Open Access. Powered by Scholars. Published by Universities.®
- Discipline
-
- Higher Education (47)
- Social and Behavioral Sciences (40)
- Communication (32)
- Other Communication (29)
- Other Education (24)
-
- Curriculum and Instruction (23)
- Teacher Education and Professional Development (23)
- Language and Literacy Education (22)
- Educational Methods (10)
- Educational Technology (9)
- Medicine and Health Sciences (8)
- Health Communication (7)
- Occupational Therapy (7)
- Rehabilitation and Therapy (7)
- Online and Distance Education (6)
- Student Counseling and Personnel Services (6)
- Educational Assessment, Evaluation, and Research (5)
- Adult and Continuing Education (4)
- Arts and Humanities (4)
- Communication Technology and New Media (4)
- Critical and Cultural Studies (4)
- Disability and Equity in Education (4)
- Early Childhood Education (4)
- Interpersonal and Small Group Communication (4)
- Social Justice (4)
- Bilingual, Multilingual, and Multicultural Education (3)
- Counseling (3)
- Curriculum and Social Inquiry (3)
- Educational Administration and Supervision (3)
- Keyword
-
- Instructional communication (25)
- Pandemic pedagogy (5)
- Undocumented students (5)
- Communication education (4)
- Literacy (4)
-
- College Access (3)
- Preservice teachers (3)
- Teacher education (3)
- Undocumented (3)
- COVID-19 (2)
- Career development (2)
- College access (2)
- Communication pedagogy (2)
- Critical pedagogy (2)
- Health communication (2)
- Human-machine communication (2)
- Immigrants (2)
- Introductory communication course (2)
- Mental health (2)
- Motivation (2)
- Occupational therapy (2)
- Online learning (2)
- Pedagogy (2)
- Qualitative (2)
- Racism (2)
- School counseling (2)
- Social justice (2)
- Social mobility (2)
- Support (2)
- Writing instruction (2)
Articles 1 - 30 of 93
Full-Text Articles in Education
“We Treat Them Like Animals In A Cage”: A Dialogic Exploration Of Refugee, Rachelle Kuehl
“We Treat Them Like Animals In A Cage”: A Dialogic Exploration Of Refugee, Rachelle Kuehl
Reading Horizons: A Journal of Literacy and Language Arts
Immersion in fiction narratives like Alan Gratz’s (2017) Refugee can help students recognize and acknowledge our common humanity when discussed in a dialogic classroom using a critical literacy pedagogy. Following the literature on using novel discussions to help students understand pressing societal issues (e.g., Boas, 2012; Hsieh, 2012; Thein et al., 2011) and guided by critical multicultural analysis (Botelho & Rudman, 2009), a dialogic (Bakhtin, 1981) and critical pedagogy (Freire, 1970) was used to lead a small group of sixthgrade students in biweekly discussions of Refugee. Prior to each of 10 sessions, students wrote dialogue journal entries in response …
Moving Across Rural Spaces: A Content Analysis Of Contemporary Realistic Fiction Picturebooks With Rural Settings, Suzette Youngs, James A. Erekson, Christine Kyser
Moving Across Rural Spaces: A Content Analysis Of Contemporary Realistic Fiction Picturebooks With Rural Settings, Suzette Youngs, James A. Erekson, Christine Kyser
Reading Horizons: A Journal of Literacy and Language Arts
Romanticized rural storytelling creates difficulties for rural children in finding mirrors, seeing people like themselves and places like their homes as principal characters and settings in picturebooks. The same romanticism likewise makes it unlikely for picturebook readers in cities and suburbs to find realistic windows into rural life. Despite children’s book publishers’ purposeful increases in realistic representations of children across racial and cultural groups in recent decades, realistic and diverse narratives within rural spaces remain underrepresented, if not invisible. Drawing on critical rural theory (Fulkerson & Thomas, 2014; Williams, 1973) and tenets of nostalgia and the rural idyll (Boym, 2001, …
Video-Based Discussions About Literacy Pedagogy: Face-To-Face Versus Online Formats, Poonam Arya, Tanya Christ, Ming Ming Chiu
Video-Based Discussions About Literacy Pedagogy: Face-To-Face Versus Online Formats, Poonam Arya, Tanya Christ, Ming Ming Chiu
Reading Horizons: A Journal of Literacy and Language Arts
This study evaluated the similarities and differences in 50 preservice teachers’ (PTs’) literacy pedagogy learning outcomes when they engaged in videobased discussions that were both face-to-face (F2F) synchronous and online asynchronous. Across PTs’ response sheets, 396 idea units were collected and coded to identify their reports of learning about literacy pedagogy and application of this learning to their subsequent literacy instruction. Multivariate, multilevel, cross-classification logit regressions were used to compare outcomes across formats. Findings include that PTs reported learning similar total numbers of ideas across both video-based discussion formats but reported applying significantly more ideas from learning in the F2F …
Upper Elementary And Middle School U.S. Teachers’ Views Of Grammar And Its Instruction, Janice A. Dole, Elizabeth Thackeray Nelson, Adrienne Lowe Pahnke, Elisabeth Dibble Rush
Upper Elementary And Middle School U.S. Teachers’ Views Of Grammar And Its Instruction, Janice A. Dole, Elizabeth Thackeray Nelson, Adrienne Lowe Pahnke, Elisabeth Dibble Rush
Reading Horizons: A Journal of Literacy and Language Arts
The purpose of this study was to investigate upper elementary (Grades 4–6) and middle school (Grades 6–8) teachers’ views of grammar and its instruction and to determine differences in their views about grammar, its instruction, and its importance to writing proficiency. Participants in this online study were 196 practicing teachers in eight school districts in one western U.S. state. Two thirds of the teachers in the study taught at the elementary level, and one third taught at the middle school level. When asked what they taught when teaching grammar, the large majority of these teachers reported teaching parts of speech, …
Editorial Review Board Vol. 60 Issue 3
Editorial Review Board Vol. 60 Issue 3
Reading Horizons: A Journal of Literacy and Language Arts
No abstract provided.
Exploring Simulation Design For Mental Health Practice Preparation: A Pilot Study With Learners And Preceptors, Diane E. Mackenzie, Niki Kiepek, Leanne Picketts, Stephanie Zubriski, Karen Landry, Jonathan Harris
Exploring Simulation Design For Mental Health Practice Preparation: A Pilot Study With Learners And Preceptors, Diane E. Mackenzie, Niki Kiepek, Leanne Picketts, Stephanie Zubriski, Karen Landry, Jonathan Harris
The Open Journal of Occupational Therapy
The purpose of this exploratory pilot study was to determine the feasibility of delivering mental health practice simulations for occupational therapy learners, and whether different debriefing approaches yielded performance differences over successive simulations. Five clinical preceptors and nine first year MScOT students participated in this mixed-method study. In week one simulations, one student group received preceptor facilitated debriefing while the other group used self-debriefing. Both groups used the same scripted questions informed by an advocacy-inquiry approach. In the second week, both groups received the preceptor-led debriefing. Preceptors rated student performances while students self-rated their confidence, competence screen, and satisfaction using …
Bridge To The Future: A Career Exploration Frame Of Reference For Students With Disabilities, Chia-Yang Chiang, Tsu-Hsin Howe
Bridge To The Future: A Career Exploration Frame Of Reference For Students With Disabilities, Chia-Yang Chiang, Tsu-Hsin Howe
The Open Journal of Occupational Therapy
Exploring and facilitating the transition process from school to employment for young adults with intellectual and developmental disabilities (IDD), especially those still in the school system, has now become an important concern for researchers, educators, and service providers working in this area. The Bridge to the Future (BTTF) Frame of Reference offers a new approach to facilitate the school-to-work transition for secondary school students with IDD in a self-contained classroom setting by adopting the Social Cognitive Career Theory and Self-Determination Theory as its main theoretical foundation. The BTTF Frame of Reference was developed for use by the team of transdisciplinary …
Journal Of Communication Pedagogy, Complete Volume 5, 2021
Journal Of Communication Pedagogy, Complete Volume 5, 2021
Journal of Communication Pedagogy
No abstract provided.
A Professing Parent's Reflection On The Covid Classroom And Research Illustrates The Full Utility Of Communication Pedagogy, Robin S. Mathis
A Professing Parent's Reflection On The Covid Classroom And Research Illustrates The Full Utility Of Communication Pedagogy, Robin S. Mathis
Journal of Communication Pedagogy
This essay uses an ethnonarrative method to illustrate why and how to communicate compassion in the K–12, college, and workplace classroom during a pandemic. Reflecting on my experiences as a parent and professor, my students’ journal entries March–May 2020, and field research notes, I conclude that the feeling of powerlessness in the classroom and compassion within the organization creates an innovative ethnonarrative research opportunity for the Journal of Communication Pedagogy reader. Ultimately, my reflection as a parent and professor emphasized the value of communication pedagogy. Ultimately, I argue that practitioners in traditional classrooms, as well as the workplace, can advance …
Lessons From The Pandemic: Engaging Wicked Problems With Transdisciplinary Deliberation, Miles C. Coleman, Susana C. Santos, Joy M. Cypher, Claude Krummenacher, Robert Fleming
Lessons From The Pandemic: Engaging Wicked Problems With Transdisciplinary Deliberation, Miles C. Coleman, Susana C. Santos, Joy M. Cypher, Claude Krummenacher, Robert Fleming
Journal of Communication Pedagogy
Some crises, such as those brought on or exposed by the COVID-19 pandemic, are wicked problems—large, complex problems with no immediate answer. As such, they make rich centerpieces for learning with respect to public deliberation and issue-based dialogue. This essay reflects on an experimental, transdisciplinary health and science communication course entitled Comprehending COVID-19. The course represents a collaborative effort among 14 faculty representing 10 different academic departments to create a resource for teaching students how to deliberate the pandemic, despite its attending, oversaturated, fake-news-infused, infodemic. We offer transdisciplinary deliberation as a pedagogical framework to expand communication repertoires in ways useful …
Encouraging College Student Democratic Engagement Through A Collaborative Voter, Angela M. Mcgowan-Kirsch
Encouraging College Student Democratic Engagement Through A Collaborative Voter, Angela M. Mcgowan-Kirsch
Journal of Communication Pedagogy
Drawing on challenges I experienced when teaching a political communication course, I designed an upper-level undergraduate course with the objective of developing students’ civic competence and democratic engagement. The major class assignment, which is the focal point of this best practices essay, was a four-step collaborative voter mobilization project designed and executed by undergraduate students. I use research, classroom conversations, and student observations to discuss four best practices for encouraging students to participate in electoral politics: (a) fostering political efficacy, (b) peer-to-peer learning, (c) experiential learning, and (d) learning through reflection. This essay breaks a four-step collaborative voting mobilization project …
Toward An Invitational Andragogy: Articulating A Teaching Philosophy For The Andragogic Classroom, Whitney Tipton, Stephanie Wideman
Toward An Invitational Andragogy: Articulating A Teaching Philosophy For The Andragogic Classroom, Whitney Tipton, Stephanie Wideman
Journal of Communication Pedagogy
Students older than 25 years are a growing population on our campuses. However, separating these students and labeling them as “nontraditional” further isolates them from campuses that are already geared toward younger learners. This reflective essay explains the need for a philosophy of invitational andragogy—a classroom approach rooted in invitational rhetoric (S. Foss & Griffin, 1995) and Knowles’s assumptions about older learners (1980, 1984). While inviting transformation is important in all classrooms, it is especially important for older learners who often feel separated from the campus at large. To explain how an invitational approach to the andragogic classroom can be …
Toward A New Community Of Care: Best Practices For Educators And Administrators During The Covid-19 Pandemic, Cody M. Clemens, Tomeka M. Robinson
Toward A New Community Of Care: Best Practices For Educators And Administrators During The Covid-19 Pandemic, Cody M. Clemens, Tomeka M. Robinson
Journal of Communication Pedagogy
The onset of COVID-19 left people feeling unsettled, confused, and afraid of what tomorrow may hold. As university professors specializing in health communication, we too were left with these same feelings. As health communication scholars, we focus on issues surrounding illness, risk, crisis, care, health inequities, and wellness. COVID-19 is a health crisis, yes, but it has also changed the way we operate not only in higher education but in daily life. We begin this essay with an overview of COVID-19 and its impact on students, educators, and administrators. Then, we suggest four best practices to foster a community of …
"Minor Setback, Major Comeback": A Multilevel Approach To The Development Of Academic Resilience, Brandi N. Frisby, Jessalyn I. Vallade
"Minor Setback, Major Comeback": A Multilevel Approach To The Development Of Academic Resilience, Brandi N. Frisby, Jessalyn I. Vallade
Journal of Communication Pedagogy
This study examined communicative processes at multiple levels that may influence students’ academic resilience through transitions. Participant interviews (N = 23) revealed that at the individual level, students develop a resilient mindset and effective academic strategies, engage in self-care, and compartmentalize. At the relational level, students rely on teachers to demonstrate positive teaching behaviors, receive academic and emotional support from a variety of sources, and find role models to inspire resilience. Finally, students reported that the campus community gave opportunities to build support networks and access campus resources, but identified threats to effective use of these resilience-building opportunities. Finally, …
Pandemic Pedagogy: Elements Of Online Supportive Course Design, Nate Brophy, Melissa A. Broeckelman-Post, Karin Nordin, Angela D. Miller, Michelle Buehl, Jeff Vomund
Pandemic Pedagogy: Elements Of Online Supportive Course Design, Nate Brophy, Melissa A. Broeckelman-Post, Karin Nordin, Angela D. Miller, Michelle Buehl, Jeff Vomund
Journal of Communication Pedagogy
The purpose of this study was to identify which course design elements students perceive as supporting an easier transition to emergency remote teaching due to COVID-19, as well as to use those items to develop the Online Supportive Course Design (OSCD) measure. By asking students to rate their course with the easiest transition and hardest transition to emergency remote teaching, this study identified which structural elements were most important for supporting students during the transition. Using exploratory and confirmatory factor analyses, a seven-item measure was developed to operationalize OSCD, and initial validity was established by examining the relationships between OSCD, …
Reflexivity And Practice In Covid-19: Qualitative Analysis Of Student Responses To Improvisation In Their Research Methods Course, Elizabeth L. Spradley, R. Tyler Spradley
Reflexivity And Practice In Covid-19: Qualitative Analysis Of Student Responses To Improvisation In Their Research Methods Course, Elizabeth L. Spradley, R. Tyler Spradley
Journal of Communication Pedagogy
The improvisations needed to adapt to COVID-19 teaching and learning conditions affected students and faculty alike. This study uses chaos theory and improvisation to examine an undergraduate communication research methods course that was initially delivered synchronously/face-to-face and then transitioned to asynchronous/online in March 2020. Reflective writings were collected at the end of the semester with the 25 students enrolled in the course and follow-up interviews conducted with six students. Thematic analysis revealed that available and attentive student-participant, student-student, and student-instructor communication complemented learner-centered and person-centered goals, but unavailable or inattentive communication, especially with participants and students in the research team, …
"It's Been A Good Reminder That Students Are Human Beings": An Exploratory Inquiry Of Instructors’ Rhetorical And Relational Goals During Covid-19, Victoria Mcdermott, Drew T. Ashby-King
"It's Been A Good Reminder That Students Are Human Beings": An Exploratory Inquiry Of Instructors’ Rhetorical And Relational Goals During Covid-19, Victoria Mcdermott, Drew T. Ashby-King
Journal of Communication Pedagogy
As colleges and universities moved to remote learning during the Spring 2020 semester due to COVID-19, the traditional higher education classroom format was challenged. This study examines how instructors reconceptualized their rhetorical and relational goals in the pandemic classroom. A thematic analysis of 68 qualitative survey responses revealed that instructors adapted their rhetorical and relational approaches to instruction due to a perceived change in students’ needs. Moreover, findings suggest that instructors intend to continue to use many of these instructional changes in their post-pandemic classrooms. These conclusions confirm that instructors should consider contextual factors not only during but also after …
Invisibility As Modern Racism: Redressing The Experience Of Indigenous Learners In Higher Education, Amy R. May, Victoria Mcdermott
Invisibility As Modern Racism: Redressing The Experience Of Indigenous Learners In Higher Education, Amy R. May, Victoria Mcdermott
Journal of Communication Pedagogy
Indigenous Peoples represent the smallest group of ethnic minorities in the United States, and they are significantly underrepresented in the academy. The tumultuous relationship between institutions of higher learning and First Nation Peoples can be explained in part by the use of education to colonize and force the assimilation of Native Peoples. The end result of centuries of dehumanization and marginalization is invisibility, “the modern form of racism used against Native Americans” (the American Indian College Fund, 2019, p. 5). Educators are challenged to identify institutional inequities and redress barriers to promote social justice through informed and genuine practice, indigenization, …
“No Justice, No Peace”: Yard Signs As Public Pedagogy And Community Engagement At The Intersection Of Public Health Crises, Brigitte Mussack
“No Justice, No Peace”: Yard Signs As Public Pedagogy And Community Engagement At The Intersection Of Public Health Crises, Brigitte Mussack
Journal of Communication Pedagogy
This paper examines yard signs as a site for public pedagogy that engages two concurrent, and comorbid, public health crises: the COVID-19 pandemic and racism. Specifically, I reflect on how yard signs responding to the George Floyd murder in my own Minneapolis neighborhood exist during a kairotic moment; as myself and my students are increasingly confined to our own homes, and as the boundaries between school and home are blurred, the public health crisis of racism and the specific community response of yard signs present opportunities for examining how these signs can act as entry points into difficult conversations among …
Pedagogy, Protests, And Moving Toward Progress, Nannetta Durnell-Uwechue, Deandre J. Poole, Felton O. Best
Pedagogy, Protests, And Moving Toward Progress, Nannetta Durnell-Uwechue, Deandre J. Poole, Felton O. Best
Journal of Communication Pedagogy
Our world is in constant flux and educators are at the ship’s helm steering toward what former U.S. Representative John Lewis called “good trouble.” However, in many cases, educators lack the training required to be most effective in doing so. As instructors face student demands to address topics on race and social justice, many educators are unsure about how to respond appropriately to the chants of “No Justice, No Peace!” Thus, this essay explores humanistic and pragmatic approaches for doing so in terms of fostering cultural communication competence when incorporating topics on race and social justice issues in the classroom.
Connection Over Correction: Engaging Students In Conversational Commitments For Effective Communication Across Difference And Difficulty, Jennifer Sandoval
Connection Over Correction: Engaging Students In Conversational Commitments For Effective Communication Across Difference And Difficulty, Jennifer Sandoval
Journal of Communication Pedagogy
In light of a national reckoning with racism in the U.S., many instructors are assessing their own pedagogical practices with regard to handling these topics in their classrooms. In developing my authentic teaching philosophy over the course of 18 years, I have adapted many practices I used in my prior career in dispute resolution. To clarify, I center classroom engagement around what Hart (2007) describes as “a pedagogy of interiority.” Classroom engagement focuses on connection rather than correction as we help students develop their “authentic inner potentials” (p. 2). I regularly challenge myself to invite students to develop their authentic …
Unpacking Privilege In Pandemic Pedagogy: Social Media Debates On Power Dynamics Of Online Education, Roy Schwartzman
Unpacking Privilege In Pandemic Pedagogy: Social Media Debates On Power Dynamics Of Online Education, Roy Schwartzman
Journal of Communication Pedagogy
As one of the world’s major social media hubs dedicated to online education during the COVID-19 pandemic, the Facebook mega-group Pandemic Pedagogy provides a panoramic perspective of the key concerns educators and students face amid a public health crisis that forces redefinition of what constitutes effective education. After several months of instruction under pandemic conditions, two central themes emerged as the most extensively discussed and the most intensively contested: (1) rigor versus accommodation in calibrating standards for students, and (2) ways to improve engagement during classes conducted through videoconferencing, especially via Zoom. Both themes reveal deeply embedded systems of privilege …
What Covid-19 Taught Us About Pedagogy And Social Justice—Pandemic Or Not, Brandi Lawless, Yea-Wen Chen
What Covid-19 Taught Us About Pedagogy And Social Justice—Pandemic Or Not, Brandi Lawless, Yea-Wen Chen
Journal of Communication Pedagogy
The COVID-19 pandemic (in conjunction with the Black Lives Matter Movement) exposed pervasive inequities, challenges, and opportunities to explore and implement “best” pedagogical practices to improve how we address social justice issues. Moreover, the COVID-19 pandemic intensified intergenerational gaps for the already vulnerable, under-resourced, and marginalized in our society. In response, we propose four “best practices” to embrace in our classrooms. These are: (a) fostering flexibility to bridge equity gaps; (b) rethinking the pedagogical panopticon; (c) emphasizing listening to and affirming students’ struggles; and (d) employing student-centered accountability. The authors detail some specific inequalities that were brought to the surface …
Community Colleges And Covid-19: An Exploration Of Challenges And Inequities, Tammy Bosley, Holly R. Custer
Community Colleges And Covid-19: An Exploration Of Challenges And Inequities, Tammy Bosley, Holly R. Custer
Journal of Communication Pedagogy
COVID-19 drastically changed many aspects of life in the U.S. and most certainly changed standard operating procedures in higher education. Moving all classes completely online created numerous challenges not only for students, but also for faculty. For students, these challenges included issues related to physical and mental health, job loss, and caregiving, as well as access to internet and even access to a home computer. Faculty also faced challenges. For example, many colleges and universities rely on adjunct faculty who are compensated on a course-by-course basis. Although most institutions provided faculty development sessions to make a smooth transition to online …
Editor's Note: The Year 2020: Crisis And Opportunity, Deanna D. Sellnow
Editor's Note: The Year 2020: Crisis And Opportunity, Deanna D. Sellnow
Journal of Communication Pedagogy
This volume features foci on teaching J.E.D.I (justice, equity, diversity, inclusion) principles, pandemic pedagogy challenges and opportunities, as well as thought-provoking essays on invitational andragogy, transdisciplinary deliberation, and reflexivity.
Systematic Review Of Transition Assessments For Young Children With Autism Spectrum Disorder From Early Intervention To Special Education, Akrum Hassan Eidelsafy, Katherine Lalonde, Starla Scott
Systematic Review Of Transition Assessments For Young Children With Autism Spectrum Disorder From Early Intervention To Special Education, Akrum Hassan Eidelsafy, Katherine Lalonde, Starla Scott
The Hilltop Review
Children with autism spectrum disorder (ASD), their families, and teachers face many challenges during the transition from early intervention into public education. One tool that may facilitate and streamline this transition is the use of a comprehensive transition assessment. The purpose of the current study was to conduct a systematic literature review on peer-reviewed kindergarten transition assessments for children with ASD. The systematic literature review yielded six studies that met inclusion criterion. Within those six studies, 20 assessments were analyzed by reviewing the (1) type of assessment, (2) assessment timeline, and (3) use of assessment results. The results of this …
Journal Of Communication Pedagogy, Complete Volume 4, 2021
Journal Of Communication Pedagogy, Complete Volume 4, 2021
Journal of Communication Pedagogy
This is the complete volume 4 of the Journal of Communication Pedagogy.
Presidential Spotlight: A Time Of Firsts, Alberto Gonzalez
Presidential Spotlight: A Time Of Firsts, Alberto Gonzalez
Journal of Communication Pedagogy
No abstract provided.
Learning About Metadata And Machines: Teaching Students Using A Novel Structured Database Activity, Andrew Iliadis, Tony Liao, Isabel Pedersen, Jing Han
Learning About Metadata And Machines: Teaching Students Using A Novel Structured Database Activity, Andrew Iliadis, Tony Liao, Isabel Pedersen, Jing Han
Journal of Communication Pedagogy
Machines produce and operate using complex systems of metadata that need to be catalogued, sorted, and processed. Many students lack the experience with metadata and sufficient knowledge about it to understand it as part of their data literacy skills. This paper describes an educational and interactive database activity designed for teaching undergraduate communication students about the creation, value, and logic of structured data. Through a set of virtual instructional videos and interactive visualizations, the paper describes how students can gain experience with structured data and apply that knowledge to successfully find, curate, and classify a digital archive of media artifacts. …
Incorporating Virtual Reality Training In An Introductory Public Speaking Course, Kevin Kryston, Henry Goble, Allison Eden
Incorporating Virtual Reality Training In An Introductory Public Speaking Course, Kevin Kryston, Henry Goble, Allison Eden
Journal of Communication Pedagogy
This study presents the results of two studies using a virtual reality (VR) public-speaking training simulation as an instructional aid in a basic communication course. Results from the first study suggest that VR practice was associated with higher subsequent speech delivery grades in the course compared to no practice. However, VR practice did not reduce public speaking anxiety (PSA). In a follow-up study, VR practice was compared with other forms of lab-based practice including in front of a mirror and a recorded video session. All forms of lab practice (VR, mirror, or video) were associated with higher speech grades than …