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Author: Pat J. Gehrke
Publisher: Routledge
ISBN: 135198652X
Category : Social Science
Languages : en
Pages : 282
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Book Description
In this book, eleven teacher-scholars of communication provide a robust study of the challenges and opportunities facing those who teach first-year communication courses. The first half of the volume offers paradigmatic analyses, including a survey of the ecology of the first-year course, a plea to integrate our first-year courses into our research agendas, a study of the gap between scholarship and pedagogy within rhetoric, a proposal for seven core competencies to unify the various first-year communication courses, and an argument for a critical communication paradigm. The second half details innovations in classroom practice, such as the teaching techniques of social justice pedagogues, team-based learning as a model for the public speaking course, response and feedback techniques in teaching public speaking at the University of Copenhagen, teaching online speech as a new course focused on the unique challenges of digital communication, and the role of oral interpretation and performance classes in the first-year curriculum. Finally, this volume concludes with the editor’s manifesto for teaching public speaking.
Author: Pat J. Gehrke
Publisher: Routledge
ISBN: 135198652X
Category : Social Science
Languages : en
Pages : 282
Get Book Here
Book Description
In this book, eleven teacher-scholars of communication provide a robust study of the challenges and opportunities facing those who teach first-year communication courses. The first half of the volume offers paradigmatic analyses, including a survey of the ecology of the first-year course, a plea to integrate our first-year courses into our research agendas, a study of the gap between scholarship and pedagogy within rhetoric, a proposal for seven core competencies to unify the various first-year communication courses, and an argument for a critical communication paradigm. The second half details innovations in classroom practice, such as the teaching techniques of social justice pedagogues, team-based learning as a model for the public speaking course, response and feedback techniques in teaching public speaking at the University of Copenhagen, teaching online speech as a new course focused on the unique challenges of digital communication, and the role of oral interpretation and performance classes in the first-year curriculum. Finally, this volume concludes with the editor’s manifesto for teaching public speaking.
Author: Ken W. White
Publisher: Rowman & Littlefield Publishers
ISBN: 9781475828528
Category : Communication in education
Languages : en
Pages : 0
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Book Description
For pre- and in-service teachers, Teacher Communication is a one-of-a-kind resource for teacher education courses and workshops that want teachers to develop effective relational, organization and classroom communication skills. Its author focuses on the interpersonal, dialogical and relational aspects of teaching and learning, offering useful attitudes and strategies to enrich instructional skills. Readers learn how to keep a classroom interpersonal, how to communicate effectively with students, parents and colleagues, how to facilitate groups and discussions, how to address conflict and how to make effective oral presentations. Teacher Communication is a practical handbook for beginning and seasoned teachers who want to understand the increasingly significant role of communication in modern education.
Author: Anita L. Vangelisti
Publisher: Routledge
ISBN: 1136684530
Category : Education
Languages : en
Pages : 592
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Book Description
The field of communication was founded, in part, because of a need to make people better communicators. That meant teaching them how to communicate more effectively, whether it be in public settings or in private. Most of that teaching has happened within the classroom and many professionals have spent their lives instructing others on various aspects of communication. Inside this second edition, the editors have assembled a fully comprehensive and contemporary discussion of topics and issues concerning the teaching of communication. The chapters contained herein--contributed by key voices throughout the communication discipline--address conceptual as well as practical issues related to communication instruction. The contents of this new edition reflect the dramatic changes that have occurred in communication education since the publication of the first edition in 1990. This book focuses initially on the goals of communication education, then delves into the preparation of specific communication courses. It includes assistance for instructors in organizing instructional content and discusses the use of instructional strategies and tools, as well as offering ideas on evaluating the processes and products of instruction. The volume also covers unique teaching assignments that may be encountered, from the basic course to continuing education, and addresses 2-year college teaching, directing forensic programs, distance education, and consulting. It concludes with important professional issues faced by both new and experienced communication instructors, including ethics and political issues within classrooms and departments. This volume is a necessity for anyone starting out a career as a communication instructor. Veteran educators--who know that learning to teach is a continual growth experience--will find useful and invaluable information within the book's pages. Whatever background and level of experience, all communication educators will find this new edition to be an essential resource for their work.
Author: Deborah Coxwell-Teague
Publisher: Parlor Press LLC
ISBN: 1602355215
Category : Language Arts & Disciplines
Languages : en
Pages : 253
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Book Description
First-Year Composition: From Theory to Practice’s combination of theory and practice provides readers an opportunity to hear twelve of the leading theorists in composition studies answer, in their own voices, the key question of what it is they hope to accomplish in a first-year composition course. In addition, these chapters, and the accompanying syllabi, provide rich insights into the classroom practices of these theorists.
Author: Maggie Murphy
Publisher: Rowman & Littlefield
ISBN: 1538116987
Category : Language Arts & Disciplines
Languages : en
Pages : 205
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Book Description
The “first-year experience” is an emerging hot topic in academic libraries, and many librarians who work with first-year students are interested in best practices for engaging and retaining them. Professional discussion and interest groups, conferences, and vendor-sponsored awards for librarians working with first-year students are popping up left and right. A critical aspect of libraries in the first-year experience is effective information literacy instruction for first-year students. Research shows that, despite growing up in a world rife with technology and information, students entering college rarely bring with them the conceptual understandings and critical habits of thinking needed for finding, evaluating, and ethically using information in both academic and real-world contexts. Faculty in upper-level courses expect students to learn about the research process in their first year of college, and instructors in the first-year curriculum expect librarians to teach this to their students. Despite all this, designing, teaching, and evaluating effective information literacy instruction specifically for first-year students is not necessarily intuitive for instruction librarians. That is why Teaching First-Year College Students: A Practical Guide for Librarians is a comprehensive, how-to guide for both new and experienced librarians interested in planning, teaching, and assessing library instruction for first-year students. The book: Examines the related histories of library instruction and first-year experience initiatives Summarizes and synthesizes empirical research and educational theory about first-year students as learners and novice researchers Establishes best practices for engaging first-year students through active learning and inclusive teaching Features excerpts from interviews with a number of instruction librarians who work with first-year students in a range of positions and instructional contexts Includes examples of activities, lesson plans, and assessment ideas for first-year library instruction for common first-year course scenarios Includes a template to use for library instruction lesson planning Written by a library instruction coordinator with a graduate degree in First-Year Studies and a first-year instruction librarian, Teaching First-Year College Students: A Practical Guide for Librarians is the first comprehensive, how-to guide for both new and experienced librarians interested in planning, coordinating, teaching, and assessing library instruction for first-year students.
Author: Deanna P. Dannels
Publisher: Oxford University Press, USA
ISBN: 9780199330997
Category : Classroom management
Languages : en
Pages : 0
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Book Description
Eight Essential Questions Teachers Ask: A Guidebook for Communicating with Students acknowledges and addresses the essential questions and concerns that emerge for teachers in all stages of development. Using a narrative style that incorporates actual voices of teachers, this book offersreaders relevant research, peer mentoring, communication-focused recommendations, and reflective practice opportunities. This unique resource provides useful strategies for addressing communication questions that emerge in the teacher development process.This book is intended for graduate communication courses and upper division undergraduate communication courses focused on teacher training and development. As such, this book could serve as a stand-alone resource for these courses or it could be a supplement to a longer handbook (given the book isintended to be relatively short by comparison). Additionally, this book could be marketed to teacher training programs and centers that often purchase-in bulk- training materials for new teachers. Generally, the new teachers participating in these courses, programs or centers would likely be MS/MAand PhD level graduate students or lecturers.Eight Essential Questions Teachers Ask is uniquely situated to fill a niche that current communication education and instructional communication handbooks do not because of its distinct approach. First, the book is organized around empirically grounded teacher communication concerns that arepressing to new teachers (and those teachers who teach new teachers). Current books are organized topically or contextually around scholarly lines of inquiry that might not speak to the immediate challenges new teachers face. Second, this book uses a framing mechanism-teacher communication concerns- that is relevant and timely for new teachers as the entryway for introducing instructional communication literature. In this way, the book makes the instructional communication research accessible and pertinent to new teachers who might not otherwise find such comprehensive syntheses applicablefor their immediate teacher preparation needs. Finally, this book uses a narrative style to explore, address, and provide recommendations about managing concerns - emulating styles that often characterize mentoring relationships that new teachers seek out when faced with their concerns. In this way,this style and tone of this book speak to new teachers in ways comprehensive syntheses cannot.The five primary objectives of this book include:1. Acknowledging the lived, experienced communication concerns of new teachers2. Providing a foundation of research essentials that speak to teacher communication concerns3. Harnessing the power of peer guidance to provide insight into teacher communication concerns4. Providing concrete, communication-focused recommendations to mitigate teacher communication concerns5. Encouraging reflective practice about teacher communication concerns
Author: Beth L. Hewett
Publisher: Modern Language Association
ISBN: 160329547X
Category : Language Arts & Disciplines
Languages : en
Pages : 487
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Book Description
Teaching Writing in the Twenty-First Century is a comprehensive introduction to writing instruction in an increasingly digital world. It provides both a theoretical background and detailed practical guidance to writing instructors faced with novel and ever-changing digital learning technologies, new approaches to access needs and usability design, increasing student diversity, and the multiliteracies of reading, alphabetic writing, and multimodal composition. A companion volume, Administering Writing Programs in the Twenty-First Century, considers the role of administrators in addressing these issues. Covering all aspects of teaching online, various composition genres, and the technologies available to teachers, Teaching Writing in the Twenty-First Century addresses composing processes and approaches; designing and scaffolding assignments; providing response, feedback, and evaluation; communicating effectively; and supporting students. These strategic and practical ideas are prefaced by a history of the relation between composition and rhetoric and a guide to diversity, inclusion, and access. The volume ends with a chapter on envisioning the future of composition.
Author: Whitney Kilgore
Publisher: Createspace Independent Publishing Platform
ISBN: 9781540632012
Category : Educational technology
Languages : en
Pages : 232
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Book Description
The book is a collection of chapters written by the participants of a free open course on the Canvas Open Network entitled Humanizing Online Instruction. In the course, a variety of methods for increasing presence in online courses were shared in this multi-institutional, international, online professional learning opportunity.
Author:
Publisher:
ISBN:
Category : Education
Languages : en
Pages : 356
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Book Description
Author: Scott McLean
Publisher:
ISBN: 9781936126118
Category : Business communication
Languages : en
Pages : 408
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Book Description
