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Full-Text Articles in Education
Literacy Enhancement And Writing Across The Curriculum: A Motivational Addendum, L. Brooks Hill, Sandra L. Ragan
Literacy Enhancement And Writing Across The Curriculum: A Motivational Addendum, L. Brooks Hill, Sandra L. Ragan
Basic Communication Course Annual
This "thought piece" supplements the preceding article with complementary information drawn from a national literacy project underwritten by the Ford Foundation. This project attempted to persuade teachers in all disciplines to become more proficient in the use of written exercises and to encourage an expanded conception of literacy as an essential cornerstone of education. As a part of the writing-across-the curriculum (WAC) efforts, this extensive project helped to organize these efforts by identifying the obstacles to enhanced literacy, specifying innumerable techniques for use in diverse contexts, and motivating faculty to intensify their work on this dimension of any curriculum. This …
Editor's Page, Craig Newburger
Editor's Page, Craig Newburger
Basic Communication Course Annual
Editor reflects on journal's first six years and acknowledges the service and commitment of past editors.
Interactive Video Instruction For Teaching Organizational Techniques In Public Speaking, Michael W. Cronin
Interactive Video Instruction For Teaching Organizational Techniques In Public Speaking, Michael W. Cronin
Basic Communication Course Annual
This article describes two interactive videodisc instructional programs for teaching organizational techniques in public speaking and reports the assessment of these programs. Formative evaluations indicate that students enjoyed the level III interactive video instruction (IVI). One-way analyses of variance indicated that students receiving IVI in "Constructing Speaking Outlines" (study 1) or "Developing Key Ideas" (study 2) achieved significantly higher recall/application test scores than did students in the control group in the respective study. Implications for the use of these IVI programs in supplementing traditional public speaking instruction are discussed.
Using Interactive Video Instruction To Enhance Public Speaking Instruction, Michael W. Cronin, William R. Kennan
Using Interactive Video Instruction To Enhance Public Speaking Instruction, Michael W. Cronin, William R. Kennan
Basic Communication Course Annual
This article discusses the nature of interactive video instruction (IVI) and the potential benefits of IVI applications in supplementing instruction in the basic communication course. It describes the IVI programs in oral communication that are currently available, the equipment required to institute IVI, and details possible applications of IVI for instructors, students, and educational institutions.
Obstacles To Overcome In The Implementation Of A Program To Reduce Communication Apprehension In The Basic Public Speaking Course, Bruce C. Mckinney, Stephen J. Pullum
Obstacles To Overcome In The Implementation Of A Program To Reduce Communication Apprehension In The Basic Public Speaking Course, Bruce C. Mckinney, Stephen J. Pullum
Basic Communication Course Annual
The problem of communication apprehension (CA) is well documented in the speech communication literature and many schools have implemented programs to help students overcome CA, especially CA associated with public speaking. Often times this is done as part of the basic course. However, there are many obstacles to overcome in the implementation of such programs. This article analyzes six common obstacles associated with implementing a program to reduce CA in a special section of the basic communication course.
An Assessment Of Panel Vs. Individual Instructor Ratings Of Student Speeches, David E. Williams, Robert A. Stewart
An Assessment Of Panel Vs. Individual Instructor Ratings Of Student Speeches, David E. Williams, Robert A. Stewart
Basic Communication Course Annual
This study addressed the possibility of utilizing a panel of instructors to evaluate student speeches. Forty-six public speaking students were videotaped during an informative speech assignment. Instructor panels evaluated each speech using the same criteria as the real instructor. This study found that trait error exists in panel grading as it does in individual instructor evaluation. Panel and individual instructor ratings were generally similar but inferior speeches were graded lower by the panel than the real instructor. This suggests that panels may be less likely to experience leniency error and may give more accurate evaluations of weaker speeches. Considerations are …
Meeting Certification Requirements For Teacher Certification Through The Basic Course, S. Clay Willmington, Kay E. Neal, Milda M. Steinbrecher
Meeting Certification Requirements For Teacher Certification Through The Basic Course, S. Clay Willmington, Kay E. Neal, Milda M. Steinbrecher
Basic Communication Course Annual
This article explains how one institution of higher education designed their basic course to include communication proficiency for teachers as an integral part of the course. Features of the course include the following standardized assessments: a 60-question multiple-choice exam to assess cognitive proficiency; a one-on-one interpersonal encounter to assess interpersonal proficiency; a speech to inform to assess public speaking proficiency; and the use of the Steinbrecher-Willmington Listening Test to assess listening.
Stories As Instructional Strategy: Teaching In Another Culture, Pamela Cooper
Stories As Instructional Strategy: Teaching In Another Culture, Pamela Cooper
Basic Communication Course Annual
This article describes the use of story as an instructional strategy in a basic communication course taught at the Chinese University of Hong Kong.
Self-Confrontation And Public Speaking Apprehension: To Videotape Or Not To Videotape Student Speakers?, Craig Newburger, Linda Brannon, Arlie Daniel
Self-Confrontation And Public Speaking Apprehension: To Videotape Or Not To Videotape Student Speakers?, Craig Newburger, Linda Brannon, Arlie Daniel
Basic Communication Course Annual
This study examines the impact of self-confrontation (self-viewing of videotaped speeches) on student public speaking apprehension. Subjects who were confronted with their videotaped speeches (as post-performance feedback) did not experience a reduction in their public speaking apprehension, while subjects who were not so confronted did experience a significant reduction. The experience of presenting several speeches before an audience appears to be the intervening variable that invoked the reduction in public speaking apprehension, while self-confrontation appears to inhibit this reduction.
Computer-Mediated Communication In The Basic Communication Course, Gerald M. Santoro, Gerald M. Phillips
Computer-Mediated Communication In The Basic Communication Course, Gerald M. Santoro, Gerald M. Phillips
Basic Communication Course Annual
Computer-Mediated Communication (CMC) for instructional support is being explored at a number of colleges and universities. In this paper the authors describe their successful application of CMC to the basic communication course and the lessons they learned for successful implementation of instructional CMC.
Call For Papers And Editorial Philosophy
Call For Papers And Editorial Philosophy
Basic Communication Course Annual
No abstract provided.
Writing As A Tool For Teaching Public Speaking: A Campus Application, Karla Kay Jensen, Pat Mcqueeney
Writing As A Tool For Teaching Public Speaking: A Campus Application, Karla Kay Jensen, Pat Mcqueeney
Basic Communication Course Annual
All basic communication courses seek to improve students' oral communication skills while also deepening their understanding of the theoretical principles and processes underlying effective communication. Writing, whether in the form of formal assignments or informal in-class activities, can help achieve these goals. This paper offers rationales and approaches for incorporating writing throughout basic courses, and illustrates how formal and informal strategies promote an oral/written relationship in these courses. Included are numerous examples of assignments for basic public speaking courses.
The Role Of Performance Visualization In The Basic Public Speaking Course: Current Applications And Future Possibilities, Joe Ayres, Debbie M. Ayres
The Role Of Performance Visualization In The Basic Public Speaking Course: Current Applications And Future Possibilities, Joe Ayres, Debbie M. Ayres
Basic Communication Course Annual
This essay discusses current applications of visualization as well as future possible applications. At present visualization is used to help people cope with speech anxiety. Of the versions of visualization currently available, performance visualization seems superior because it helps people reduce anxiety and improve their presentation skills. The conditions under which performance visualization ought to be employed are discussed along with potential refinements in the procedure. The second section of the essay suggests that visualization may play a broader role in public speaking courses than it currently does. We point out that public speaking courses are grounded in a western …
Instructional Resource Innovations For The Introductory Communication Course, Craig Newburger
Instructional Resource Innovations For The Introductory Communication Course, Craig Newburger
Basic Communication Course Annual
The following four articles represent the proceedings of an SCA Seminar held at the New Orleans convention: "Instructional Resource Innovations for the Introductory Communication Course." These monographs detail four multi-media resource areas that introductory communication course directors can consider: Storytelling — the student-as-medium (Pamela Cooper); Visualization — the student-as-medium (Joe Ayres and Debbie M. Ayres); Self-confrontation — applications involving the use of videotape with public speaking instruction (Craig Newburger, Linda Brannon, and Arlie Daniel); and Computer-Mediated-Communication (Gerald M. Santoro and Gerald M. Phillips).
The Basic Course In Communication Theory: A Shift In Emphasis, Warren Sandmann
The Basic Course In Communication Theory: A Shift In Emphasis, Warren Sandmann
Basic Communication Course Annual
This essay calls for a change in how the introductory communication theory course is taught. Standard models and texts are examined, described and critiqued. The standard model of communication theory depicts theory as a body of knowledge to be studied and applied to specific situations. This one dominant paradigm of communication theory constrains other possible approaches to understanding and teaching communication theory. The remainder of the essay offers a rationale for a shift in the teaching of communication theory, and directions for preliminary changes in the teaching of communication theory.
Ta Mentoring: Issues And Questions, Pamela L. Gray, Martin G. Murray
Ta Mentoring: Issues And Questions, Pamela L. Gray, Martin G. Murray
Basic Communication Course Annual
The widespread use of graduate teaching assistants (TAs) in higher education has generated a search for techniques to improve the quality of teaching of TAs as well as enhance the entire TA experience. One such technique is mentoring. This paper attempts to accomplish four things: (a) delineate issues to be addressed, (b) share feedback from educators with mentoring experience, (c) present questions to guide decision making, and (d) provide a bibliography of literature on mentoring. The information presented comes from a questionnaire administered to basic course directors, a conference discussion on mentoring and the personal experiences of the authors.
The Incorporation Of Mentors And Assistant Basic Course Directors (Abcds) Into The Basic Course Program: Creating A Safety Net For New Teaching Assistants, Nancy L. Buerkel-Rothfuss, Donn S. Fink, Charlotte A. Amaro
The Incorporation Of Mentors And Assistant Basic Course Directors (Abcds) Into The Basic Course Program: Creating A Safety Net For New Teaching Assistants, Nancy L. Buerkel-Rothfuss, Donn S. Fink, Charlotte A. Amaro
Basic Communication Course Annual
TAs face many demands and expectations in their oftenconflicting roles. As a result, many TAs burn out not from lack of ability but from a lack of personal support. Some of the stress associated with the TA position may be reduced through the use of experienced peers who serve as mentors and by reliance upon assistant basic course directors (ABCDs). This paper describes a program designed to incorporate such peer support into a basic course program staffed by TAs.