 3 yrs
Language and Linguistics #53 of 879 down down by 4 ranks
Communication #66 of 426 down down by 23 ranks
Education #226 of 1319 down down by 76 ranks
journal-quality-icon Journal quality:
High
calendar-icon Last 4 years overview: 111 Published Papers | 357 Citations
indexed-in-icon Indexed in: Scopus
last-updated-icon Last updated: 30/06/2020
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Related Journals

open access Open Access

Taylor and Francis

Quality:  
High
CiteRatio: 1.2
SJR: 0.348
SNIP: 1.611
open access Open Access
recommended Recommended

Taylor and Francis

Quality:  
High
CiteRatio: 4.8
SJR: 1.269
SNIP: 1.936
open access Open Access

Taylor and Francis

Quality:  
High
CiteRatio: 1.6
SJR: 0.442
SNIP: 0.879
open access Open Access
recommended Recommended

Taylor and Francis

Quality:  
High
CiteRatio: 2.7
SJR: 1.109
SNIP: 1.548

Journal Performance & Insights

CiteRatio

SCImago Journal Rank (SJR)

Source Normalized Impact per Paper (SNIP)

A measure of average citations received per peer-reviewed paper published in the journal.

Measures weighted citations received by the journal. Citation weighting depends on the categories and prestige of the citing journal.

Measures actual citations received relative to citations expected for the journal's category.

3.2

3% from 2019

CiteRatio for Communication Education from 2016 - 2020
Year Value
2020 3.2
2019 3.3
2018 3.1
2017 3.0
2016 2.8
graph view Graph view
table view Table view

0.93

23% from 2019

SJR for Communication Education from 2016 - 2020
Year Value
2020 0.93
2019 0.758
2018 1.001
2017 0.651
2016 0.864
graph view Graph view
table view Table view

2.118

23% from 2019

SNIP for Communication Education from 2016 - 2020
Year Value
2020 2.118
2019 1.715
2018 1.42
2017 1.074
2016 1.716
graph view Graph view
table view Table view

insights Insights

  • CiteRatio of this journal has decreased by 3% in last years.
  • This journal’s CiteRatio is in the top 10 percentile category.

insights Insights

  • SJR of this journal has increased by 23% in last years.
  • This journal’s SJR is in the top 10 percentile category.

insights Insights

  • SNIP of this journal has increased by 23% in last years.
  • This journal’s SNIP is in the top 10 percentile category.
Communication Education

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Taylor and Francis

Communication Education

Approved by publishing and review experts on SciSpace, this template is built as per for Communication Education formatting guidelines as mentioned in Taylor and Francis author instructions. The current version was created on 30 Jun 2020 and has been used by 658 authors to write and format their manuscripts to this journal.

Language and Linguistics

Communication

Education

Arts and Humanities

i
Last updated on
30 Jun 2020
i
ISSN
0363-4523
i
Impact Factor
High - 1.452
i
Open Access
No
i
Sherpa RoMEO Archiving Policy
Green faq
i
Plagiarism Check
Available via Turnitin
i
Endnote Style
Download Available
i
Bibliography Name
Taylor and Francis Custom Citation
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Citation Type
Numbered
[25]
i
Bibliography Example
Blonder GE, Tinkham M, Klapwijk TM. Transition from metallic to tunneling regimes in superconducting microconstrictions: Excess current, charge imbalance, and supercurrent conversion. Phys Rev B. 1982; 25(7):4515–4532. Available from: 10.1103/PhysRevB.25.4515.

Top papers written in this journal

open accessOpen access Journal Article DOI: 10.1080/03634520601009710
I'll See You On “Facebook”: The Effects of Computer-Mediated Teacher Self-Disclosure on Student Motivation, Affective Learning, and Classroom Climate
17 Feb 2007 - Communication Education

Abstract:

This experimental study examined the effects of teacher self-disclosure via Facebook on anticipated college student motivation, affective learning, and classroom climate. Participants who accessed the Facebook website of a teacher high in self-disclosure anticipated higher levels of motivation and affective learning and a mor... This experimental study examined the effects of teacher self-disclosure via Facebook on anticipated college student motivation, affective learning, and classroom climate. Participants who accessed the Facebook website of a teacher high in self-disclosure anticipated higher levels of motivation and affective learning and a more positive classroom climate. In their responses to open-ended items, participants emphasized possible negative associations between teacher use of Facebook and teacher credibility. Participants offered recommendations for teachers regarding the use of Facebook and other weblog services. read more read less

Topics:

Classroom climate (64%)64% related to the paper, Credibility (52%)52% related to the paper
View PDF
1,082 Citations
Journal Article DOI: 10.1080/03634529009378813
The relationships among teacher immediacy behaviors, student motivation, and learning
Diane M. Christophel1
01 Oct 1990 - Communication Education

Abstract:

Two studies investigated the relationship between teacher immediacy and student state motivation and the combined impact of these factors on learning. Study One participants completed all instruments based on a preceding class. The scales were randomly split between students in Study Two who completed them based on an intact ... Two studies investigated the relationship between teacher immediacy and student state motivation and the combined impact of these factors on learning. Study One participants completed all instruments based on a preceding class. The scales were randomly split between students in Study Two who completed them based on an intact class. Correlations revealed significant relationships between learning and both immediacy and motivation. Regression analyses indicated both unique and colinear predictability of learning by nonverbal immediacy and state motivation. Immediacy appears to modify motivation which leads to increased learning. Important implications of Study Two data indicate relationships observed in earlier research were not a simple function of confounding when scores were reported by the same subjects completing multiple instruments. read more read less

Topics:

Immediacy (66%)66% related to the paper
945 Citations
Journal Article DOI: 10.1080/03634528809378702
The relationship between verbal teacher immediacy behaviors and student learning
Joan Gorham1
01 Jan 1988 - Communication Education

Abstract:

Previous research has indicated that nonverbal teacher behaviors such as smiling, vocal expressiveness, movement about the classroom, and relaxed body position are salient low‐inference variables of a process which results in a product of increased cognitive and affective learning. This study identified a set of verbal teache... Previous research has indicated that nonverbal teacher behaviors such as smiling, vocal expressiveness, movement about the classroom, and relaxed body position are salient low‐inference variables of a process which results in a product of increased cognitive and affective learning. This study identified a set of verbal teacher immediacy behaviors which similarly relate to increased student learning. Results indicated differentiated use of various types of verbal immediacy messages between small and larger classes, and that the impact of teacher immediacy behaviors (both verbal and nonverbal) on learning is coincidentally enhanced as class size increases. The study provides empirical definition of a specific set of low‐inference verbal variables which, in combination with previously identified nonverbal variables, clarify a single process‐product model for effective instructional interaction. read more read less

Topics:

Immediacy (62%)62% related to the paper, Nonverbal communication (54%)54% related to the paper, Class size (50%)50% related to the paper
799 Citations
Journal Article DOI: 10.1080/03634520009379209
The Teacher-Student Relationship as an Interpersonal Relationship.
Ann Bainbridge Frymier1, Marian L. Houser2
01 Jul 2000 - Communication Education

Abstract:

Communication skills, as defined by Burleson and Samter (1990), were examined in the teacher‐student relationship. Three questions guided this investigation: (a) with regard to effective teaching, what are students’ perceptions of the importance of communication skills and immediacy behaviors? (b) what is the relationship bet... Communication skills, as defined by Burleson and Samter (1990), were examined in the teacher‐student relationship. Three questions guided this investigation: (a) with regard to effective teaching, what are students’ perceptions of the importance of communication skills and immediacy behaviors? (b) what is the relationship between students’ perceptions of teachers’ use of communication skills, immediacy behaviors, motivation and learning? and (c) do male and female students differ in their perceptions of communication skill and immediacy behaviors in regard to importance, motivation, and learning? Two studies were conducted. Study one found that students reported referential skill, ego support, and conflict management as being most important to effective teaching. Study two found referential skill, ego support, and immediacy to have a strong relationship with student learning and motivation. Some sex differences also were found and explored in both study one and two. read more read less

Topics:

Immediacy (64%)64% related to the paper, Interpersonal communication (59%)59% related to the paper, Interpersonal relationship (55%)55% related to the paper
543 Citations
Journal Article DOI: 10.1080/03634529709379069
The relationship of perceived teacher caring with student learning and teacher evaluation
Jason J. Teven1, James C. McCroskey1
01 Jan 1997 - Communication Education

Abstract:

The research reported relates to the construct of “perceived caring” in the instructional context which is believed to be related to the classical construct of “good will” in Aristotelian rhetorical theory as well as to more contemporary social scientific views of “intent toward receiver” in conceptualizations of source credi... The research reported relates to the construct of “perceived caring” in the instructional context which is believed to be related to the classical construct of “good will” in Aristotelian rhetorical theory as well as to more contemporary social scientific views of “intent toward receiver” in conceptualizations of source credibility. Student perceptions of caring on the part of their teachers were found to be substantially associated with the students' evaluation of their teachers, their affective learning, and their perceptions of their cognitive learning. Research is called for which helps to identify the specific teacher behaviors which communicate caring to students. read more read less

Topics:

Construct (philosophy) (51%)51% related to the paper
View PDF
506 Citations
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It automatically formats your research paper to Taylor and Francis formatting guidelines and citation style.

You can download a submission ready research paper in pdf, LaTeX and docx formats.

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Communication Education format uses Taylor and Francis Custom Citation citation style.

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Frequently asked questions

1. Can I write Communication Education in LaTeX?

Absolutely not! Our tool has been designed to help you focus on writing. You can write your entire paper as per the Communication Education guidelines and auto format it.

2. Do you follow the Communication Education guidelines?

Yes, the template is compliant with the Communication Education guidelines. Our experts at SciSpace ensure that. If there are any changes to the journal's guidelines, we'll change our algorithm accordingly.

3. Can I cite my article in multiple styles in Communication Education?

Of course! We support all the top citation styles, such as APA style, MLA style, Vancouver style, Harvard style, and Chicago style. For example, when you write your paper and hit autoformat, our system will automatically update your article as per the Communication Education citation style.

4. Can I use the Communication Education templates for free?

Sign up for our free trial, and you'll be able to use all our features for seven days. You'll see how helpful they are and how inexpensive they are compared to other options, Especially for Communication Education.

5. Can I use a manuscript in Communication Education that I have written in MS Word?

Yes. You can choose the right template, copy-paste the contents from the word document, and click on auto-format. Once you're done, you'll have a publish-ready paper Communication Education that you can download at the end.

6. How long does it usually take you to format my papers in Communication Education?

It only takes a matter of seconds to edit your manuscript. Besides that, our intuitive editor saves you from writing and formatting it in Communication Education.

7. Where can I find the template for the Communication Education?

It is possible to find the Word template for any journal on Google. However, why use a template when you can write your entire manuscript on SciSpace , auto format it as per Communication Education's guidelines and download the same in Word, PDF and LaTeX formats? Give us a try!.

8. Can I reformat my paper to fit the Communication Education's guidelines?

Of course! You can do this using our intuitive editor. It's very easy. If you need help, our support team is always ready to assist you.

9. Communication Education an online tool or is there a desktop version?

SciSpace's Communication Education is currently available as an online tool. We're developing a desktop version, too. You can request (or upvote) any features that you think would be helpful for you and other researchers in the "feature request" section of your account once you've signed up with us.

10. I cannot find my template in your gallery. Can you create it for me like Communication Education?

Sure. You can request any template and we'll have it setup within a few days. You can find the request box in Journal Gallery on the right side bar under the heading, "Couldn't find the format you were looking for like Communication Education?”

11. What is the output that I would get after using Communication Education?

After writing your paper autoformatting in Communication Education, you can download it in multiple formats, viz., PDF, Docx, and LaTeX.

12. Is Communication Education's impact factor high enough that I should try publishing my article there?

To be honest, the answer is no. The impact factor is one of the many elements that determine the quality of a journal. Few of these factors include review board, rejection rates, frequency of inclusion in indexes, and Eigenfactor. You need to assess all these factors before you make your final call.

13. What is Sherpa RoMEO Archiving Policy for Communication Education?

SHERPA/RoMEO Database

We extracted this data from Sherpa Romeo to help researchers understand the access level of this journal in accordance with the Sherpa Romeo Archiving Policy for Communication Education. The table below indicates the level of access a journal has as per Sherpa Romeo's archiving policy.

RoMEO Colour Archiving policy
Green Can archive pre-print and post-print or publisher's version/PDF
Blue Can archive post-print (ie final draft post-refereeing) or publisher's version/PDF
Yellow Can archive pre-print (ie pre-refereeing)
White Archiving not formally supported
FYI:
  1. Pre-prints as being the version of the paper before peer review and
  2. Post-prints as being the version of the paper after peer-review, with revisions having been made.

14. What are the most common citation types In Communication Education?

The 5 most common citation types in order of usage for Communication Education are:.

S. No. Citation Style Type
1. Author Year
2. Numbered
3. Numbered (Superscripted)
4. Author Year (Cited Pages)
5. Footnote

15. How do I submit my article to the Communication Education?

It is possible to find the Word template for any journal on Google. However, why use a template when you can write your entire manuscript on SciSpace , auto format it as per Communication Education's guidelines and download the same in Word, PDF and LaTeX formats? Give us a try!.

16. Can I download Communication Education in Endnote format?

Yes, SciSpace provides this functionality. After signing up, you would need to import your existing references from Word or Bib file to SciSpace. Then SciSpace would allow you to download your references in Communication Education Endnote style according to Elsevier guidelines.

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Typset automatically formats your research paper to Communication Education formatting guidelines and citation style.

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I spent hours with MS word for reformatting. It was frustrating - plain and simple. With SciSpace, I can draft my manuscripts and once it is finished I can just submit. In case, I have to submit to another journal it is really just a button click instead of an afternoon of reformatting.

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