K-12背景下的沟通教育:吸引学生和教师利益相关者的战略举措

IF 0.9 Q3 COMMUNICATION

COMMUNICATION EDUCATION Pub Date : 2022-06-13 DOI:10.1080/03634523.2022.2069835

Michael Strawser, M. Hannah, C. Densmore

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引用次数: 0

摘要

我们大多数人可能都记得很清楚。2014年，43个州(包括哥伦比亚特区)采用了新的共同核心州标准(CCSS)。当时，传播学者写道，这种新的标准化K-12框架，以及将口语和听力结合起来的标准，将彻底改变传播学科，因为它有机会吸引新的受众。在“共同核心”(Common Core)计划问世数年之后，我们有必要提出两个问题:(1)我们现在在哪里?(2)我们将从这里走向何方?

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Communication education in K-12 contexts: strategic initiatives to engage student and instructor stakeholders

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?

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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