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Articles 601 - 605 of 605
Full-Text Articles in Mass Communication
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.
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 …
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Basic Communication Course Annual
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Basic Communication Course Annual Vol. 1
Basic Communication Course Annual Vol. 1
Basic Communication Course Annual
Full issue (212 pages; 14.6 MB)