Teaching Communication: Theory, Research, and Methods

ISBN-13: 9780805828368 / Angielski / Miękka / 1998 / 584 str.

Gustav W. Friedrich;Vangelisti; Anita Vangelisti

Opis

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. Yet, in all the 70 years or so that the field of communication has existed, very little integrated attention has been paid to the methods involved in teaching communication. While there have been journal articles on techniques, as well as classes on instruction in communication, there have been few attempts to integrate the many issues and concerns that face teachers. This book attempts to do that.

Recenzje

"I found this to be an interesting and informative book, one that deals knowledgeably and sensitively with a number of important issues in education from a communications standpoint....I do applaud the basic concept of the book, which is to provide a wide-ranging resource to beginning faculty members in university and college communication programmes."
—Research in Drama Education

Spis treści

Contents: Part I:Thinking About the Goals of Communication Education. G.W. Friedrich, D.M. Boileau, The Communication Discipline. J. Sprague, The Goals of Communication Education. A.Q. Staton, An Ecological Perspective on College/University Teaching: The Teaching/Learning Environment and Socialization. A.L. Darling, Becoming a Professional. J.M. Civikly-Powell, Creating a New Course. Part II:Preparing Specific Communication Courses. S.E. Lucas, Teaching Public Speaking. J. Nicholson, S. Duck, Teaching Interpersonal Communication. L.R. Frey, Teaching Small Group Communication. B.E. Gronbeck, Teaching Rhetorical Studies. R.P. Hart, Teaching Persuasion. L.L. Putnam, C.R. Conrad, Teaching Organizational Communication. M.L. Knapp, Teaching Nonverbal Communication. Y.Y. Kim, W.B. Gudykunst, Teaching Intercultural Communication. C.J. Stewart, Teaching Interviewing. T.A. McCain, J.W. Turner, Teaching Mass Communication and Telecommunication. R.A. Clark, Teaching Research Methods. L.B. Rosenfeld, M.S. Waltman, Teaching a Special Topics Course. Part III:Organizing the Instructional Context. K.M. Galvin, Classroom Roles of the Teacher. J. Gorham, Diversity in Classroom Dynamics. T.G. Plax, P. Kearney, Classroom Management: Contending With College Student Discipline. G.W. Friedrich, P. Cooper, The First Day. Part IV:Selecting and Evaluating Instructional Strategies and Tools. D.H. Wulff, J.D. Nyquist, Selected Tools and Methods to Engage Students in Learning. K.E. Rowan, Explanatory Skills. C.L. Book, Lecturing. P.E. Nelson, J.C. Pearson, Large "Lecture" Classes. J. Andersen, J. Nussbaum, J.A. Grant, L. Pecchioni, Interaction Skills in Instructional Settings. W.J. Seiler, B.S. Titsworth, Individualized Approaches to Instruction. S.A. Jackson, C. Madison, Instruction By Design: Technology in the Discourse of Teaching and Learning. A.L. Vangelisti, Evaluating the Process. R.B. Rubin, Evaluating the Product. Part V:Tackling Some Unique Teaching Assignments. D.M. Trank, Directing Multiple Sections of the Basic Course. T.A. Hollihan, Directing Debate and Forensics. D.R. Wolvin, A.D. Wolvin, Communication in the Two-Year College. J.A. Daly, Distance Education. V.P. Richmond, Extended Learning. J.A. Daly, Consulting. Part VI:Exploring Important Professional Issues. K.E. Andersen, Ethical Issues in Teaching. J.C. McCroskey, Fitting Into the Department and the Profession.

O autorze

Vangelisti, Anita L.; Daly, John A; Friedrich, Gustav W.