Editors’ introduction communication education in K-12: yes, still a concern for higher education

IF 0.9 Q3 COMMUNICATION

COMMUNICATION EDUCATION Pub Date : 2022-06-13 DOI:10.1080/03634523.2022.2069831

Melissa A. Broeckelman-Post, Joseph P. Mazer

引用次数: 1

Abstract

Even though speaking and listening are included in the Common Core standards for K-12 education, communication scholars have had relatively little influence on the teaching of communication at this level or on the training of future K-12 teachers who will teach these skills. In their essay titled, “Communication Education in K-12: Yes, Still a Concern for Higher Education,” David Yastremski and Sherwyn Morreale argued that the communication discipline has a responsibility to develop a K-12 communication pedagogy research agenda and advocate for including communication in curriculum for preservice teachers. For this forum, we asked authors to respond to the questions and concerns raised in this stimulus essay, taking care to articulate ways that Communication Education scholarship can further help to address one of the four strategies articulated in the essay:

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高中阶段的沟通教育:是的，仍然是高等教育关注的问题

尽管口语和听力被纳入了K-12教育的共同核心标准，但沟通学者对这一级别的沟通教学或对未来教授这些技能的K-12教师的培训影响相对较小。David Yastremski和Sherwyn Morreale在题为《K-12的沟通教育：是的，仍然是高等教育的关注》的文章中认为，沟通学科有责任制定K-12沟通教育学研究议程，并倡导将沟通纳入职前教师的课程。在这个论坛上，我们请作者回答这篇刺激文章中提出的问题和担忧，注意阐明沟通教育奖学金可以进一步帮助解决文章中阐述的四种策略之一：

本文章由计算机程序翻译，如有差异，请以英文原文为准。

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来源期刊

COMMUNICATION EDUCATION EDUCATION & EDUCATIONAL RESEARCH-

CiteScore

3.10

自引率

34.80%

发文量

期刊介绍： Communication Education is a peer-reviewed publication of the National Communication Association. Communication Education publishes original scholarship that advances understanding of the role of communication in the teaching and learning process in diverse spaces, structures, and interactions, within and outside of academia. Communication Education welcomes scholarship from diverse perspectives and methodologies, including quantitative, qualitative, and critical/textual approaches. All submissions must be methodologically rigorous and theoretically grounded and geared toward advancing knowledge production in communication, teaching, and learning. Scholarship in Communication Education addresses the intersections of communication, teaching, and learning related to topics and contexts that include but are not limited to: • student/teacher relationships • student/teacher characteristics • student/teacher identity construction • student learning outcomes • student engagement • diversity, inclusion, and difference • social justice • instructional technology/social media • the basic communication course • service learning • communication across the curriculum • communication instruction in business and the professions • communication instruction in civic arenas In addition to articles, the journal will publish occasional scholarly exchanges on topics related to communication, teaching, and learning, such as: • Analytic review articles: agenda-setting pieces including examinations of key questions about the field • Forum essays: themed pieces for dialogue or debate on current communication, teaching, and learning issues