Social and Behavioral Sciences Commons^™

Interview: Delores Brooks, Joseph Watras

Joseph Watras Interviews

Subject of interview: Teaching at Center City School

Interview: Margaret Fanella, Joseph Watras

Joseph Watras Interviews

Interview with St. Agnes School principal

Interview: Rose Dwight, Joseph Watras

Joseph Watras Interviews

Interview with a Center City School parent

Interview: Percy Vera, Joseph Watras

Joseph Watras Interviews

Subject of interview: Desegregation of Catholic schools; de facto segregation committee

Interview: Ralph Morrow, Joseph Watras

Joseph Watras Interviews

Subject of interview: Serving Our Schools organization

Interview: Brother Joseph Davis, Joseph Watras

Joseph Watras Interviews

Subject of interview: Catholic school desegregation

Interview: Joseph Kunkel, Joseph Watras

Joseph Watras Interviews

Subject of interview: Desegregation of Catholic schools

Interview: Roy Begley, Joseph Watras

Joseph Watras Interviews

Subject of interview: Experiences with desegregation as teacher and principal

Interview: Sister Mary Ann Drerup, Joseph Watras

Joseph Watras Interviews

Subject of interview: Desegregation of Catholic schools

Interview: The Rev. Thomas Dorenbush, Joseph Watras

Joseph Watras Interviews

Subject of interview: De facto segregation committee

Interview: The Rev. Lawrence Breslin, Joseph Watras

Joseph Watras Interviews

Subject of interview: Desegregation of Catholic schools

Interview: Robert Kolze, Joseph Watras

Joseph Watras Interviews

Subject of interview: Metropolitan Churches United

Interview: Joe Wine, Joseph Watras

Joseph Watras Interviews

Subject of interview: Dayton View stabilization project

Interview: Wayne Carle, Joseph Watras

Joseph Watras Interviews

Interview with Dayton Public Schools Superintendent during desegregation

Interview: Father Gail Poynter, Joseph Watras

Joseph Watras Interviews

Subject of interview: Desegregation of Catholic schools

Interview: The Rev. Gordon Price, Joseph Watras

Joseph Watras Interviews

Subject of interview: Experiences with desegregation as a school board member

Interview: Carrie Labriola, Joseph Watras

Joseph Watras Interviews

Subject of interview: Clergy influences on desegregation

Interview: George L. Johnson Jr., Joseph Watras

Joseph Watras Interviews

Subject of interview: Experiences with desegregation as a principal

Interview: Alice Broadbent, Joseph Watras

Joseph Watras Interviews

Subject of interview: Teaching at Dayton Public Schools during desegregation

Interview: Sue Hasty, Joseph Watras

Joseph Watras Interviews

Subject of interview: Shoup Mill IGE Magnet

Interview: Jerry Leigh, Joseph Watras

Joseph Watras Interviews

Subject of interview: Experiences with desegregation as a principal

Communication Apprehension In The Basic Course: Learning Styles And Preferred Instructional Strategies Of High And Low Apprehensive Students, John Bourhis, Charlene Berquist

Basic Communication Course Annual

Students who experience high levels of communication apprehension are at a distinct disadvantage in school when compared to those who do not. This is particularly true in basic courses in public speaking and interpersonal communication which students may be required to take to satisfy general education requirements. This study examines the relationship between communication apprehension, learning style, and preferred instructional strategies for students enrolled in a basic course in interpersonal communication. The results indicate that communication-apprehensive students are more passive than active in their learning styles. Both low and high communication-apprehensive students prefer instructional strategies which are consistent with their …

Some Student Perceptions Of Grades Received On Speeches, Ted J. Foster, Michael Smilowitz, Marilyn S. Foster, Lynn A. Phelps

Basic Communication Course Annual

Frequent evaluation of student work is standard practice in basic courses. Frequent evaluation assumes a relationship between the evaluation and improved performance. In higher education, evaluations are often expressed as grades. This study examines the relationship between twelve grades students receive on their speeches, and the affective and motivational effects those grades might have.

Generally, the study found that students prefer higher grades but are motivated by lower grades. Specifically, the study indicates disparity between instructor intention in using pluses and minuses with grades and student reaction to the pluses and minuses.

The Basic Course: What Do We Know? What Do We Need To Know? Where Do We Go From Here?, Nancy L. Buerkel-Rothfuss, David L. Kosloski

Basic Communication Course Annual

Research in the basic course in the 1980s was largely atheoretical and limited in generalizability, both inside and outside of speech communication.

While there is nothing wrong with an applied approach to teaching and learning, that approach needs to be augmented by more generalizable studies. Research guided by theoretical frameworks or based on prior findings tends to be more valuable than the tendency for basic course directors to search for hypotheses in less systematic ways.

The review of literature presented in this paper reveals an extensive typology of basic course variables but no clear framework within which to conduct future …

Contents

Basic Communication Course Annual

No abstract provided.

Dedication, Michael R. Schliessman

Basic Communication Course Annual

A tribute to Norman H. Watson, to whose memory we dedicate this issue of the Basic Communication Course Annual.

Beyond Writing: A Case For A Speech-Based Basic Course In A Vid-Oral World, W. Lance Haynes

Basic Communication Course Annual

Recent developments in media studies research suggest ways basic course curricula may be inappropriately biased toward written mediation and the forms of cognition writing engenders. This paper explores the media-cognition relationship to argue for teaching oral communication from a different perspective.

First, the concept of "ways of thinking" reveals some ways media inherently affect communication. Then parallels between the new "vid-oral" media and the pre-literate oralist tradition suggest foundations for a speech-based basic course.

A Program Of Rater Training For Evaluating Public Speeches Combining Accuracy And Error Approaches, Nancy Rost Goulden

Basic Communication Course Annual

Systematic rater training results in higher validity and reliability for scores from either classroom speeches or speeches from wide-scale testing. This paper includes a complete script for rater training using a combination of two training methods: error training to sensitize raters to their biases and accuracy training to insure rater understanding of criteria and processes of rating.

The script is designed to provide training for either the analytic or holistic method and has been shown to result in reliable, valid speech scoring.

The Required Course And The Advanced Student: A Placement Perspective, Michael R. Schliessmann, Laurie B. Haleta

Basic Communication Course Annual

Advanced placement describes a system in which incoming freshman students are invited to elect an advanced speech course, in lieu of taking the university required Speech course. The system is not an exemption system, like practiced in other colleges and universities. It allows the speech faculty to choose qualified students who have competence beyond the basic course. The paper describes the system, analyzes its advantages and discusses perceived disadvantages.

An Investigation Into The Communication Needs And Concerns Of Asian Students In Speech Communication Performance Classes, Ester Yook, William J. Seiler

Basic Communication Course Annual

The University of Nebraska is one of the many institutions of higher education in the United States with a growing foreign student enrollment. Consequently, the numbers of foreign students enrolled in speech communication classes has been increasing. There, however, is currently a lack of systematic investigation into the needs and concerns of foreign students in speech performance classes. This study investigates the needs and concerns of Asian students in speech performance classes.

The study uses three methods to determine the needs of Asian students: (1) participant observation, (2) survey and (3) focus group interviews. The findings show that Asian students …