Education Commons^™

Book Review: Pedagogia Da Autonomia: Saberes Necessários À Prática Educativa - Portuguese, Caetano Valadão Serpa, Maria De Lourdes B. Serpa

Journal of Pedagogy, Pluralism, and Practice

No abstract provided.

Teaching As Possibility: A Light In Dark Times, Maxine Greene

Journal of Pedagogy, Pluralism, and Practice

No abstract provided.

Book Review: Pedagogia Da Autonomia: Saberes Necessários À Prática Educativa - English, Maria De Lourdes B. Serpa, Caetano Valadão Serpa

Journal of Pedagogy, Pluralism, and Practice

No abstract provided.

Creating A Multicultural Learning Environment At Lesley College, Patricia L. Jerabek

Journal of Pedagogy, Pluralism, and Practice

No abstract provided.

Bibliography For Paulo Freire: Portugese Works, Paulo Freire

Journal of Pedagogy, Pluralism, and Practice

No abstract provided.

Making The Shifts: Three Middle School Teachers’ Experiences In The Mathematics Education Reform Movement, Walter E. Stone Jr.

Journal of Pedagogy, Pluralism, and Practice

No abstract provided.

Density Of Coincidence, Sebastian Lockwood

Journal of Pedagogy, Pluralism, and Practice

No abstract provided.

Journal Of Pedagogy, Pluralism And Practice, Volume 1, Issue 2, Fall 1997 (Full Issue), Journal Staff

Journal of Pedagogy, Pluralism, and Practice

This issue of the Journal of Pedagogy, Pluralism and Practice is dedicated to the memory of Paulo Freire who died on May 2, 1997 at the age of 75. Paulo Freire is the author of Pedagogy of the Oppressed, The Politics of Education, Pedagogy of the City, Pedagogy of Hope and many other books that have created a radical discourse on liberatory education and have influenced teachers, theorists and cultural workers throughout the world. His last book, Pedagogia da Autonomia: Saberes necessários à prática educativa, is not yet translated in English, but is expected soon, possibly …

Special Section: In Memory Of Paulo Freire 1921-1997 - Preface, Journal Editor

Journal of Pedagogy, Pluralism, and Practice

No abstract provided.

Stories Of The Holocaust: Teaching Thehidden Narrative, Barbara Vacarr

Journal of Pedagogy, Pluralism, and Practice

No abstract provided.

A New Paradigm Of Learning For Urban Adult Learners: Challenges For Educators And Policymakers Regarding Education And Community Service, Carroy Ugene Ferguson

Journal of Pedagogy, Pluralism, and Practice

Ferguson and Kamara (1993) in Innovative Approaches to Education and Community Service argue that during the coming decades, educators and policymakers will be presented with many challenges that will require nothing less than the creation and implementation of a new paradigm of learning. Innovative approaches to education and community services outlined in that book focus on the urban adult learner and are reflective of aspects of the type of new paradigm of learning that policymakers, both within and beyond the academy must concern themselves with now and in the future. At issue is a commitment on the part of state …

Bibliography For Paulo Freire: English Works, Paulo Freire

Journal of Pedagogy, Pluralism, and Practice

No abstract provided.

The National Seed Project On Inclusive Curriculum: Developing Teachers As Sources Of Systemic Inquiry And Transformation, Peggy Mcintosh, Emily Style

Journal of Pedagogy, Pluralism, and Practice

No abstract provided.

Journal Of Pedagogy, Pluralism And Practice, Volume 1, Issue 1, Spring 1997 (Full Issue), Journal Staff

Journal of Pedagogy, Pluralism, and Practice

No abstract provided.

Learning, Working, Managing, Sharing: The New Paradigm Of The Learning Organization, Barry Sugarman

Journal of Pedagogy, Pluralism, and Practice

This essay examines the idea of the "Learning Organization" and some implications of its challenge to the long-dominant "Bureaucratic" paradigm. The central thesis of the L.O. paradigm holds (1) that a key success factor for any organization in the age of global competition is its ability to innovate continuously, appropriately, and faster than its rivals., and (2) that that can only happen through releasing the untapped capabilities of all its employees. Hence the key to successful organizations lies not in the areas of better control by managers but in the areas of better learning by all workers (including managers) -- …

About The Contributors, Journal Staff

Journal of Pedagogy, Pluralism, and Practice

No abstract provided.

Cover - Table Of Contents

Journal of the Iowa Academy of Science: JIAS

No abstract provided.

Richard W. Pohl: Distinguished Botanist, Marjorie Conley Pohl

Journal of the Iowa Academy of Science: JIAS

In her biographical portrait of Dr. Richard W. Pohl, Mrs. Pohl provides an engaging personal perspective of her late husband, his development as a botanist, his career, and his family life. We gain a sense of Dr. Pohl as a dedicated scientist as well as a humanist. Although Dr. Pohl possessed an abiding curiosity regarding all things natural, he is best known and remembered for his focus on grasses. As Mrs. Pohl documents, this interest in grasses began in the late 1930's and continued throughout his life-ultimately he was regarded as an authority on grass taxonomy both nationally and internationally. …

Back Cover

Journal of the Iowa Academy of Science: JIAS

No abstract provided.

Front Matter

Journal of the Iowa Academy of Science: JIAS

No abstract provided.

Title Page

Basic Communication Course Annual

No abstract provided.

Written Feedback In The Basic Course: What Instructors Provide And What Students Deem Helpful, Karla Kay Jensen, Elizabeth R. Lamoureux

Basic Communication Course Annual

Although the issue of speech evaluation has been a mainstay in our discipline, an updated discussion of written feedback merits our attention. To revisit this topic, this two-part content analysis first reveals the type of written feedback instructors offer students in basic public speaking classes.

Building on these findings, the second part focuses on student perceptions of the helpfulness of the written feedback. The findings are collectively discussed and their implications for written evaluations of students' oral performances are considered. Any instructor who has labored over written critiques, wondering whether students actually read and/or use the comments can value from …

Computer-Mediated Learning Environments: Theory And Research Into Practice, Chris R. Rasch

Basic Communication Course Annual

Information technology is furnishing modes of accessing and manipulating knowledge which are radically different from those offered by the traditional curriculum. Teaching effectiveness in the basic course is likely to depend increasingly on understanding the nature, function, benefits and potential costs of computer-mediated communication. The purposes of this article are to: (1) review theory and research illuminating the potential benefits and costs of computer-mediated instruction, (2) suggest some starting points for implementing computer-mediated instruction, and (3) identify factors which are likely to influence the effectiveness of teaching in computer-mediated environments.

The Use Of Simulation In The Beginning Public Speaking Classroom: Let's Make It Realistic, Relevant And Motivating, John J. Miller

Basic Communication Course Annual

This article offers the instructional method, the simulation, as an alternative public speaking assignment in the beginning public speaking course. The three phases of simulation, play, debriefing, and journal writing, are described. Simulations should be realistic and relate to student goals, interests, or career aspirations. As a result, the assignment has two benefits. Simulation creates a clear rhetorical situations which aids students in the topic selection process. Further, its relevancy to the student increases the motivation to learn the art of public speaking.

A Commentary: The Basic Communication Course, General Education And Assessment, Lawrence W. Hugenberg, Barbara S. Moyer

Basic Communication Course Annual

The importance of developing student communication skills in a general education program is a focal point of each college and university accrediting agency in the United States. However, course directors and faculty frequently find themselves at the center of a controversy when trying to include a basic communication course in skill development in a general education program. This article develops a case for the inclusion of a basic communication course in a general education program.

Back Cover

Basic Communication Course Annual

No abstract provided.

Basic Communication Course Annual Vol. 9

Basic Communication Course Annual

Full Issue (182 pages, 10.27 KB)

The Em-Powter-Ing Of America: Using Info-Mercials To Teach Persuasion And Popular Discourse In The Basic Communication Course, Daniel W. Heaton

Basic Communication Course Annual

This article describes how a critique of Susan Powter's "Stop the Insanity!" info-mercial provides educators with an effective, class-tested, and fun assignment to be included in the persuasion section of a basic communication course. This assignment provides students with an excellent example of a message from popular discourse that follows Monroe's Motivated Sequence. It also facilitates discussion of several key issues related to persuasion in general. Additionally, because this activity uses a popular discourse text, students enhance their critical thinking skills and become more critical consumers of messages they receive through popular discourse.

Three Metaphors For The Competencies Acquired In The Public Speaking Class, Michael Osborn

Basic Communication Course Annual

The many skills taught in the basic public speaking class come together in three fundamental metaphors. The first of these, the speaker as builder, suggests we need to shape our surroundings through the spoken word. The second, the speaker as weaver, includes the arts of shaping symbols into the fabric of a speech, and of designing evidence and proofs into the tapestry of argument. The third, the speaker as climber, emphasizes overcoming interference. Barriers of fear, indifference, suspicion, and cultural variation recede as speakers and listeners learn to climb them.

Perceptions Of Basic Communication Texts: Factors In Student Learning And Textbook Adoption Decisions, Donald D. Yoder, Robert A. Davilla

Basic Communication Course Annual

The purpose of this study is to assess existing pedagogical assumptions about basic communication course textbook features. Two separate surveys were administered to students (N= 1,379) and instructors (N= 118) in basic communication courses at 15 colleges and universities.

The findings of the study are twofold. First, students and teachers differ in their perceptions of usefulness of textbook pedagogical features. Second, students perceive basic course texts to be less difficult and less theoretical though more interesting, enjoyable, relevant, and practical than other introductory course texts. When making publication and text selection decisions, the findings help authors and teachers better choose …