Abstract
The important role played by nonverbal communication in the teaching process is emphasized. Following a discussion of semantic issues and general nonverbal research, school-related research is reviewed under seven categories of nonverbal communication: environmental factors, proxemics, kinesics, touching behavior, physical characteristics, paralanguage, and artifacts. Characteristics of general educational theory and the process-product paradigm are outlined and the relationship of nonverbal research to these areas is discussed. Finally, several technological and statistical concerns are presented.
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