Education Commons^™

Sounds About White: Critiquing The Nca Standards For Public Speaking Competency, Adam Key

Journal of Communication Pedagogy

Using critical discourse analysis, I critically examined the National Communication Association’s (NCA) standards for public speaking competency to determine what type of ideal speaker the standards would produce. Highlighting NCA’s emphasis on “suitable” and “appropriate” forms of communication and the use of Standard American English, I argue that the ideal competent speaker in our classrooms sounds White. I complete the essay by reimagining the basic course using methods of Africana Study to explore ways that the standards for public speaking might be decolonized and made more inclusive to students of all backgrounds.

Needs Assessment Of National Communication Association Conference Presentations: Members' Perceptions Of Presentation Effectiveness, Values, And Challenges, Piyawan Charoensap-Kelly, Deanne Priddis, Narissra Maria Punyanunt-Carter Phd

Journal of Communication Pedagogy

This study analyzed the National Communication Association (NCA) members’ perceptions regarding the effectiveness of their own and their peer presentations and the challenges they faced when preparing and giving conference presentations. Overall, participants (n = 187) feel fairly content with the effectiveness of NCA conference presentations and the value they have gained from them. The effectiveness of others’ presentations has a significant association with members’ perceived value of the conference presentations. The lack of experience and lack of confidence are key variables that heighten anxiety which can impact the effectiveness of presentations. Process anxiety was positively associated with presentation effectiveness …

Middle-Class “Chavs” From Working-Class Areas? Habitus, The Attainment Gap, And The Commodification Of Higher Education Among Communication Students In England, Martina Topić, Audra Diers-Lawson, Christian Goodman

Journal of Communication Pedagogy

The purpose of the article is to compare and contrast higher education and research among public relations and journalism students of middle-class and working-class origin. The paper applied Bourdieu’s theory of habitus to analyze prejudices against the working class, explores whether working-class students express an anti-education view, and whether the appreciation of education (and research in particular) is a predominantly middle-class attitude. Focus groups and an online questionnaire were used to obtain views of students at a university in Northern England. Triple coding (open, axial, selective) was used and the data was then analyzed and presented using thematic analysis. Findings …

An Exploratory Investigation Of Teacher Perceptions Of Education And Communication At The Beginning Of The Covid-19 Pandemic, Stephenson J. Beck, Emily A. Paskewitz

Journal of Communication Pedagogy

In March 2020, teachers in the K–12 school system were forced to transition from in-person instruction to a variety of virtual teaching models due to the COVID-19 pandemic. This unprecedented change required extensive communication between teachers, students, parents, and administrators. This study explored communication during the March–May 2020 transition period, utilizing Uncertainty Management Theory as an overarching framework to investigate how teacher comfort with online learning, communication overload, administrative clarity, and student–teacher interaction influenced the effectiveness and happiness of teachers. Across these four variables, communication overload was shown to be a strong negative predictor of teacher well-being; student–teacher interaction predicted …

Online Learning In A “Fancy Prison”: The Impact Of Covid-19 On The International Student Academic Experience While Living In A Quarantine Hotel, Kristen Foltz Esq., Lacey C. Brown Phd

Journal of Communication Pedagogy

The rapid development of the COVID-19 pandemic during the spring 2020 academic semester resulted in many international undergraduate students evacuating the United States to return to their home countries. Some faced government-mandated quarantine in a designated quarantine hotel upon their entry into the country which overlapped with the end of the spring semester or start of summer term. Interviewers conducted qualitative interviews on Zoom with international students enrolled at American universities regarding their experiences with online learning while in isolation. This extreme environment had negative implications for their psychological well-being as well as their ability to self-motivate. Researchers formulated best …

Practicing Critical Thinking Skills Within A Pedagogy Of Renewal, Edward A. Hinck

Journal of Communication Pedagogy

The COVID-19 “pivot” created challenges for instructors in adapting their teaching strategies to the various forms of technology available for virtual delivery. One positive outcome discovered for teaching an introduction to debate class was the use of Blackboard’s discussion board feature to assess student learning regarding understanding and application of concepts of evidence and reasoning for an introduction to debate class. This essay provides an account of how I adapted my teaching strategies, the assignment for student participation created to assess student learning, and positive outcomes for students needing time to process arguments and respond in a virtual forum.

Coming To Terms Will Do It: Students Engaging With Climate Change Through Sensemaking And Collective Efficacy Perceptions, Sean Quartz

Journal of Communication Pedagogy

Within climate change instruction, effective instructional crisis communication is necessary to attain cognitive, affective, and behavioral learning outcomes so students comprehensively learn the reality and implications of this planetary crisis. I locate this learning as coming to terms with climate change. This study explores how students affectively and cognitively learned to come to terms with the immense threat of the climate crisis outside their initial exposure to climate change fear appeals communicated in their classrooms. Drawing from interviews and focus groups with college students, I found students came to terms with climate change outside their classrooms by coping with the …

Heading For The Future After Covid-19: Reflections And Recommendations On Teaching Processes In A Rapidly Changing Learning Landscape, Wanda Reyes-Velázquez, Carmen Pacheco-Sepúlveda

Journal of Communication Pedagogy

The COVID-19 pandemic posed numerous challenges for instructors and students. Professors, for example, struggled to quickly and effectively migrate face-to-face courses to remote teaching modalities. What had not been anticipated, however, were the additional challenges to be managed when returning to face-to-face and in-person teaching. This reflective essay provides some insight into how faculty at the University of Puerto Rico attempted to modify teaching practices to re-engage disengaged students as they returned to the campus classroom. Also, recommendations about how to move forward by applying a pedagogy of renewal are made.

The Pedagogy Of Renewal: Black Women, Reclaiming Joy, And Self-Care As Praxis, Ashley R. Hall, Tiffany J. Bell

Journal of Communication Pedagogy

The 2020 quote defining the pandemic era was “The New Normal,” which, for Black women, implies a need for structural and personal transformation. In this essay, we incorporate the concepts of culturally relevant pedagogy (Bell & Jackson, 2021) and critical autoethnography (Boylorn, 2020; Boylorn & Orbe, 2021) to amplify a Black feminist ethos of self-care as an embodied praxis. Reflecting on the embodied experiences of two Black women professors, we advance a crucial notion of self-care as a pedagogy of renewal to reclaim joy through generative and transformative modes, methods, and meanings.

A Pedagogy Of Consilience And Renewal, Carolyn Calloway-Thomas

Journal of Communication Pedagogy

This essay calls for a pedagogy of consilience and renewal as a dynamic fusion of research and practices in order to provide a more coherent way of examining some of the keen, interlaced variables that trouble the academy and society. The project challenges scholars to study five key scholarship of learning variables that should help transform the way we look at pedagogy for the betterment of North American society and beyond. The variables—a quintile—are knowledge, geography, critical thinking, civic engagement, and empathy.

Editor's Note To Volume 6 Of The Journal Of Communication Pedagogy, "Back To Business As Usual—Or Not: Pedagogy Of Renewal", Deanna D. Sellnow

Journal of Communication Pedagogy

Editor’s Note to Volume 6 of the Journal of Communication Pedagogy.

Plos One: Development Of A Self-Report Instrument For Measuring Online Teaching Practices And Discussion Facilitation, Whitney Decamp, Brian Horvitz, Regina L. Garza Mitchell, Megan Grunert Kowalske, Cherrelle Singleton

Instruments for Measuring Online Teaching Practices

Online learning in higher education has been increasing for many years. This is happening across all of higher education and it is happening more specifically within STEM fields. The growth of online learning has significantly accelerated the past couple of years during the COVID-19 pandemic as colleges and universities have sought ways to continue educating students while also keeping students, faculty and staff safe. As result, many college faculty and instructors across all fields of study including STEM fields have made and continue to make the transition to teaching online for the first time. Teaching in an online environment is …

Western Michigan University Magazine, Fall 2022, Western Michigan University

Western Michigan University Magazine (1997-present)

• An 'open heart' opens the mind
• Bronco breaks barriers with bilingual books
• Bridging science and community
• Fast-tracking dreams into reality
• Education meets innovation
• Get moving, gamers!
• University News
• Alumni Profile
• Expert Insights
• In Print
• Why I Give
• Classnotes
• In Memoriam

Wmu Board Of Trustees Formal Session September 15, 2022, Wmu Board Of Trustees

WMU Board of Trustees Meetings

Acceptance of the Agenda

Approval of the Minutes (June 23, 2022 Meeting)

Remarks by the Chair

Remarks by the President

Updates by the Faculty Senate President

Updates by the Western Student Association President

Updates by the Graduate Student Association Director of Outreach

Inspiring Global Impact; Earth Sciences Remote Sensing (ESRS)

Public Comments Regarding Action Items

Action Items

• State Capital Outlay Plan Priority List
• Closing of Quasi-Endowments Valued Less Than $50,000

Consent Items

• Personnel Report
• One-Day Liquor License Application, Richmond Center for Visual Arts, October 14, 2022
• Annuity and Life Income Funds Performance Report
• Operating Cash Investment Performance Report

General Public …

Developing Preservice Teachers’ Critical Literacy Praxis In A Rural Teacher Education Program, Vera Sotirovska, Margaret Vaughn

Reading Horizons: A Journal of Literacy and Language Arts

This research examined preservice teachers’ beliefs about critical literacy praxis in a rural teacher education program. Using qualitative methods, preservice teachers participated in interviews, reflective engagements, and picture book analysis. Thematic analysis was used to understand preservice teacher reflections on critical literacy, structured around discussions about multicultural literature, and preservice teacher experiences with critical literacy practices in their coursework. This article presents preservice teachers’ beliefs on critical literacy praxis.

Problem Solving Like A Mathematician: Disciplinary Literacy Instruction In Elementary Mathematics, Charlotte Frambaugh-Kritzer, Stephanie Buelow

Reading Horizons: A Journal of Literacy and Language Arts

This study aims to grow the literature by examining the how of disciplinary literacies (DL) elementary mathematics instructional practices in teacher education, which is under-reported. Using qualitative case study methods, we examined how one cohort of elementary preservice teachers (PTs) enacted the DL instructional practices in their field practicum K–6 classrooms. Using a social constructivism perspective, we combined directed content analysis with real-time dialogue and the writing process as analytical tools to examine our data. Data sources included observation notes from the mathematics methods course, observation notes from the field practicum, and multiple artifacts (e.g., post observation oral and written …

Teacher Agency As A Route To Adaptive Expertise: Relational, Informed, And Reflective Action, Jennifer Sharples Reichenberg

Reading Horizons: A Journal of Literacy and Language Arts

This case study of two fourth-grade teachers explored teachers’ literacy instructional practices and perceptions of their professional agency during the hybrid synchronous teaching of the COVID-19 pandemic. In anticipation of the challenges of hybrid synchronous instruction, these teachers combined their classes to co-teach 39 students. Analysis of observation and interview data showed that the co-teachers acted as adaptive experts. They reflected on challenges such as maintaining students’ focus, developing rapport, and gaining active participation. Their collaborative reflection informed adaptations to increase students’ access to learning by employing multiple modalities, developing community, and enacting inclusive practices. Teachers also supported students’ agency …

Shifting Beliefs About The Teaching Of Reading: Teacher Candidates’ Responses To The Book Whisperer, Kathleen M. Crawford, Michelle Reidel

Reading Horizons: A Journal of Literacy and Language Arts

In this document analysis, the authors explored if and how Miller’s (2009) The Book Whisperer: Awakening the Inner Reader in Every Child served as a symbolic model of a reading teacher who teaches her students not just the technical aspects of reading, but also how to enjoy reading. Drawing on social learning theory, the authors investigated how the selected text connected to elementary preservice teachers’ personal reading experiences with reading and learning to read, their preexisting beliefs about teaching reading, and their current observations of reading instruction in field placements. Written reflections, which served as the data source for this …

Editorial Review Board

Reading Horizons: A Journal of Literacy and Language Arts

No abstract provided.

Power, Privilege, And Permission: A Qualitative Study On The Perspectives Of Vocational Rehabilitation Counselors Who Serve Racially Diverse Clients, Cherrelle Singleton

Dissertations

This qualitative study explored the experiences of vocational rehabilitation counselors (VRC) serving racially diverse clients and how VRCs are trained and educated to work with racially diverse clients. VRCs are typically employed by federally funded state or federal rehabilitation agencies. In their role, they aim to provide individualized tools and services that empower people with disabilities by alleviating barriers to being successful when preparing for and maintaining employment and being independent in their adult life (Donnell et al., 2013). Often tasked to work with clients who have marginalized identities including race and disability, VRCs must be able to understand and …

A Qualitative Case Study Of Health-Related Baccalaureate And Graduate Web-Based Simulated Clinical Learning Platforms, Kathrine Choura Branch

Dissertations

Simulation has been recognized as a teaching, learning, evaluation, and research strategy based on learning theories, that has come to play a significant role in healthcare education (Beal et al., 2017; La Cerra et al., 2019). Health-related academic programs in higher education have traditionally used simulation to fill gaps in learning and strengthen students’ clinical and critical thinking skills in conjunction with didactic classroom content, laboratory practice, and clinical education in the community setting (Hayden et al., 2014). With the onset and unpredictability of COVID-19, there was almost an immediate need for health-related academic programs across the world to transition …

Teacher Perceptions Of Competence In Supporting Lgbtq+ Students, Christina Beushausen

Dissertations

LGBTQ+ students continually express concerns about safety in school. This population experiences various forms of bullying and harassment from not only their peers, but from their teachers. Teachers are unaware of the unconscious bias and heteronorms they carry into their classroom that alienate these students. Teachers express that they do not have adequate training to feel confident in their competence to intervene in the issues their LGBTQ+ students face. This study examined how teachers’ perceptions of their competency changed after participating in role-playing simulations as part of professional development. Participants included Midwestern middle school teachers who voluntarily participated in role-playing …

Pathways To Success For African American Students At Predominately White Institutions: A Qualitative Study Exploring Academic Readiness, Jeffery Jackson

Dissertations

African American students’ completion of post-secondary education is among the lowest of any other subgroup in higher education (Banks & Dohy, 2019; Broom, 2018; Carter- Francique et al., 2015; Cokley et al., 2016; Dulabaum, 2016; Karkouti, 2016; Moragne-Patterson & Barnett, 2017; Strayhorn, 2017). This study focuses on addressing this problem by exploring the academic and social experiences of African American college students who persisted at a regional predominantly White institution (PWI) in the Midwest and secure information that can be used to improve their graduation rates.

To address this issue, this study is designed to explore initiatives and practices that …

Graduate Students' Self-Determination As Writers, Need For Cognition, And Sense Of Belonging As Predictors Of Confidence In Program Completion, Mary Ebejer

Dissertations

This study explored graduate student self-determination as a writer, need for cognition, and sense of belonging as predictors of their confidence today in their program completion. The data set consisted of 2,390 graduate students at universities across the United States. The data analysis was conducted using hierarchical linear modeling (HLM), with students nested in programs, nested in universities.

The analysis found that both self-determination as a writer and sense of belonging contributed to student confidence in program completion. Need for cognition did not. Seven statistically significant student-level demographic and program-related variables remained in the final model, including: PhD student, returning …

Peer Mentoring In An Entry-Level Occupational Therapy Program: Student Experiences During The Covid-19 Pandemic, Lauren E. Stone Kelly

The Open Journal of Occupational Therapy

Background: The COVID-19 pandemic has had significant impacts on education. During this time, educators were tasked to develop creative and new ways to engage and teach students. Mentoring has been shown to positively impact academic and psychosocial outcomes and can enhance clinical skills in both in-person and e-learning environments. However, there is need for further research on peer mentoring programs in occupational therapy curriculum.

Method: This retrospective qualitative study investigates the effects of peer mentoring on student perceptions of learning and professional development. Experiences were tracked for three semesters during the pandemic at an accredited entry-level occupational therapy …

Occupational Therapy In Secondary Transition: A Case Report, Latoya Harvey, Susan Zapf, Sandra E. Groger

The Open Journal of Occupational Therapy

Introduction: This case report aims to inform the occupational therapy profession of best practice by providing an example of the profession’s role in secondary transition for students with disabilities.

Method: This qualitative case report examines the value of occupational therapy during transition in the life of one student with a disability. Six weeks of coaching and collaboration were provided to facilitate student engagement to enhance independent living skills, work-related skills, and self-determination. Pre-test and post-test results of the Roll Evaluation of Life Activities (REAL), the Goal-Oriented Assessment of Lifeskills (GOAL), the Goal Attainment Scaling (GAS), interviews, informal discussions, …

A Reflection On Writing Methods: Where Am I Going? Where Have I Been?, Kia Jane Richmond

Teaching/Writing: The Journal of Writing Teacher Education

The author, an eminent scholar and practitioner of writing teaching methods, reflects on the growth and development of the community and scholarship of writing teacher education and highlights several key trends as discussed in this issue.

Teaching Priorities As Both Durable And Flexible: Writing Pedagogy Classes Across International Contexts, Charlotte L. Land, Jessica Cira Rubin

Teaching/Writing: The Journal of Writing Teacher Education

This article developed from a year-long inquiry into our practices as writing teacher educators. As new university faculty in two different countries, we drew on a previous literature review project to identify enduring priorities for teaching writing pedagogy. We then analyzed our developing practices in these unfamiliar places, specifically noting what also felt flexible enough to work across contexts, leaving space for local adaptation. For each of our classes, we explore how we expressed those priorities: discussing teaching practices as connected with theories and discourses of teaching writing, supporting teacher-student experiences through a cycle of writing, and facilitating appreciative views …

Writing Methods Key In Preparing Hope-Focused Teacher-Writers And Teachers Of Writing, Nicole Sieben

Teaching/Writing: The Journal of Writing Teacher Education

This manuscript emphasizes the need for positioning students (preservice and inservice teachers) in methods courses as both teacher-writers and teachers of writing. It demonstrates the importance of teaching writing methods with a hope-focused, process-driven approach grounded in social justice reasoning and includes ways of positioning students in methods courses as teacher-writers with valued professional presence in the field of English education. By way of example, the piece includes a description of a specific “Professional Writings” assignment from a methods course for pre- and inservice teachers and models the value of choice and voice for writers at all levels. It then …

From Writer To Teacher: The Gradual Release Of Responsibility In An Early Childhood Education Writing Course For Pre-Service Teachers, Denise N. Morgan, Danielle G. Gruhler, Kristen I. Evans

Teaching/Writing: The Journal of Writing Teacher Education

Teaching students to become confident, capable writers is imperative in today’s world. Growing attention has been paid to the amount and kinds of writing students are experiencing in schools with an urgent plea for more time and attention given to writing instruction (Nagin, 2003; National Commission on Writing, 2003). Yet, few teachers feel well prepared to teach writing.

In this special issue on writing methods courses, we discuss the evolution of our writing methods course for early childhood preservice teachers (PK-5). Specifically, we examine the current pedagogical practices within the course to support preservice teachers’ experiential learning. This piece examines …