BCCA Contents & Abstracts, Volume 20, 2008

Editor Paul Turman
ISBN 978-0-89641-455-6

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    Fassett, Deanna L. & John T. Warren— Pedagogy of Relevance: A Critical Communication Pedagogy Agenda for the "Basic" CourseIn this article, the authors envision how a critical communication pedagogy approach might lend narrative coherence, intellectual rigor, and a focused agenda to the introductory course. (1-34)

  • Meyer, Kevin R., Stephen K. Hunt, Mark E. Comadena, Cheri J. Simonds, Brent K. Simonds, & John R. Baldwin. — Assessing Classroom Management Training for Basic Course InstructorsExtant research demonstrates that graduate teaching assistants (GTAs) experience student misbehaviors in the classroom and that basic course administrators should be proactive in preparing GTAs for classroom management issues (Meyer et al., 2007). Following the recommendation for the development of classroom management training (CMT) by Meyer et al. (2007), the present study sought to assess the implementation of CMT. Specifically, a group of GTAs completed the same survey instrument twice following the completion of CMT, once early in the semester and again at the end of the semester. (35-71)

  • Semlak, Julie— Traditional Pedagogical Tools: Examining Peer Feedback in the Basic Communication CoursePeer feedback is used in many basic communication courses, yet little is known about the pedagogical value of the written peer feedback provided for speakers, or the process of providing peer feedback. Using social learning theory as a theoretical foundation, this study explores the use of peer feedback in the basic communication course. (72-100)

  • Pearson, Judy C. & Jeffrey T. Child— The Influence of Biological Sex, Previous Experience, and Preparation Time on Classroom Public Speaking GradesHow does biological sex affect public speaking grades? Students completed journal entries over the course of the semester. Hierarchical multiple regression incrementally examined competency measures (previous experience and overall preparation time) then biological sex on public speaking grade averages. (101-137)

  • Preston, Marlene, J. Matt Giglio & Kristin N. English— Redesigning Public Speaking: A Case Study in the Use of Instructional Design to Create the Interchange ModelThis case study describes the redesign of Public Speaking at a Research I institution. An instructional analysis revealed strengths of and concerns about the existing model—large lecture with small lab sections. (138-173)

  • Payne, Holly J. & Sally O. Hastings— Grade Distributions in the Basic Public Speaking Course: Exploring the Differences and Pedagogical Implications of Faculty RankThis study examines differences in grade distributions in the introductory public speaking course at two American universities based on instructor rank. A sample of 442 sections with 11,381 students over a 2-year period was collected and analyzed using analysis of variance and chi-square analysis. (174-196)

  • Fotsch, Paul — Race and Resistance in the Communication ClassroomTeaching diversity is no longer segregated to ethnic studies departments or to intercultural communication courses. Consequently, many students have become resistant to the idea of spending time on the issue of race. Communication scholars have described a kind of resistance found frequently in the basic communication classroom and likewise proposed various responses to this resistance. Through a review of the literature and drawing on my ten years of experience teaching diversity in the university, this essay assesses these responses. (197-230)
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