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Articles 601 - 615 of 615
Full-Text Articles in Education
The Necessity Of Separating Idealized Accountability From Realized Accountability: A Case Study, Karen Greenberg
The Necessity Of Separating Idealized Accountability From Realized Accountability: A Case Study, Karen Greenberg
Basic Communication Course Annual
This essay presents the hidden distinction between the idealized accountability and the realized accountability of the basic communication course. It illuminates this difference as this difference is evidenced in the ethical dimension of the rhetoric of basic communication course instructors'manuals. Contrary to popular myth, the basic communication course does not aim to reinforce the importance of the creation and maintenance of students' or instructors' identities, but aims to reinforce the importance of the creation and maintenance of educational systems. That is, this course mystifies one type of social hierarchy rather than elucidating many.
A Comparison Between Psi-Based And Self-Contained Formats Of Instruction In The Introductory Speech Communication Course, Pamela L. Gray, Nancy L. Buerkel-Rothfuss, Richard W. Thomas
A Comparison Between Psi-Based And Self-Contained Formats Of Instruction In The Introductory Speech Communication Course, Pamela L. Gray, Nancy L. Buerkel-Rothfuss, Richard W. Thomas
Basic Communication Course Annual
This study assesses differences between two instructional methods in a basic speech communication course: a modified Personalized System of Instruction (PSI) and a self contained format. Communication skills, communication apprehension, self-esteem, and academic achievement in, perceptions about, and satisfaction with the course are compared. Using t-tests to compare means and mean exchange scores, the PSI-based format was found to be more effective than the self-contained format. Comparing these data with an earlier study designed to compare the PSI-based format with more traditional lecture-recitation format, the self-contained approach appears to be a better alternative than the lecture-recitation for teaching the course, …
Author Identification
Basic Communication Course Annual
Biographical information about the authors and editors who contributed to this issue
Basic Communication Course Annual Vol. 1
Basic Communication Course Annual Vol. 1
Basic Communication Course Annual
Full issue (212 pages; 14.6 MB)
Editor's Page, Lawrence W. Hugenberg
Editor's Page, Lawrence W. Hugenberg
Basic Communication Course Annual
I am excited about this inaugural Basic Course Annual. The essays published in this volume are exciting and form a solid foundation upon which future editions will rest. There are a variety of essays included, some related to the history of the basic course, others offering insights into basic course pedagogy, and others discussing the administration of multisectioned basic communication courses.
Using Plays And Novels As Case Studies In The Basic Course, Roger Smitter
Using Plays And Novels As Case Studies In The Basic Course, Roger Smitter
Basic Communication Course Annual
Article presents a rationale for the use of case studies and the case study method in the undergraduate speech communication classroom. Examples are provided for using plays and novels. The advantages and disadvantages of using plays and novels as cases are presented.
Teaching Ethics In The Basic Survey Speech Communication Course, William A. Haskins
Teaching Ethics In The Basic Survey Speech Communication Course, William A. Haskins
Basic Communication Course Annual
The teaching of ethics in speech communication courses is not new to most communication curricula. Emphasis upon teaching ethics in speech communication courses, however, appears to be growing. Attention on the teaching of ethics appears to be growing as well as in many basic speech communication classes. This paper, then, provides general suggestions on teaching ethics in a basic speech communication course.
The Basic Course In Speech Communication: An Historical Perspective, Pamela L. Gray
The Basic Course In Speech Communication: An Historical Perspective, Pamela L. Gray
Basic Communication Course Annual
The purpose of this paper is to trace some of the changes that have taken place in the basic course in speech communication through the use of representative literature concerning the basic course.
In addition, a direction for the future, indicated by the literature, will be suggested. This paper should serve as both an historical perspective of this course and a summary of the changes that may have occurred as this course has responded to philosophical/ intellectual and/or pragmatic pressures.
Implications Of Student And Instructor Involvement In The Basic Course, Samuel P. Wallace, Don B. Morlan
Implications Of Student And Instructor Involvement In The Basic Course, Samuel P. Wallace, Don B. Morlan
Basic Communication Course Annual
The purpose of the study is to test the notion that students in the basic course who possess high levels of communication competence will perform better in and subsequently will be more satisfied with the course than their counterparts with low levels of competence. Results show no support for the initial hypothesis. Further analysis, however, showed that the level of instructor competence has a significant effect on student evaluation of instructors.
Training Or Teaching? A Professional Development Program For Graduate Teaching Assistants, Douglas M. Trank
Training Or Teaching? A Professional Development Program For Graduate Teaching Assistants, Douglas M. Trank
Basic Communication Course Annual
Basic course directors are urged to consider the range of roles available to them in working with graduate teaching assistants. The key element in establishing an effective professional development program is the development of an appropriate atmosphere where the graduate instructors know they are viewed as valuable members of the faculty. Such a program must remain flexible enough to meet the needs of the graduate instructors and the department it serves. Treating graduate instructors as colleagues and involving them in the process, giving them power and freedom, and valuing the teaching they do benefits the students, the graduate instructors, the …
Teaching Basic Courses: Problems And Solutions, Richard L. Weaver Ii, Howard W. Cotrell
Teaching Basic Courses: Problems And Solutions, Richard L. Weaver Ii, Howard W. Cotrell
Basic Communication Course Annual
Basic speech courses enroll many students. Basic course instructors are often under great pressure to succeed and to be effective. Because of the numbers of students and the pressures, they experience many problems. Five are discussed in this article: rigor versus leniency, independence versus dependence, theory versus skills, being close versus being distant, and objective evaluation versus subjective evaluation. Solutions to these problems are likely to affect both student and instructor motivation. Solutions are also likely to affect how students perceive instructors. That's why, with respect to basic course instructors, you have to have solutions for the problems.