Education Commons^™

The Inclusion Of False, Falsified, And Falsifiable Data That Favor An Evolutionary Worldview In The High School Science Curriculum Of Public And Private Schools In The Philippines, Jerry F. Smith

Christian Perspectives in Education

This paper examines a curricular issue in general within public and private high schools in the Philippines. This paper presents six known and documented errant points found in textbooks that promote an evolutionary worldview and are commonly found in local high school biology textbooks. The proposed solutions present several questions designed to facilitate formation of the readers’ own views regarding this phenomenon.

Book Review: Revisiting The Great White North? Reframing Whiteness, Privilege, And Identity In Education, Christina Parker

Comparative and International Education / Éducation Comparée et Internationale

No abstract provided.

Educating For Complexity In Nursing Practice: A Baccalaureate Curriculum Innovation, Patricia Rosenau, Lorraine Watson, Leianne Vye-Rogers, Martie Dobbs

Quality Advancement in Nursing Education - Avancées en formation infirmière

This expository article describes an overview of salient changes made to a baccalaureate curriculum to meet the ever changing demands of health care, professional nursing practice, and post-secondary education. The innovations were embedded in the tenets of complexity science, mandates of our professional practice, the contextual relevance of the curriculum and the scholarship of integrative learning. The curriculum is present and future oriented, evidence-based and relevant. The curricular structure shifts content and pedagogy from the traditional stance. The planned and integrative semester course design is greater than the sum of its parts; course content is carefully chosen to illustrate the …

Communication In Action: Educating Graduate Teaching Assistants In At-Risk Pedagogy, Kristen P. Treinen

Communication and Theater Association of Minnesota Journal

I begin this paper with a glimpse into the literature concerning at-risk and antiracist theory in order to understand the connections between the two bodies of literature. Next, by combining two bodies of literature, I argue for the implementation of a pedagogy of hope, culturally relevant teaching, and empowerment for students in the classroom. Finally, I outline a course for graduate teaching assistants that explores the utility of a pedagogy of hope, culturally relevant teaching, and empowerment for students in the communication classroom.

Understanding Proxemics Through Restrooms: A "Hands-Off" Approach To Personal Space And Communication, Joshua Westwick

Communication and Theater Association of Minnesota Journal

Numerous methods of teaching nonverbal communication have been well documented in the literature. However, some instructors may struggle to create transformative learning experiences for their students. This teaching activity provides a creative and original way for students to discuss nonverbal communication, specifically proxemics, in a fun, engaging, and memorable learning experience. This exercise asks the learners to reflect upon a previous experience with using a public restroom, critically reflect upon that experience individually, engage in classroom discourse about the experience, and take action by being aware of the space and territoriality choices they make. Students have responded positively to the …

Doubling Down On Student Discussion: A Simple Technique For Increased Involvement, J. Jacob Jenkins

Communication and Theater Association of Minnesota Journal

Objectives

1. Students will actively participate in classroom discussion.

2. Students will learn to not “over share,” allowing opportunities for others to speak.

3. Students will be accountable for the material discussed in class.

The Art Of Making Conversation: Learning The Skills Small Talk, Kelly L. Mckay-Semmler, Shane Semmler

Communication and Theater Association of Minnesota Journal

Although “small talk” is often dismissed as trifling and superficial communication, the ability to converse comfortably with potential relational partners in initial interpersonal encounters is foundational to building closer relationships. In this assignment, students enhance their interpersonal communication competence through the application of six small talk guidelines in two peer-to-peer conversations and in a capstone conversation with the instructor one-on-one. This assignment is appropriate for a variety of communication courses, including the basic course, interpersonal communication, and courses in professional communication, as it develops students’ skills in active listening, self-disclosure, nonverbal immediacy, and anxiety/uncertainty management in interpersonal communication with strangers.

Understanding Coalition Dynamics: A Role Play Class Activity, Anthony M. Ocaña

Communication and Theater Association of Minnesota Journal

The purpose of this activity is to illustrate the role and challenges of coalitions in group conflict and decision making. In this activity, students take on the roles of organizational members tasked to arrive at consensus, but having different goals, interests, and information that could impact the decision. In discussing this activity experience, instructors can illustrate the six principles of coalitions presented in Wilmot and Hocker’s Interpersonal Conflict text. This activity is applicable to any course that addresses conflict and group interaction, including interpersonal and group communication, organizational and professional communication, family communication, and workplace skills seminars.

Illustrating The Perceptual Process Through A Music Video, Stacey A. Peterson

Communication and Theater Association of Minnesota Journal

This exercise uses a popular music video to illustrate the significant role that perception plays in the communication process. Perception is a continual and active process that impacts how people see their world, themselves, others in it, and the ultimate creation of meaning. By using a music video, students are immediately engaged because it is a medium that they are very familiar with. Upon completion of this activity, students will demonstrate a better understanding of how and why people perceive the same thing(s) in a variety of ways. They will also have a tangible example of the centrality and complexity …

Creating Community Outside Of The Classroom: Strategies For Integrating Second Life Into The Interpersonal Communication Course, Elizabeth Tolman

Communication and Theater Association of Minnesota Journal

The educational opportunities for Second Life across various courses have been well documented in the literature. However, instructors new to teaching online may not have explored Second Life as an instructional resource and may perceive using Second Life as overwhelming. For this assignment, students create an avatar and interact with other avatars in Second Life. This assignment can be used in the online or face-to-face communication course. Second Life provides a context where students can participate in interactions with other avatars, their classmates, and the instructor. Students observe and analyze self-disclosure, interpersonal deception, verbal communication, nonverbal communication, and additional interpersonal …

The Semiotics Of Teaching With Reality Tv: A Theory-Based Approach To Teaching And Modeling Communication Theory, Rita L. Rahoi-Gilchrest

Communication and Theater Association of Minnesota Journal

This article begins by establishing a rationale for not only teaching with reality television in the communication classroom, but also taking a theory-based approach to doing so. A theoretical framework for the pedagogical use of reality TV—semiotic theory, based on the work of Peirce— is presented. The discussion then moves to a specific outline of a sample classroom activity that demonstrates a semiotic approach, using the BRAVO TV website as a means of illustrating and teaching Cultural Studies Theory. The author concludes by qualifying the case for using reality TV as one—but not the only—means of teaching communication, and offers …

Identifying Rhetorical Visions And Group Roles Through Role-Play, Brent Kice

Communication and Theater Association of Minnesota Journal

This classroom activity allows students to experience small group communication components firsthand. Students will be divided into groups of five, with each member receiving a character background that the member will role-play. The character backgrounds are to be kept hidden from other members, and each member has an ulterior goal that the member will try to achieve, unbeknownst to the other members. The character backgrounds are designed to force conflict among the group members. At the conclusion of the activity, students will discuss how the different character roles affected the group, and what unifying message might have worked in uniting …

Illustrating Tensions Using Stretchy String: Teaching Relational Dialectics In The Interpersonal Communication Class, Valerie Lynn Schrader, Azhanni Muhammad

Communication and Theater Association of Minnesota Journal

The objective of this activity is to increase students’ knowledge of Relational Dialectics by illustrating dialectic tensions in a tangible way. Relational Dialectics, which focuses on different dimensions in relationships, is an important concept for students to understand because it highlights the messiness of interpersonal relationships. This activity illustrates dialectical tensions through the use of colored stretchy craft string, providing students with a physical manifestation of an abstract concept.

Making Verbal Pauses Taboo®: Gaming To Improve Communication, Abby M. Brooks, Andrew C. Tollison

Communication and Theater Association of Minnesota Journal

This activity contributes to the improvement of communication skills through application and enjoyment. The manuscript describes how a class can be divided into teams to test student’s communicative abilities by playing the Milton Bradley game Taboo®. With “buzzing,” timing and friendly competition speakers face-off at attempts to have their teammates guess words or phrases like “bowling alley” without saying “pins,” “shoes,” “spare,” “balls” or “strike.” This lively skill-building activity has been found to be an effective way to challenge the speaker to process what they are saying, reduce the use of verbal pauses, and use nonverbal pauses more effectively. Up …

Giving A Classmate An Award: Ceremonial Speaking Within The Classroom Environment, Heidi Hamilton

Communication and Theater Association of Minnesota Journal

As citizens we encounter ceremonial speaking occasions throughout our lives, from wedding toasts to retirement dinners to eulogies. While many textbooks offer guidelines for the various types of speaking occasions, these occasions are difficult to create within the classroom environment. Often instructors skip assigning a full ceremonial speech because of this. This activity is designed to provide students with an opportunity to practice some of the basic elements of ceremonial speaking, such as writing a thesis statement, providing supporting materials, and using magnification. Students are paired together, interview each other, and then present original award speeches to each other, thus …

A Rationale For Incorporating Dystopian Literature Into Introductory Speaking Courses, James P. Dimock, Chad Kuyper, Peggy Dimock

Communication and Theater Association of Minnesota Journal

Since Aristotle, teachers of public speaking have argued that an understanding of the audience’s beliefs, values, and assumptions about the world are the key to effective, persuasive speaking. All too often, however, public speaking courses either avoid audience analysis or focus on superficial details of the audience demographics. This paper makes the argument that by reading and discussing novels, students can develop an appreciation of their classmates as audience members and that dystopian fiction is especially well-suited to developing speech ideas that connect public speaking with the world outside the classroom. Teaching suggestions and lesson plans are included.

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.

Are You "Wanted" For Poor Listening Habits?, Nanette Johnson-Curiskis

Communication and Theater Association of Minnesota Journal

In order to begin a semester or unit on effective listening with some basic theory and knowledge and to serve as an icebreaker, students are asked to design and share a “Wanted Poster” describing their poor listening habits. The significance of this assignment was guided by the ubiquitous nature of listening. Research verifies listening as the most utilized form of communication.

Discovering Culture And Communication On The World Wide Web, Jin Xu

Communication and Theater Association of Minnesota Journal

Discussions of intercultural communication mostly center round the interaction of culture and communication concerning differences in values, beliefs, norms and communication styles. However, cultural differences also stem from different cognitive styles, which impact intercultural communication. This article describes an activity that introduces students to cultural cognition theory. Combining research on the Internet, small group interaction, and class discussion, this exercise encourages students to apply theory to practice, to explore cultural differences on the Internet, and to develop their critical thinking skills. It also develops their awareness and skills needed to be mindful of the nuances of cultural differences. The exercise …

Gaining Knowledge: Creating Activities For Students By Students, Annie M. Clement

Communication and Theater Association of Minnesota Journal

This article describes an activity suitable for high school and college/university communication courses. Combining outside research with in-class discussions and class interaction give students the opportunity to become more knowledgeable about interviewing in the ‘real world.’ Students research interviewing topics, find articles to support their topic, then create an activity and present this to the class. This allows more in-depth analysis of common topics discussed in an interviewing class allowing students to take control for their learning, deepening the learning process for themselves and others while decreasing common interviewing pitfalls.

Effective Listening Project: A Constructivist Activity, Nanette Johnson-Curiskis

Communication and Theater Association of Minnesota Journal

Constructivist learning allows learners to synthesize and understand new ideas and concepts based on their own current and past knowledge and experiences. This paper describes the constructivist philosophy of learning. The constructivist teaching and learning model is applied to a unit used in an effective listening course or a class with a unit in listening. Students construct a listening campaign demonstrating the importance of effective listening for a target audience.

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.

Understanding Teachers’ Perspectives On Being Researched: A Case Study Of Two Writing Teachers, Ann D. David, Melody Zoch

Teaching/Writing: The Journal of Writing Teacher Education

In this study, we were interested in understanding writing teachers’ perspectives on being participants in qualitative research. After conducting two independent case studies with one elementary school and one middle school writing teacher, the researchers brought the cases together to explore what it meant for the teachers to participate in research. Particularly, the researchers were interested in understanding how the teachers perceived research to influence their reflection and classroom practice. During retrospective interviews, they discussed how participating in research supported their reflective practice and the extent to which they valued a trusting relationship and philosophical alignment with the researcher. In …

One Good Lesson, Community Of Practice Model For Preparing Teachers Of Writing, Latrise P. Johnson, Elizabeth P. Eubanks

Teaching/Writing: The Journal of Writing Teacher Education

Many writing initiatives have been advocated as ways to improve student writing. However, in order for teachers to successfully teach writing, they must be exposed to a variety of classroom-tested approaches (National Writing Project, 2003).With this in mind, a summer teaching writing course that met at a local high school combined the study of several approaches to teaching writing and field-based teaching and then employed one classroom-tested approach. Using Wenger’s (1998, 2010) communities of practice model, the teaching and learning about writing instruction centered on “practice” within the community and emphasized that preservice teachers act as social participants--that is, meaning-making …

It’S A Matter Of Practice: Influences Of A Writing Methods Course On Inservice Teachers’ Dispositions And Self-Efficacy, Sherry Dismuke

Teaching/Writing: The Journal of Writing Teacher Education

This mixed-methods study examined the influences of a graduate writing methods course on the dispositions and instructional practice of twelve elementary classroom teachers, six who participated in the course and six who did not, during their post-graduate education. Data from interviews, classroom observation notes, and protocols have been analyzed, compared, and integrated. Outcomes of this study link participation in this course with increased confidence and readiness to teach the complexities of writing, as well as enhanced instructional practice and student learning opportunities. Findings suggest implications for teacher professional development, literacy teacher educators, and teacher education researchers.

The Negotiation And Development Of Writing Teacher Identities In Elementary Education, Shartriya M. Collier, Suzanne Scheld, Ian Barnard, Jackie Stallcup

Teaching/Writing: The Journal of Writing Teacher Education

Identity development in writing is a unique process. While many studies have explored the process of developing a professional identity among future teachers, few studies have investigated how teacher candidates develop a writing teacher’s identity. This study explores the development and negotiation of writing teacher identity among 21 pre-service multiple-subject teacher candidates at a large public institution in California. More specifically, the study examines the students’ journeys as they transformed from students of writing in a university methods course to student teachers of writing in a local school district. Our findings indicate that the use of a sociocultural-based approach to …

Moving Writing Out Of The Margins In Edtpa: “Academic Language” In Writing Teacher Education, Sarah Hochstetler, Melinda J. Mcbee Orzulak

Teaching/Writing: The Journal of Writing Teacher Education

The edTPA, a standardized teacher performance assessment developed by Stanford University and launched by the Pearson corporation, is quickly becoming a national measure of preservice teacher effectiveness. As more states adopt this assessment as a required component of successful completion of teacher education programs and licensure, we are compelled to critique the design, implementation, and evaluation of this high-stakes testing instrument. Our goal is to articulate the effects of this assessment on writing teacher education and the teaching of writing more broadly. Specifically, we argue that programmatic or individual interpretation of the edTPA can marginalize writing instruction (and writing teacher …

Inquiry, Experience, And Exploration: Rebooting The Research Project And Making Connections Beyond The English Classroom, Trevor Thomas Stewart, Jeff Goodman

Teaching/Writing: The Journal of Writing Teacher Education

This article describes our efforts to revitalize the research project in the English Language Arts classroom, engage students in the exploration of topics of organic interest, and create opportunities for them to share their findings with authentic audiences.

Performing Pedagogy: Negotiating The “Appropriate” And The Possible In The Writing Classroom, Lesley Erin Bartlett

Teaching/Writing: The Journal of Writing Teacher Education

While the field of Composition and Rhetoric has long held that “good writing” is a construct, we haven’t thoroughly examined how “good teaching” is also a construct. Drawing from work in composition studies, rhetorical theory, and feminist theory, this essay builds on questions of identity, embodiment, and privilege to enrich conversations about writing pedagogy and teacher development and to offer writing teachers an interpretive lens through which to critically examine their pedagogical performances. I begin with the assumption that all acts of writing and teaching are performances, whether they are marked as such or not. Featuring two key rhetorical concepts, …

“It Sounds Wrong” Vs. “I Would Be Curious”: Challenges In Seeing Students As Writers In A School-University Partnership, Anne Elrod Whitney, Nicole Olcese, Virginia Squier

Teaching/Writing: The Journal of Writing Teacher Education

This article presents qualitative data and a pedagogical reflection from two teacher educators as they consider a writing partnership between preservice teachers in their methods course and a class of middle school writers. The purpose of the partnership was to help preservice teachers think about students not just for the purposes of evaluation and grading, but as writers, and, more importantly, as human beings. Authors present their inquiry and the challenges that arose as a result of the project, including reflections on the partnership from preservice teachers.