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Full-Text Articles in Education
Extraordinary Everyday Stories: Audio Resources For The Communication Instructor, David E. Engen
Extraordinary Everyday Stories: Audio Resources For The Communication Instructor, David E. Engen
Communication and Theater Association of Minnesota Journal
Communication instructors often supplement course texts with artistic works such as feature films, short stories, and memoirs. A less common form of supplementary material is the audio documentary/story. The discussion below introduces several audio resources likely to help students deepen their understanding of communication in general and interpersonal and intercultural communication in particular. I also offer a few ideas to those instructors wishing to help students create their own small-scale audio productions.
Infusing Critical Thinking Into Communication Courses, James P. Dimock, Kristen P. Treinen, Daniel Cronn-Mills, Robert S. Jersak
Infusing Critical Thinking Into Communication Courses, James P. Dimock, Kristen P. Treinen, Daniel Cronn-Mills, Robert S. Jersak
Communication and Theater Association of Minnesota Journal
The importance of critical thinking is generally recognized by educators and during the past 20 years numerous initiatives have been taken to improve critical thinking. Although research demonstrates courses in communication study can have a positive impact on critical thinking skills, we argue that instruction in critical thinking can be more explicitly covered in basic communication courses. This article details our efforts to infuse critical thinking into an entrylevel communication course and outlines a guide to help communication teachers integrate critical thinking into their courses.
Teacher Perceptions Of Factors Influencing Their Self-Efficacy With Using One-To-One Technology During Literacy Instruction, Michael Todd Methvin
Teacher Perceptions Of Factors Influencing Their Self-Efficacy With Using One-To-One Technology During Literacy Instruction, Michael Todd Methvin
Graduate Theses and Dissertations
Teacher perceptions of factors that influence their own self-efficacy with using one-to-one technology during literacy instruction were examined through a multi-site, multi-subject case study. An initial survey was administered to determine the self-efficacy level of a group of participants from a school district that was implementing a one-to-one technology initiative. From this initial data set, four participants with varying levels of self-efficacy were invited to participate in the second, qualitative, phase of the data collection process to better understand factors they perceived to influence these levels. Results revealed that teachers perceived their self-efficacy of one-to-one technology use during literacy instruction …
Student Teachers' Cognition About L2 Pronunciation Instruction: A Case Study, Michael Burri
Student Teachers' Cognition About L2 Pronunciation Instruction: A Case Study, Michael Burri
Faculty of Social Sciences - Papers (Archive)
In view of the minimal attention pronunciation teacher preparation has received in second language (L2) teacher education, this study examined the cognition (i.e. beliefs, thoughts, attitudes and knowledge) development of 15 student teachers during a postgraduate subject on pronunciation pedagogy offered at an Australian tertiary institution. Findings revealed that, as a result of taking the subject, student teachers' cognition shifted from teaching individual sounds (i.e. segmentals) to favouring a more balanced approach to pronunciation instruction. That is, teaching the melody of the English language (i.e. suprasegmentals) was seen as important as teaching segmentals. Non-native speakers' self-perceived pronunciation improvement, an increase …
School Counselors' Perceived Multicultural Competence, Adherence To The Asca National Model, And Students' Performance, Jessica Helene Conroy
School Counselors' Perceived Multicultural Competence, Adherence To The Asca National Model, And Students' Performance, Jessica Helene Conroy
Walden Dissertations and Doctoral Studies
Multicultural competence (MCC), despite its integral part in school counseling and the school setting, is not applied within the American School Counselor Association (ASCA) national model (NM). Rather, the ASCA NM is a guideline that is expected of school counselors with limited opportunity for deviation. Without incorporating multicultural practices in the school setting, student performance may suffer. Student performance affects everyone who is learning, working, or has a child who is or will be at the middle school level. The purpose of this study was to identify if perceived MCC, as measured by the MCCTS-R, and/or adherence to the ASCA …