发布求助
文献互助 智能选刊 最新文献

Journal of Communication Pedagogy最新文献

筛选
英文 中文
The 12 Fundamentals of Highly Effective Communicators: Teaching Theory-Based Professional Communication to Pharmacy Students 高效沟通的12个基本要素:基于教学理论的药学专业学生专业沟通
Journal of Communication Pedagogy Pub Date : 2021-01-01 DOI: 10.31446/jcp.2021.1.03
E. Donovan, L. Brown, Calandra Lindstadt, B. Table, E. Heidari, Andrew A. Coolidge, Suheib Omran, S. Rush
{"title":"The 12 Fundamentals of Highly Effective Communicators: Teaching Theory-Based Professional Communication to Pharmacy Students","authors":"E. Donovan, L. Brown, Calandra Lindstadt, B. Table, E. Heidari, Andrew A. Coolidge, Suheib Omran, S. Rush","doi":"10.31446/jcp.2021.1.03","DOIUrl":"https://doi.org/10.31446/jcp.2021.1.03","url":null,"abstract":"Pharmacists are increasingly expected to communicate skillfully, yet few Doctor of Pharmacy (PharmD) curricula include theoretically-derived or evidence-based communication training. The 12 Fundamentals of Highly Effective Communicators is a pedagogical tool that we developed to teach principles of communication to two consecutive cohorts of PharmD students in their second year (P2). Students were asked to reflect on which of the 12 Fundamentals they found most helpful in their pharmacy training and practice. The most frequently selected Fundamental was “There is no ‘one size fits all’ message that will work in EVERY situation.” Students provided specific examples of how they perceived that these Fundamentals could help them have effective and appropriate interactions with patients and colleagues.","PeriodicalId":34526,"journal":{"name":"Journal of Communication Pedagogy","volume":"16 1","pages":""},"PeriodicalIF":0.0,"publicationDate":"2021-01-01","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"86009477","PeriodicalName":null,"FirstCategoryId":null,"ListUrlMain":null,"RegionNum":0,"RegionCategory":"","ArticlePicture":[],"TitleCN":null,"AbstractTextCN":null,"PMCID":"","EPubDate":null,"PubModel":null,"JCR":null,"JCRName":null,"Score":null,"Total":0}
引用次数: 2
Variations on Exposure Therapy: Best Practices for Managing Public Speaking Anxiety in the Online Communication Classroom 暴露疗法的变体:在线交流课堂中管理公共演讲焦虑的最佳实践
Journal of Communication Pedagogy Pub Date : 2021-01-01 DOI: 10.31446/jcp.2021.1.09
Sarah Chorley
{"title":"Variations on Exposure Therapy: Best Practices for Managing Public Speaking Anxiety in the Online Communication Classroom","authors":"Sarah Chorley","doi":"10.31446/jcp.2021.1.09","DOIUrl":"https://doi.org/10.31446/jcp.2021.1.09","url":null,"abstract":"Exposure and response prevention (ERP) therapy techniques offer unique opportunities for comprehensive management of public speaking anxiety in the online public speaking classroom beyond exposure to only the speech-giving act itself. This best practices article outlines nontraditional strategies for incorporating ERP practices in a distance-learning setting.","PeriodicalId":34526,"journal":{"name":"Journal of Communication Pedagogy","volume":"4 1","pages":""},"PeriodicalIF":0.0,"publicationDate":"2021-01-01","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"82399543","PeriodicalName":null,"FirstCategoryId":null,"ListUrlMain":null,"RegionNum":0,"RegionCategory":"","ArticlePicture":[],"TitleCN":null,"AbstractTextCN":null,"PMCID":"","EPubDate":null,"PubModel":null,"JCR":null,"JCRName":null,"Score":null,"Total":0}
引用次数: 1
What COVID-19 Taught Us About Pedagogy and Social Justice—Pandemic or Not COVID-19教给我们的关于教育和社会正义的东西——流行病与否
Journal of Communication Pedagogy Pub Date : 2021-01-01 DOI: 10.31446/jcp.2021.2.02
Brandi Lawless, Yea-Wen Chen
{"title":"What COVID-19 Taught Us About Pedagogy and Social Justice—Pandemic or Not","authors":"Brandi Lawless, Yea-Wen Chen","doi":"10.31446/jcp.2021.2.02","DOIUrl":"https://doi.org/10.31446/jcp.2021.2.02","url":null,"abstract":"The COVID-19 pandemic (in conjunction with the Black Lives Matter Movement) exposed pervasive inequities, challenges, and opportunities to explore and implement “best” pedagogical practices to improve how we address social justice issues. Moreover, the COVID-19 pandemic intensified intergenerational gaps for the already vulnerable, under-resourced, and marginalized in our society. In response, we propose four “best practices” to embrace in our classrooms. These are: (a) fostering flexibility to bridge equity gaps; (b) rethinking the pedagogical panopticon; (c) emphasizing listening to and affirming students’ struggles; and (d) employing student-centered accountability. The authors detail some specific inequalities that were brought to the surface during the Spring and Summer of 2020, offer “best practices” in response to such inequities, and stress the need for a student-centered pedagogy that serves to improve teaching and learning not just during a crisis, but also in semesters and years to come.","PeriodicalId":34526,"journal":{"name":"Journal of Communication Pedagogy","volume":"4 1","pages":""},"PeriodicalIF":0.0,"publicationDate":"2021-01-01","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"86619451","PeriodicalName":null,"FirstCategoryId":null,"ListUrlMain":null,"RegionNum":0,"RegionCategory":"","ArticlePicture":[],"TitleCN":null,"AbstractTextCN":null,"PMCID":"","EPubDate":null,"PubModel":null,"JCR":null,"JCRName":null,"Score":null,"Total":0}
引用次数: 1
Pedagogy, Protests, and Moving Toward Progress 教育学、抗议和走向进步
Journal of Communication Pedagogy Pub Date : 2021-01-01 DOI: 10.31446/jcp.2021.2.07
Nannetta Durnell-Uwechue, D. Poole, F. Best
{"title":"Pedagogy, Protests, and Moving Toward Progress","authors":"Nannetta Durnell-Uwechue, D. Poole, F. Best","doi":"10.31446/jcp.2021.2.07","DOIUrl":"https://doi.org/10.31446/jcp.2021.2.07","url":null,"abstract":"Our world is in constant flux and educators are at the ship’s helm steering toward what former U.S. Representative John Lewis called “good trouble.” However, in many cases, educators lack the training required to be most effective in doing so. As instructors face student demands to address topics on race and social justice, many educators are unsure about how to respond appropriately to the chants of “No Justice, No Peace!” Thus, this essay explores humanistic and pragmatic approaches for doing so in terms of fostering cultural communication competence when incorporating topics on race and social justice issues in the classroom.","PeriodicalId":34526,"journal":{"name":"Journal of Communication Pedagogy","volume":"1988 1","pages":""},"PeriodicalIF":0.0,"publicationDate":"2021-01-01","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"82288662","PeriodicalName":null,"FirstCategoryId":null,"ListUrlMain":null,"RegionNum":0,"RegionCategory":"","ArticlePicture":[],"TitleCN":null,"AbstractTextCN":null,"PMCID":"","EPubDate":null,"PubModel":null,"JCR":null,"JCRName":null,"Score":null,"Total":0}
引用次数: 0
“It’s Been a Good Reminder That Students Are Human Beings”: An Exploratory Inquiry of Instructors’ Rhetorical and Relational Goals During COVID-19 “这是一个很好的提醒，学生也是人”:新冠肺炎期间教师修辞和关系目标的探索性探究
Journal of Communication Pedagogy Pub Date : 2021-01-01 DOI: 10.31446/jcp.2021.2.10
Victoria McDermott, Drew T. Ashby-King
{"title":"“It’s Been a Good Reminder That Students Are Human Beings”: An Exploratory Inquiry of Instructors’ Rhetorical and Relational Goals During COVID-19","authors":"Victoria McDermott, Drew T. Ashby-King","doi":"10.31446/jcp.2021.2.10","DOIUrl":"https://doi.org/10.31446/jcp.2021.2.10","url":null,"abstract":"As colleges and universities moved to remote learning during the Spring 2020 semester due to COVID-19, the traditional higher education classroom format was challenged. This study examines how instructors reconceptualized their rhetorical and relational goals in the pandemic classroom. A thematic analysis of 68 qualitative survey responses revealed that instructors adapted their rhetorical and relational approaches to instruction due to a perceived change in students’ needs. Moreover, findings suggest that instructors intend to continue to use many of these instructional changes in their post-pandemic classrooms. These conclusions confirm that instructors should consider contextual factors not only during but also after COVID-19. We close with practical recommendations for instructors beyond the pandemic classroom.","PeriodicalId":34526,"journal":{"name":"Journal of Communication Pedagogy","volume":"95 1","pages":""},"PeriodicalIF":0.0,"publicationDate":"2021-01-01","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"85726190","PeriodicalName":null,"FirstCategoryId":null,"ListUrlMain":null,"RegionNum":0,"RegionCategory":"","ArticlePicture":[],"TitleCN":null,"AbstractTextCN":null,"PMCID":"","EPubDate":null,"PubModel":null,"JCR":null,"JCRName":null,"Score":null,"Total":0}
引用次数: 2
Pandemic Pedagogy: Elements of Online Supportive Course Design 流行病教学法:在线支持性课程设计的要素
Journal of Communication Pedagogy Pub Date : 2021-01-01 DOI: 10.31446/jcp.2021.2.12
Nate S Brophy, Melissa A. Broeckelman-Post, Karin Nordin, Angela E. Miller, Michelle Buehl, Jeff Vomund
{"title":"Pandemic Pedagogy: Elements of Online Supportive Course Design","authors":"Nate S Brophy, Melissa A. Broeckelman-Post, Karin Nordin, Angela E. Miller, Michelle Buehl, Jeff Vomund","doi":"10.31446/jcp.2021.2.12","DOIUrl":"https://doi.org/10.31446/jcp.2021.2.12","url":null,"abstract":"The purpose of this study was to identify which course design elements students perceive as supporting an easier transition to emergency remote instruction (ERI) due to COVID-19, as well as to use those items to develop the Online Supportive Course Design (OSCD) measure. By asking students to rate their course with the easiest transition and hardest transition to emergency remote instruction, this study identified which structural elements were most important for supporting students during the transition. Using exploratory and confirmatory factor analyses, a seven-item measure was developed to operationalize OSCD, and initial validity was established by examining the relationships between OSCD, autonomy support, and teacher competence. Finally, practical implications for university faculty and areas for future research are discussed.","PeriodicalId":34526,"journal":{"name":"Journal of Communication Pedagogy","volume":"57 1","pages":""},"PeriodicalIF":0.0,"publicationDate":"2021-01-01","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"90993067","PeriodicalName":null,"FirstCategoryId":null,"ListUrlMain":null,"RegionNum":0,"RegionCategory":"","ArticlePicture":[],"TitleCN":null,"AbstractTextCN":null,"PMCID":"","EPubDate":null,"PubModel":null,"JCR":null,"JCRName":null,"Score":null,"Total":0}
引用次数: 5
“No Justice, No Peace”: Yard Signs as Public Pedagogy and Community Engagement at the Intersection of Public Health Crises “没有正义，就没有和平”:庭院标志作为公共卫生危机交叉点的公共教育和社区参与
Journal of Communication Pedagogy Pub Date : 2021-01-01 DOI: 10.31446/jcp.2021.2.08
Brigitte Mussack
{"title":"“No Justice, No Peace”: Yard Signs as Public Pedagogy and Community Engagement at the Intersection of Public Health Crises","authors":"Brigitte Mussack","doi":"10.31446/jcp.2021.2.08","DOIUrl":"https://doi.org/10.31446/jcp.2021.2.08","url":null,"abstract":"This paper examines yard signs as a site for public pedagogy that engages two concurrent, and comorbid, public health crises: the COVID-19 pandemic and racism. Specifically, I reflect on how yard signs responding to the George Floyd murder in my own Minneapolis neighborhood exist during a kairotic moment; as myself and my students are increasingly confined to our own homes, and as the boundaries between school and home are blurred, the public health crisis of racism and the specific community response of yard signs present opportunities for examining how these signs can act as entry points into difficult conversations among neighbors, classmates, and colleagues. While such signs are certainly examples of epideictic rhetoric, participating in either “praise or blame,” I suggest that communication teachers can frame them as public pedagogy that “strikes a harmony between learning through public engagement and understanding these public encounters in the space of the classroom” (Holmes, 2016). As such, they can act not only as artifacts of community belonging, but as artifacts to promote reflection, conversation, and inquiry.","PeriodicalId":34526,"journal":{"name":"Journal of Communication Pedagogy","volume":"1 1","pages":""},"PeriodicalIF":0.0,"publicationDate":"2021-01-01","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"90807139","PeriodicalName":null,"FirstCategoryId":null,"ListUrlMain":null,"RegionNum":0,"RegionCategory":"","ArticlePicture":[],"TitleCN":null,"AbstractTextCN":null,"PMCID":"","EPubDate":null,"PubModel":null,"JCR":null,"JCRName":null,"Score":null,"Total":0}
引用次数: 0
Editor's Note: The Year 2020: Crisis and Opportunity 编者按:2020年:危机与机遇
Journal of Communication Pedagogy Pub Date : 2021-01-01 DOI: 10.31446/jcp.2021.2.01
Deanna D. Sellnow
{"title":"Editor's Note: The Year 2020: Crisis and Opportunity","authors":"Deanna D. Sellnow","doi":"10.31446/jcp.2021.2.01","DOIUrl":"https://doi.org/10.31446/jcp.2021.2.01","url":null,"abstract":"This volume features foci on teaching J.E.D.I (justice, equity, diversity, inclusion) principles, pandemic pedagogy challenges and opportunities, as well as thought-provoking essays on invitational andragogy, transdisciplinary deliberation, and reflexivity.","PeriodicalId":34526,"journal":{"name":"Journal of Communication Pedagogy","volume":"46 1","pages":""},"PeriodicalIF":0.0,"publicationDate":"2021-01-01","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"78701157","PeriodicalName":null,"FirstCategoryId":null,"ListUrlMain":null,"RegionNum":0,"RegionCategory":"","ArticlePicture":[],"TitleCN":null,"AbstractTextCN":null,"PMCID":"","EPubDate":null,"PubModel":null,"JCR":null,"JCRName":null,"Score":null,"Total":0}
引用次数: 1
Mapping Research Directions in the Introductory Communication Course: A Meta-Synthesis of Published Scholarship 传播学导论课程的研究方向:已发表学术成果的综合
Journal of Communication Pedagogy Pub Date : 2021-01-01 DOI: 10.31446/jcp.2021.1.07
L. Anderson, Ashley Jones-Bodie, Jennifer Hall
{"title":"Mapping Research Directions in the Introductory Communication Course: A Meta-Synthesis of Published Scholarship","authors":"L. Anderson, Ashley Jones-Bodie, Jennifer Hall","doi":"10.31446/jcp.2021.1.07","DOIUrl":"https://doi.org/10.31446/jcp.2021.1.07","url":null,"abstract":"The introductory communication course has a history of producing meaningful scholarship that shapes teaching and learning at institutions of higher education around the world. The scope of this research is broad and, as such, calls for a meta-synthesis of trends in and avenues for future research. This project examines published work from the past decade—2010 through 2019—in key outlets that regularly publish introductory course-focused research (The Basic Communication Course Annual, Communication Education, Communication Teacher, The Journal of Communication Pedagogy). This analysis of 98 articles revealed that publications tend to focus on three primary areas: (1) students and instructors, (2) the structure of the course, and (3) assessment—while calling for future research to “replicate” past studies. Based on this meta-synthesis, we propose directions for future scholarship that will continue to impact teaching and learning practices beyond replication.","PeriodicalId":34526,"journal":{"name":"Journal of Communication Pedagogy","volume":"21 1","pages":""},"PeriodicalIF":0.0,"publicationDate":"2021-01-01","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"84814086","PeriodicalName":null,"FirstCategoryId":null,"ListUrlMain":null,"RegionNum":0,"RegionCategory":"","ArticlePicture":[],"TitleCN":null,"AbstractTextCN":null,"PMCID":"","EPubDate":null,"PubModel":null,"JCR":null,"JCRName":null,"Score":null,"Total":0}
引用次数: 2
“Minor Setback, Major Comeback”: A Multilevel Approach to the Development of Academic Resilience “小挫折，大挫折”:学业弹性发展的多层次研究
Journal of Communication Pedagogy Pub Date : 2021-01-01 DOI: 10.31446/jcp.2021.2.13
Brandi N. Frisby, Jessalyn I. Vallade
{"title":"“Minor Setback, Major Comeback”: A Multilevel Approach to the Development of Academic Resilience","authors":"Brandi N. Frisby, Jessalyn I. Vallade","doi":"10.31446/jcp.2021.2.13","DOIUrl":"https://doi.org/10.31446/jcp.2021.2.13","url":null,"abstract":"This study examined communicative processes at multiple levels that may influence students’ academic resilience through transitions. Participant interviews (N = 23) revealed that at the individual level, students develop a resilient mindset and effective academic strategies, engage in self-care, and compartmentalize. At the relational level, students rely on teachers to demonstrate positive teaching behaviors, receive academic and emotional support from a variety of sources, and find role models to inspire resilience. Finally, students reported that the campus community gave opportunities to build support networks and access campus resources, but identified threats to effective use of these resilience-building opportunities. Finally, all but one theme demonstrated that the development of academic resilience typically happens outside the traditional classroom yet affects student performance inside the classroom. These findings contribute to instructional communication research because of the application of an underutilized theory and method in instructional research, the multilevel focus on communication and resilience development processes, and by providing practical insight to create targeted approaches to improve student resilience and related outcomes.","PeriodicalId":34526,"journal":{"name":"Journal of Communication Pedagogy","volume":"34 1","pages":""},"PeriodicalIF":0.0,"publicationDate":"2021-01-01","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"78488868","PeriodicalName":null,"FirstCategoryId":null,"ListUrlMain":null,"RegionNum":0,"RegionCategory":"","ArticlePicture":[],"TitleCN":null,"AbstractTextCN":null,"PMCID":"","EPubDate":null,"PubModel":null,"JCR":null,"JCRName":null,"Score":null,"Total":0}
引用次数: 2
首页 上一页 下一页 尾页
0
×
引用
GB/T 7714-2015
复制
MLA
复制
APA
复制
导出至
BibTeX EndNote RefMan NoteFirst NoteExpress
×
提示
您的信息不完整，为了账户安全，请先补充。
现在去补充
×
提示
您因"违规操作"
具体请查看互助需知
我知道了
×
提示
现在去查看 取消
×
提示
确定
请完成安全验证×
相关产品
×
本文献相关产品
联系我们：info@booksci.cn Book学术提供免费学术资源搜索服务，方便国内外学者检索中英文文献。致力于提供最便捷和优质的服务体验。 Copyright © 2023 布克学术 All rights reserved.
京ICP备2023020795号-1
ghs 京公网安备 11010802042870号
Book学术文献互助
Book学术文献互助群
群 号：604180095
Book学术官方微信
小红书