Open Access. Powered by Scholars. Published by Universities.®

Education Commons

Open Access. Powered by Scholars. Published by Universities.®

Articles 1 - 29 of 29

Full-Text Articles in Education

The Threshold Concepts Of Writing Studies In The Writing Methods Course, Kristine Johnson Mar 2019

The Threshold Concepts Of Writing Studies In The Writing Methods Course, Kristine Johnson

Teaching/Writing: The Journal of Writing Teacher Education

I argue that the threshold concepts of writing studies enable preservice writing teachers to meet several goals for the writing methods course: comprehending composition theory, understanding themselves as writers, and developing effective pedagogical practices. After introducing these concepts, I first outline how they—because they define writing as a subject of study and as an activity—bridge theoretical knowledge, pedagogical application, and personal writing practices. Second, I quote from my own students to illustrate the ways in which threshold concepts help preservice teachers reflect on their own writing practices and become thoughtful, theoretically informed teachers.


Organizing The Organizational Communication Course: Content And Pedagogical Recommendations, Sarah E. Riforgiate, Ali L. Gattoni, Erika L. Kirby Jan 2019

Organizing The Organizational Communication Course: Content And Pedagogical Recommendations, Sarah E. Riforgiate, Ali L. Gattoni, Erika L. Kirby

Journal of Communication Pedagogy

Organizational communication extends beyond communication that takes place in an organizational context to the ways communication is used to organize and facilitate activity. This article is designed to enhance organizational communication pedagogy practices by highlighting foundational concepts and content areas that should be included in undergraduate organizational communication courses. Additionally, four active learning assignments, including case studies, applied organizational communication theory papers, organizational audits, and media assignments, are described to enhance student engagement with class material and to assess student learning. Finally, the article includes common issues to help educators anticipate concerns and plan effective classroom strategies.


A Pedagogical Guide To Teaching An Interpersonal Communication Course, Jordan Atkinson, David Mcmahan Jan 2019

A Pedagogical Guide To Teaching An Interpersonal Communication Course, Jordan Atkinson, David Mcmahan

Journal of Communication Pedagogy

This forum article focuses on the instruction of an interpersonal communication course. Interpersonal communication courses are widely included in undergraduate communication curriculum and can be fundamental to student development. The authors provide foundational material and various content areas generally included in such a course. The authors also provide various applied assignments and issues to consider when teaching an interpersonal communication course.


Perspectives On Teaching The Family Communication Course, Tiffany R. Wang, Jeffrey T. Child Jan 2019

Perspectives On Teaching The Family Communication Course, Tiffany R. Wang, Jeffrey T. Child

Journal of Communication Pedagogy

This article discusses what undergraduate students enrolled in a family communication course should learn. It is intended to provide readers with a general direction on how to design or teach a family communication course so that students understand a communication-centered approach to family. This article highlightssome of the foundational theories and concepts grounding most family communication courses, content areas typically addressed when considering the family communication course, possible assignments that might be useful in teaching the course, and relevant issues related to teaching family communication. If instructors thoughtfully consider content and assignment decisions in the family communication course, they have ...


Engaging Persuasion: What Should Undergraduate Students Enrolled In A Persuasion Course Learn?, Stephen K. Hunt, Kevin Meyer Jan 2019

Engaging Persuasion: What Should Undergraduate Students Enrolled In A Persuasion Course Learn?, Stephen K. Hunt, Kevin Meyer

Journal of Communication Pedagogy

In our daily activities we are bombarded with persuasive messages. From advertising on mass and social media to interactions with friends, we are constantly exposed to attempts to change or reinforce our attitudes, values, beliefs, and behaviors. Conversely, we routinely attempt to influence others and gain their compliance through persuasive attempts of our own. Without question, persuasion is a central feature of virtually every aspect of human communication and is found wherever we find people communicating. Fortunately, scholars have developed a great number of empirically tested persuasive techniques, strategies, and theories that can help students become effective producers and consumers ...


Teaching The Communication Course: Intercultural Communication, Nathan G. Webb, Mary Stairs Vaughn Jan 2019

Teaching The Communication Course: Intercultural Communication, Nathan G. Webb, Mary Stairs Vaughn

Journal of Communication Pedagogy

Intercultural Communication is a course that can help individuals gain the knowledge and tools to be an effective communicator in a globalized world. This article seeks to answer the question about what students enrolled in an Intercultural Communication course should learn. Specifically, the Intercultural Communication course is examined by examining its foundations, content areas, applied assignments, and issues to consider.


Teaching The Introductory Public Relations Course: Pedagogical Recommendations, Lakesha N. Anderson Jan 2019

Teaching The Introductory Public Relations Course: Pedagogical Recommendations, Lakesha N. Anderson

Journal of Communication Pedagogy

This article explores the foundations and the content areas that ground the introductory public relations course. Examples of two assignments designed to help students think critically, apply knowledge, and improve their writing skills are offered, as well as the identification of several challenges both students and instructors face and a brief discussion of the unique advantages provided by this course.


Instructor Sense Of Community And Instructional Practices As Predictors Of Student Sense Of Community: A Hierarchical Linear Modeling Analysis, Laurie K. Burgess Jun 2018

Instructor Sense Of Community And Instructional Practices As Predictors Of Student Sense Of Community: A Hierarchical Linear Modeling Analysis, Laurie K. Burgess

Dissertations

A positive sense of community (SoC) in the college classroom supports student learning and increases student engagement and motivation. While previous research has examined SoC, studies have typically investigated students’ perceptions. This quantitative cross-sectional study investigates both instructor and students’ perceptions of SoC in traditional undergraduate classrooms. Study participants include full-time instructors, and students from 36 undergraduate classes in three institutions located in a Midwestern state. Students completed Rovai’s (2002a) Classroom Community Scale; instructors completed a remodified Classroom Community Scale and the Postsecondary Instructional Practices Survey (Walter, Henderson, Beach, & Williams, 2016).

This study uses hierarchical linear modeling (HLM) to analyze both student and class-level variables that explain variability of the three constructs of student SoC: Connectedness, Learning, and Total Classroom Community. At the student level, class level is a significant predictor of student SoC in all three constructs. More specifically, seniors experience less SoC than freshmen. Results from the final HLM models provide support that this study identified class-level variables responsible for the variation in student SoC between classes. The construct Connectedness accounts for 67% of variance in student perceptions of SoC between classes; Total Classroom Community resulted in 60% and Learning, 33%. Instructor ...


Instructional Communication Scholarship: Complementing Communication Pedagogy, Alan K. Goodboy Jan 2018

Instructional Communication Scholarship: Complementing Communication Pedagogy, Alan K. Goodboy

Journal of Communication Pedagogy

Instructional communication and communication pedagogy are complementary areas of inquiry; that is, communication instructors will not be effective educators without strategically considering--for each course taught in a given semester--both pedagogical techniques (e.g., writing accurate course objectives; choosing or creating activities that align with the objectives; teaching communication skills using proven pedagogical strategies) and instructional communication practices (e.g., communicating with students clearly; confirming students; integrating appropriate humor). These disciplines offer micro (i.e., communication pedagogy) and macro (i.e., instructional communication) perspectives on teaching that both deserve close attention as instructors strive to be the best educators (and communicators ...


Service-Learning As An Effective Pedagogical Approach For Communication Educators, Sara Chudnovsky Weintraub Jan 2018

Service-Learning As An Effective Pedagogical Approach For Communication Educators, Sara Chudnovsky Weintraub

Journal of Communication Pedagogy

Service-learning combines the learning goals of a course with service to the community. Through service-learning, students engage in action and reflect on their experiences in order to connect what they see and do in the community with what they are learning in their courses. Whether service-learning projects account for part of a course or an entire course is centered on service-learning, service-learning works because it connects theory with practice. Service-learning is an important pedagogy because it offers students a chance to do meaningful work that helps their community and teaches them the importance of civic engagement.


Classroom Ideas For Promoting Social Justice: Encouraging Student Activism In Intercultural And Gender Communication Courses, Amy Aldridge Sanford Jan 2018

Classroom Ideas For Promoting Social Justice: Encouraging Student Activism In Intercultural And Gender Communication Courses, Amy Aldridge Sanford

Journal of Communication Pedagogy

Communication courses (e.g., intercultural communication and gender communication) dedicated to the promotion of social justice often result in students’ raised consciousness regarding privilege and the oppression of people who have been marginalized historically. Affected students, however, often are at a loss about what to do with the newly acquired knowledge; consequently, they may experience anger and frustration that causes them to feel overwhelmed and leaves them with a sense of hopelessness. This essay provides 10 suggestions to help communication pedagogues guide students from anger and hopelessness to action and empowerment. Tips offered center on classroom discourse, curriculum choices, and ...


Taking Interest In Students’ Disinterest: Best Practices For Mitigating Amotivation In The Basic Course, Electra Gilchrist-Petty Jan 2018

Taking Interest In Students’ Disinterest: Best Practices For Mitigating Amotivation In The Basic Course, Electra Gilchrist-Petty

Journal of Communication Pedagogy

As a general education requirement, basic communication course instructors are afforded the unique opportunity to reach a variety of students. Because many students often are enrolled in the basic communication course out of necessity, student amotivation can transform what should be a dynamic and interactive classroom experience into a daunting challenge that stifles the pedagogical process. To assist in engaging students, 10 best practices for mitigating amotivation in the basic course are presented. By following these best practices, instructors can help cultivate a more engaged and interactive classroom experience for both themselves and their students.


The Evolution Of Communication Pedagogy, Jerry D. Feezel Jan 2018

The Evolution Of Communication Pedagogy, Jerry D. Feezel

Journal of Communication Pedagogy

This article is an overview of the major developments in the field of communication in education. From the history of the national association over 100 plus years, specific attention is paid to changes leading to the advent of this publication. Changes in nomenclature, conferences, publications, research, and educational trends are discussed. The essay is intended to provide a view of history as setting for inauguration of the Journal of Communication Pedagogy. It also is intended to invite and stimulate other scholars’ reflections on the nature and evolution of the field.


Integrating Service-Learning In The Public Speaking Course, Elizabeth A. Munz, Roger D. Gatchet, Matthew R. Meier Jan 2018

Integrating Service-Learning In The Public Speaking Course, Elizabeth A. Munz, Roger D. Gatchet, Matthew R. Meier

Journal of Communication Pedagogy

This best-practices article endorses incorporating service-learning into the foundational public speaking course. The article explains connections between service-learning and the rhetorical tradition, highlights pedagogical approaches that would benefit from a service-learning component, and discusses the benefits of service-learning for community partners and students. The remainder of the article focuses on how to implement servicelearning in a public speaking course, including reflection and assessment recommendations.


Making A Difference: The Launch Of The Journal Of Communication Pedagogy, Scott A. Myers Jan 2018

Making A Difference: The Launch Of The Journal Of Communication Pedagogy, Scott A. Myers

Journal of Communication Pedagogy

Communication pedagogy is the systematic study, reflection, and identification of teaching practices across communication course curricula that results ultimately in effective classroom instruction, gains in student learning, and the establishment of a supportive learning environment. Systematic study focuses on the teaching, the assessment, or the scholarship of teaching and learning of a specific communication course, extra-curricular activity (e.g., forensics), or curriculum (e.g., internships, concentrations/areas of emphases, undergraduate programs). Reflection centers on a pedagogical problem or issue encountered by instructors when teaching a specific communication course. Best practices offer tips for teaching or assessing a specific communication course ...


Critical Communication Pedagogy In/About/Through The Communication Classroom, Kathryn B. Golsan, C. Kyle Rudick Jan 2018

Critical Communication Pedagogy In/About/Through The Communication Classroom, Kathryn B. Golsan, C. Kyle Rudick

Journal of Communication Pedagogy

Critical Communication Pedagogy (CCP) signals a critical approach to Communication and Instruction scholarship. Critical signals a recognition that social reality is inherently political and encourages individuals to work with/in communities to identify, intervene into, and change oppressive systems. Communication and Instruction scholarship refers to (a) research concerning how to teach communication principles, theories, or knowledge (i.e., Communication Pedagogy or Communication Education) and (b) research about communication as it manifests in or about all types of educational spaces (i.e., Instructional Communication). CCP is not guided by a single methodology; rather, it signifies both an intellectual tradition and an ...


Best Practices For Retaining Public Speaking Students, Kimberly M. Weismann, Shannon B. Vanhorn, Christina G. Paxman Jan 2018

Best Practices For Retaining Public Speaking Students, Kimberly M. Weismann, Shannon B. Vanhorn, Christina G. Paxman

Journal of Communication Pedagogy

This article draws on existing communication research and praxes to share the best practices for retaining students enrolled in the introductory public speaking course. Among the many important pedagogical practices that communication scholars have documented, this article highlights the value of 10 best practices: instructor use of immediacy and confirmation; instructor inclusion of written prescriptive feedback, peer feedback workshops, low-stakes assignments, applied assignments, and individual speech preparation tools; and instructor participation in out-of-class communication, online office hours, and classroom-connectedness.


Creating A Speech Choir: The Bounty Of Authentic Audience Experience For Students, Susan Redding Emel Jan 2018

Creating A Speech Choir: The Bounty Of Authentic Audience Experience For Students, Susan Redding Emel

Journal of Communication Pedagogy

For most students at my university, classroom experience alone was the choice for formally developing speaking skills. My idea was to provide students with recurring authentic audience experience, attending to the audience dimension outlined by Derryberry (1989) as a critical requirement of public speaking pedagogy. Through research, a new idea was proposed: Create a Speech Choir, combining talents of the students in one performance. Though it has elements of forensics, reader’s theater, choral reading, public speaking and more, it is not identical to any of these. As the team evolved, more pedagogical elements were added including service learning, attention ...


Using Freewriting In Public Speaking Courses To Remedy Student Apathy: An Unconventional Solution To A Common Problem, Flora Keshishian Jan 2018

Using Freewriting In Public Speaking Courses To Remedy Student Apathy: An Unconventional Solution To A Common Problem, Flora Keshishian

Journal of Communication Pedagogy

Student apathy—a lack of motivation or mental presence in the classroom—is common in many academic institutions and courses of study. In Public Speaking courses, speech anxiety can be a factor that contributes to student apathy. To solve this problem, I suggest implementing an unconventional approach—in-class unguided longhand freewriting—that requires students to write nonstop about anything that comes to mind, without censoring or editing, during the first five minutes of each class session. I base this recommendation on my own observations of the students’ body language during the freewriting period, as well as my qualitative analysis of ...


Life Is A Lab: Developing A Communication Research Lab For Undergraduate And Graduate Education, Autumn P. Edwards, Chad Edwards, Patric R. Spence Jan 2018

Life Is A Lab: Developing A Communication Research Lab For Undergraduate And Graduate Education, Autumn P. Edwards, Chad Edwards, Patric R. Spence

Journal of Communication Pedagogy

Tips offered center on classroom discourse, curriculum choices, and potential assignments. In this article, we present tips for creating a thriving undergraduate and graduate communication research lab. Based on our experiences developing and co-directing the Communication and Social Robotics Labs (CSRLs), we offer 10 best practices for acquiring resources and recognition, building a strong lab community, and attaining faculty and student goals for scholarship and beyond. Our overarching approach is framed by Dewey’s (1916) pragmatist educational metaphysic, which stresses student- and subject-centered learning, enlarging experiences, and the co-construction of meaning and knowledge. Although our labs are focused on human-machine ...


From The Classroom To The Community: Best Practices In Service-Learning, Donna R. Pawlowski Jan 2018

From The Classroom To The Community: Best Practices In Service-Learning, Donna R. Pawlowski

Journal of Communication Pedagogy

As a pedagogy, service-learning connects students with the community while focusing on course outcomes. The community becomes a live text for reflection and enriches students’ experiences they otherwise would not have in the classroom. This article provides tips and strategies for implementing service-learning in the classroom. These tips and strategies include developing the structure of the course, linking service-learning to outcomes, creating partnerships, working through logistics with partners, communicating with community partners, setting logistics, preparing students, creating reflections, handling challenging issues, giving credit for the learning, and assessing service-learning.


Best Practices For Training New Communication Graduate Teaching Assistants, Melissa A. Broeckelman-Post, Kristina Ruiz-Mesa Jan 2018

Best Practices For Training New Communication Graduate Teaching Assistants, Melissa A. Broeckelman-Post, Kristina Ruiz-Mesa

Journal of Communication Pedagogy

Graduate Teaching Assistants (GTAs) are often the first college instructors who new students meet when they arrive for their first day of class, and as instructors and as students, GTAs are the future of the discipline. As such, GTAs need to receive comprehensive training in a variety of pedagogical, procedural, and professional areas to help graduate students continue to develop as instructors and, eventually, into full-time faculty. To assist basic course directors, department chairs, and faculty in creating and supporting a comprehensive and ongoing GTA training program, this article provides 10 best practices for training new GTAs who will be ...


Basic Course: Informing Communication Pedagogy Through Teacher Training And Program Assessment, Cheri J. Simonds Jan 2018

Basic Course: Informing Communication Pedagogy Through Teacher Training And Program Assessment, Cheri J. Simonds

Journal of Communication Pedagogy

The basic course serves as a training ground for our future faculty as well as an introduction for students to the discipline. Through curriculum design and assessment, the basic course provides a context for practicing communication pedagogy and research within general education.


16th Century Shakespeare And 21st Century Students, Sheridan Lynn Steelman Dec 2017

16th Century Shakespeare And 21st Century Students, Sheridan Lynn Steelman

Dissertations

Drawing on examples from the author’s and colleagues classrooms, this dissertation shows how an historical approach to teaching Shakespeare, drawing on primary documents from the period, opens meaningful interpretations, issues and questions for secondary students. Chapter One reviews current pedagogical approaches to teaching Shakespeare, close reading, reader response, and performance to set forth the rationale for teaching Shakespeare using primary documents. Chapter Two highlights ninth grade students studying Romeo and Juliet and includes classroom stories about engagement with documents about gender, sexuality, violence, and potions. Chapter Three describes two general English 11 classes and their successes and challenges with ...


From Novice To Independent Researcher: A Content Analysis Of Phd Student Blogs, Sarah J. Cox Dec 2016

From Novice To Independent Researcher: A Content Analysis Of Phd Student Blogs, Sarah J. Cox

Dissertations

The work of completing a PhD is complex, requiring a student to make sense of many uncertain processes in multiple contexts as they move toward independent scholarship. A setting that provides support in learning the tasks of PhD-related work is the informal learning environment of the Internet. Social media sites, such as blogs and wikis, supply a vast number of resources related to PhD work. Of particular interest to this study, are blog sites maintained by students who are sharing practices related to PhD work. It is possible to use a qualitative method to explore what blogs show us about ...


Pedagogical Moves As Characteristics Of One Instructor’S Instrumental Orchestrations With Tinkerplots And The Ti-73 Explorer: A Case Study, James L. Kratky Dec 2016

Pedagogical Moves As Characteristics Of One Instructor’S Instrumental Orchestrations With Tinkerplots And The Ti-73 Explorer: A Case Study, James L. Kratky

Dissertations

Those supporting contemporary reform efforts for mathematics education in the United States have called for increased use of technologies to support student-centered learning of mathematical concepts and skills. There is a need for more research and professional development to support teachers in transitioning their instruction to better meet the goals of such reform efforts.

Instrumental approaches to conceptualizing technology use in mathematics education, arising out of the theoretical and empirical work in France and other European nations, show promise for use to frame studies on school mathematics in the United States. Instrumental genesis is used to describe the bidirectional and ...


Culturally Relevant Education For Rural Schools: Creating Relevancy In Rural America, Joshua J. Anderson Aug 2016

Culturally Relevant Education For Rural Schools: Creating Relevancy In Rural America, Joshua J. Anderson

Dissertations

In this dissertation, I investigate the ways in which culturally relevant pedagogy is conceptualized and implemented by two secondary English Language Arts educators in one school district with a strong sense of rural identity. Culturally relevant pedagogy is considered by many professionals in the field of education to be an effective philosophy to inform instructional practices for narrowing the achievement gap of historically marginalized groups (Cummins, 1990; Gay, 2000; Ladson-Billings, 1994, 2000). A careful review of the literature on culturally relevant pedagogy reveals the discourse surrounding culturally relevant pedagogy has largely been dominated by urban voices (Cochran-Smith, 2003; Esposito & Swain, 2009; Gay ...


Performing Pedagogy: Negotiating The “Appropriate” And The Possible In The Writing Classroom, Lesley Erin Bartlett Nov 2015

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 ...


How Patient Educators Teach Students: “Giving A Face To A Story”, Natalie Hedge, Marsha A. Neville, Noralyn Davel Pickens Jan 2015

How Patient Educators Teach Students: “Giving A Face To A Story”, Natalie Hedge, Marsha A. Neville, Noralyn Davel Pickens

The Open Journal of Occupational Therapy

Patient Educators are persons with specific pathologies that have participated in an education program in which they learn how to instruct students on physical examinations. The aim of this study was to explore the impact of graduate student experiences with Patient Educators during coursework on occupational therapy clinical internships. A phenomenological design was used to explore the lived experiences of students through a qualitative interview. As participants described their experiences with the Patient Educators, three primary themes emerged: (a) self-awareness, (b) confidence, and (c) empathy. The quotes from the transcriptions were organized into four sequential plot categories: (a) Before the ...