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Full-Text Articles in Education
Confronting Students’ Personal And Interpersonal Communication Anxieties And Needs Through Constitutive, Experiential Communication Pedagogy, Lawrence R. Frey, Emily Loker
Confronting Students’ Personal And Interpersonal Communication Anxieties And Needs Through Constitutive, Experiential Communication Pedagogy, Lawrence R. Frey, Emily Loker
Journal of Communication Pedagogy
Today’s college students are experiencing unprecedented high levels of anxiety, resulting in devastating effects. This essay challenges communication educators to respond directly to this significant issue by employing an experiential pedagogy that offers students constitutive opportunities to initiate, experiment with, and receive feedback about new communicative behaviors that will enable them to interact well and achieve positive outcomes in high anxiety-inducing interactions. The essay explicates how that constitutive, experiential pedagogy informs the course “Communication and Human Relations,” enabling students to acquire communication competencies to reduce their anxiety about and to manage effectively their personal and interpersonal communication difficulties.
Learning To Learn And Naming Through Receptive And Expressive Identification, Kelli Perry
Learning To Learn And Naming Through Receptive And Expressive Identification, Kelli Perry
Dissertations
Poor or no language skills are typical of most preschool children with autism (American Psychological Association, 2013). Language can be divided into the two components of receptive, or listener, skills and expressive, or speaker, skills. Recommendations for sequencing language instruction vary across the different behavior-analytic instructional models (Lovaas, 1981; Barbara & Rasmussen, 2007; Sundberg & Partington, 1998; Sundberg, 2008). The current study sought to examine those recommendations using young children (three- to four-years-old) with limited vocal repertoires and to explore the acquisition of learning to learn (Harlow, 1949) and naming (Greer & Ross, 2007). This research (1) adds to the …
Anxiety-Reducing Strategies In The Classroom, Robin K. Buchler
Anxiety-Reducing Strategies In The Classroom, Robin K. Buchler
Dissertations
This case study research explored how sixth grade students experience and respond to anxiety prior to, during, and after receiving 10 sessions of instruction in anxiety-reducing strategies in the classroom compared to a group of similar students who do not receive instruction in anxiety-reducing strategies in the classroom. Three research-based strategies were taught: (a) progressive muscle relaxation, (b) breathing exercises, and (c) positive self- talk. Qualitative data were collected through journals the students kept, pre-questionnaires and post-questionnaires, observation notes, and field notes. Four strong themes, in the words of the students, were identified: (a) “I like it” – demonstrating autonomy; …