COMMUNICATION EDUCATION最新文献

{"title":"Rethinking the design of communication theory pedagogy","authors":"J. Barge","doi":"10.1080/03634523.2022.2103163","DOIUrl":"https://doi.org/10.1080/03634523.2022.2103163","url":null,"abstract":"ABSTRACT The creation of innovative and impactful communication theories depends on improving our theorizing practices. A grounded practical theory analysis of communication theory textbooks and exercises explored representations of theorizing and what it means for students to think like theorists. The analysis suggests that communication theory pedagogy embraces a model of theorizing as practical application where existing theories and deductive reasoning are used to understand communication situations and develop communication practices. Theorizing as practical invention is offered as a complementary approach to theorizing as practical application that centers on the creation of theories and explanations using abduction. Implications for communication theory pedagogy grounded in theorizing as practical invention are presented.","PeriodicalId":47722,"journal":{"name":"COMMUNICATION EDUCATION","volume":null,"pages":null},"PeriodicalIF":2.3,"publicationDate":"2022-07-30","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"44229547","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}

{"title":"Ambiguous loss, stress, communal coping, and resilience: a mixed-methods analysis of K-12 teachers’ experiences and interpersonal communication during the COVID-19 pandemic","authors":"Erin S. Craw, Jennifer L. Bevan","doi":"10.1080/03634523.2022.2104331","DOIUrl":"https://doi.org/10.1080/03634523.2022.2104331","url":null,"abstract":"ABSTRACT K-12 teachers throughout the United States have experienced unprecedented changes to their roles due to the COVID-19 pandemic, creating ambiguity and stress. This study took a mixed-methods approach to investigate K-12 teachers’ experiences coping with stress during the pandemic. The investigation involved two phases of data collection, beginning with formative focus groups that informed the development of an online survey in the second phase. Twelve teachers participated in the first phase (grades K-5), and 163 teachers (grades K-12) completed the online survey to determine how ambiguous loss impacts resilience in the context of teaching during the pandemic in the second phase. Results support the prediction that pandemic-related ambiguous loss may lead to enhanced resilience indirectly through increased stress and communal coping.","PeriodicalId":47722,"journal":{"name":"COMMUNICATION EDUCATION","volume":null,"pages":null},"PeriodicalIF":2.3,"publicationDate":"2022-07-27","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"44746416","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}

{"title":"“It’s always about challenging and supporting”: communicative processes of resilience in higher education","authors":"Kelly R. Rossetto, E. Martin","doi":"10.1080/03634523.2022.2098351","DOIUrl":"https://doi.org/10.1080/03634523.2022.2098351","url":null,"abstract":"ABSTRACT Based on the vast challenges college students experience, and the current mental health crisis on college campuses, the current study investigated how student-support providers assist and encourage students to enact resilience. We analyzed data from interviews with 25 campus student-support leaders in regard to how they support resilience in college students. Consistent with the communication theory of resilience (Buzzanell, P. M. (2010). Resilience: Talking, resisting, and imagining new normalcies into being. Journal of Communication, 60(1), 1–14. https://doi.org/10.1111/j.1460-2466.2009.01469.x), participants discussed interactions and programming that aligned with all five communicative processes (crafting normalcy, affirming identity anchors, maintaining and using social networks, finding alternative logics, legitimizing negative feelings while foregrounding productive action). Further analysis led to four themes, which helped us develop a framework for supporting student resilience that included mattering and belonging, mentorship, reframing and reorientation, and reflection and finding strengths. Using this framework, we discuss theoretical and practical ideas for supporting students through the challenges associated with the college environment.","PeriodicalId":47722,"journal":{"name":"COMMUNICATION EDUCATION","volume":null,"pages":null},"PeriodicalIF":2.3,"publicationDate":"2022-07-19","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"46007771","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}

{"title":"Instructor strictness: instrument development and validation","authors":"T. Frey, Nicholas T. Tatum","doi":"10.1080/03634523.2022.2096246","DOIUrl":"https://doi.org/10.1080/03634523.2022.2096246","url":null,"abstract":"ABSTRACT Three studies (N = 1,346) detail the development of three theoretically grounded instruments operationalizing instructor strictness. Using open-ended questionnaire data (n = 427), study 1 inductively derives an understanding of the instructor behaviors that students perceive as strict. These patterns of behavior are then condensed into a comprehensive item pool designed to measure the relevant constructs. Study 2 (n = 391) evaluates the underlying factor structures comprised by the patterns of strictness identified in study 1 through a series of exploratory factor analyses. Study 3 (n = 528) establishes factorial validity of each new measure through confirmatory factor analyses. Studies 2 and 3 also provide evidence for convergent and concurrent validity between the newly formed measures of evaluative, regulatory, and interactive strictness and relevant variables within the nomological network, including the Questionnaire on Teacher Interaction (QTI) strictness inventory, the QTI admonishing behavior inventory, instructor caring, and cognitive flexibility. The research provides a roadmap to investigate how instructors who enforce classroom rules or demonstrate inflexibility may influence instructional outcomes in nuanced ways. The theoretical and practical implications of the new measures for instructional communication research, as well as future directions, are discussed.","PeriodicalId":47722,"journal":{"name":"COMMUNICATION EDUCATION","volume":null,"pages":null},"PeriodicalIF":2.3,"publicationDate":"2022-07-18","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"45351870","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}

{"title":"Healing the disciplinary divide between communication and English to secure the future of communication education: a response to forum essays","authors":"Cheri J. Simonds, Stephen K. Hunt","doi":"10.1080/03634523.2022.2069832","DOIUrl":"https://doi.org/10.1080/03634523.2022.2069832","url":null,"abstract":"In 2014, the year of the centennial celebration of the National Communication Association (NCA), I (Cheri) facilitated a series of workshops for introductory communication course directors. At one of the workshops, a participant came up to me to ask for advice. He indicated that while he was the coordinator for the introductory communication course, he was housed in a department of English, had no hiring or supervisory authority, and did not have access to train his instructors (most of whom held degrees in English). And while I am not confident that my advice was of any help, I did try to let him know the circumstances were beyond his control. I related to him that as a first-year faculty member in the department of English, he was not in a position to fight a 100-year battle. For it was in 1914 that a group of speech teachers feeling isolated from the National Council of Teachers of English decided to form their own organization, specific to the teaching of speech communication (Braithwaite, 2014). Thus, the National Association of Academic Teachers of Public Speaking (now NCA) was founded. While we gain our disciplinary roots as teachers of public speaking, the interdisciplinary animosity lingers. This culture of isolation between communication and English was amplified by national educational reforms and the advent of the No Child Left Behind Act of 2001 (U.S. Public Law 107–110, 2002). Jennings (2010) highlighted how these mandates created unique challenges for the field of communication education. Jennings noted that as states and teacher-preparation programs moved to meet the requirements of NCLB, many states decided to reduce the number of certification programs by combining similar subject areas. As a result, communication education was subsumed with English Language Arts (ELA). Little did these lawmakers realize that, in essence, they were forcing two “divorced” disciplines to “get back together.” This forced reunion has yielded scant cooperation between English and communication education teacherpreparation programs. As a result of this combined certification, communication education programs were ultimately edged out of ELA as English education programs were not required to offer communication instruction. With the passage of the Common Core State Standards (CCSS) in 2010, ELA incorporated speaking, listening, and media literacy into the curriculum. Many in communication education were hopeful that the CCSS would revolutionize and renew the value of","PeriodicalId":47722,"journal":{"name":"COMMUNICATION EDUCATION","volume":null,"pages":null},"PeriodicalIF":2.3,"publicationDate":"2022-06-13","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"43945321","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}

{"title":"Editors’ introduction communication education in K-12: yes, still a concern for higher education","authors":"Melissa A. Broeckelman-Post, Joseph P. Mazer","doi":"10.1080/03634523.2022.2069831","DOIUrl":"https://doi.org/10.1080/03634523.2022.2069831","url":null,"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:","PeriodicalId":47722,"journal":{"name":"COMMUNICATION EDUCATION","volume":null,"pages":null},"PeriodicalIF":2.3,"publicationDate":"2022-06-13","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"47201746","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}

{"title":"Teaching and learning about communication in K-12: our responsibilities, challenges, and tendency to “kick the can to the side of the road”","authors":"Sherwyn P. Morreale, David Yastremski","doi":"10.1080/03634523.2022.2069836","DOIUrl":"https://doi.org/10.1080/03634523.2022.2069836","url":null,"abstract":"The three essays responding to our earlier stimulus essay on the status of communication education in the K-12 educational system (Yastremski &Morreale, 2021) call attention to a tendency in the communication discipline nationally to “kick this can to the side of the road,” in favor of other priority areas of interest. This tendency possibly relates to the ubiquitous nature of communication, which results in a multiplicity of topical priorities for communication teacher-scholars and our leading academic organization, the National Communication Association (NCA). At the same time, the essays also call attention to historical mandates for the discipline to take responsibility for and support teaching and learning about communication in K-12 schools, mandates that some say have largely gone unheeded (Book, 1989; Hunt et al., 2014; Rudick & Dannels, 2020). That said, the essays point to some valuable efforts about communication in K-12 over time, both within the discipline and externally. To illustrate, NCA has taken steps in the past to inform a discipline-centered and research-driven approach to K-12 education. In 1996, the association created Speaking, Listening, and Media Literacy Standards, which were published in 1998 (National Communication Association, 2022). In 2005, with members’ contributions and support, the organization endorsed the College Board Standards for College Success: English Language Arts, as a replacement for the NCA standards. The College Board standards continue to serve as NCA’s definition for K-12 communication education, although the College Board has since archived the document and program, and NCA has not endeavored to update or revise the standards. Then, in 2017, the NCA Legislative Assembly passed a revised resolution that endorsed the inclusion of communication education as a graduation requirement for all students in the nation’s secondary schools and stressed the importance of using appropriately trained teachers to teach communication education. The resolution also called on the association to provide an agenda for NCA to promote a K-12 communication education initiative. To date, NCA has not acted on that resolution in any significant manner. Other agencies and organizations external to the discipline, aware of the K-12 imperative for communication instruction, have made valuable contributions, most significant of which are the Common Core State Standards (2015, 2022).","PeriodicalId":47722,"journal":{"name":"COMMUNICATION EDUCATION","volume":null,"pages":null},"PeriodicalIF":2.3,"publicationDate":"2022-06-13","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"48682836","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}

{"title":"A goodbye (for now) to K-12 communication education","authors":"Anna M. Wright, Stevie Munz","doi":"10.1080/03634523.2022.2069834","DOIUrl":"https://doi.org/10.1080/03634523.2022.2069834","url":null,"abstract":"In 1989, Cassandra Book called on scholars to examine how communication was taught in K-12 classrooms. For nearly 30 years, scholars have expressed concern regarding the decline of K-12 communication scholarship (Hunt et al., 2014), argued for the importance of communication in K-12 teacher certification (Rudick & Dannels, 2020; Wright, 2020), and most recently, advocated for the National Communication Association’s (NCA) involvement in developing a K-12 communication pedagogy research agenda (Yastremski & Morreale, 2021). In their article, Yastremski and Morreale’s (2021) proposed four strategies for advancing scholarship and advocacy in this realm. This essay will address their first strategy, which asks scholars to develop a communication pedagogy K-12 research agenda. Sadly, through the years and across the different calls for advocacy, very little has changed regarding K-12 communication pedagogy research. Perhaps it is remorse for our failures as a discipline in recognizing the importance of K-12 communication pedagogy research which draws us to periodically revisit Book’s 1989 argument. Intellectually, we are aware of the importance of communication in K-12 classrooms; however, we have failed to produce scholarship or support when called upon to do so. Or maybe, it is nostalgia, as many of us began our careers as K-12 teachers or speech and debate coaches, that keeps us in a conversation with a haunting absence of scholarship. There is something unsettling about our discipline’s lack of interest in K-12 communication pedagogy scholarship. Unsettling as it may be, the reality is grim. In the 32 years since Book’s call, we have failed to develop this line of research. Then, perhaps by lack of action, the discipline has spoken—this is not a line of research worthy of forwarding resources to support. The communication discipline owes its success to a history linked with K-12 educators. NCA was born out of K-12 communication teachers separating themselves from English teachers. Although scholars frequently acknowledge the history and express admiration to our K-12 educators, they seldom do more than performative cordial gestures to these roots. For example, NCA no longer has specific standards on K-12 communication. While NCA does have a position statement that supports communication as a high school graduation requirement and resolves to provide support toward this cause, a cursory glance at the resources shows one NCA produced resource and web links to the following: College Board, TeAchnology, PBS LearningMedia, and The Learning Network (National Communication Association, n.d.). The glaring absence of","PeriodicalId":47722,"journal":{"name":"COMMUNICATION EDUCATION","volume":null,"pages":null},"PeriodicalIF":2.3,"publicationDate":"2022-06-13","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"49218055","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}

{"title":"Communication education in K-12 contexts: strategic initiatives to engage student and instructor stakeholders","authors":"Michael Strawser, M. Hannah, C. Densmore","doi":"10.1080/03634523.2022.2069835","DOIUrl":"https://doi.org/10.1080/03634523.2022.2069835","url":null,"abstract":"Most of us probably remember it well. The year was 2014, and 43 states (and the District of Columbia) adopted the new Common Core State Standards (CCSS). At the time, communication scholars wrote that this new standardized K-12 framework, and standards that incorporated speaking and listening, would revolutionize the communication discipline because of the opportunity to engage new audiences. Several years removed from the advent of the Common Core program, it is fair to ask two questions: (1) where are we now, and (2) where do we go from here?","PeriodicalId":47722,"journal":{"name":"COMMUNICATION EDUCATION","volume":null,"pages":null},"PeriodicalIF":2.3,"publicationDate":"2022-06-13","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"43571039","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}

{"title":"Teaching and learning: a new frontier for K-12 and higher education","authors":"Briana M. Stewart, Beth Blankenship","doi":"10.1080/03634523.2022.2069833","DOIUrl":"https://doi.org/10.1080/03634523.2022.2069833","url":null,"abstract":"For nearly four decades, numerous studies have argued for the importance and examination of communication curriculum in K-12 (Book, 1989; Hunt et al., 2014; Rudick & Dannels, 2020; Wright, 2020). More recent trends have shown that while higher education communication educators have been successful in advocating for the importance of K-12 communication instruction, the creation of training programs and opportunities for K-12 educators to learn how to effectively teach communication skills has not been as readily supported (Hunt n, 2014). Jennings (2010) noted that many current K-12 instructors tasked with trying to implement communication education in their schools received their undergraduate training in English rather than communication and therefore do not have the formal training often necessary. In most public K-12 institutions, the content and the curriculum will not change, but approaches and pedagogies can. Actively promoting collaborations between K-12 and higher education communication institutions, and other educational programs offered by organizations, can help ensure communication standards are taught and assessed thoroughly. Through these collaborations, K-12 teachers can develop a deeper method and practice of teaching communication standards and provide K-12 students with a deeper foundation, and understanding, of the communication skills demanded in higher education and the workforce. To continue to develop richer K-12 communication pedagogy for teachers, we argue that more collaborative and out-service experiences between K-12 and educational organizations should be created and available for communication to be effectively interwoven into existing K-12 curriculum. George Mason University’s Communication Center collaboration with James Madison High School is a partnership example of a higher education communication program and a K-12 institution. Undergraduate communication center consultants assisted English 10 students with their first formal public speaking presentation. The consultants provided students with helpful strategies for how to organize a presentation, feedback on the effectiveness of their speech, and guidelines for high-quality presentations. This collaboration exemplifies the dual benefits for both teachers and students. In this collaboration, the K-12 teacher learned directly from the Communication Center consultants to further develop their practice of teaching communication standards and provided the students with a stronger understanding of the demand for communication skills in higher education.","PeriodicalId":47722,"journal":{"name":"COMMUNICATION EDUCATION","volume":null,"pages":null},"PeriodicalIF":2.3,"publicationDate":"2022-06-13","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"48556164","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}