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Abstract
The primary focus of the institution of public education is student achievement. As a result, a significant amount of resources have been allocated to studying the student learning process. This paper continues to examine student achievement through a communicative lens and provides a literature review of the communication factors known to influence student learning. Factors such as immediacy, perceived caring, and communication apprehension in the teacher-student relationship are investigated. Suggestions for educating and training public school teachers about instructional communication are also included.
Introduction
The institution ...