Academic, Professional, Technical, Trade, Research Books & Journals
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BCCA Contents & Abstracts, Volume 22, 2010
Editor David Worley
ISBN 978-0-89641-485-3E-mail americanpress@flash.net to order PDFs of any article.
Jeffrey, T. — A Life of Scholarship and Service to the Communication Discipline: Celebrating Lawrence W. Hugenberg (pp 1-5)
Meyer, Kevin R. Ryan R. Kurtz, Jamie L. Hinez, Cheri J. Simonds, Stephen K. Hunt— Assessing Preemptive Argumentation in Students' Persuasive Speech Outlines — The purpose of the present study was to determine if critical thinking skills, a key component of basic communication course pedagogy, can be assessed through students’ use of pre-emptive argumentation. Persuasive speech outlines were coded to determine if preemptive argumentation was present in students’ speeches and to determine the quality of preemptive argumentation. ( 6-38)
Pearson, Judy C., Jeffrey T. Child, Liliana L. Herakova, Julie L. Semlak, Jessica Angelos — Competent Public Speaking: Assessing Skill Development in the Basic Course — Effective public speaking skills are essential for a successful life. The authors provide an overall assessment of the basic public speaking course by examining fifteen student attributes divided into three categories (course engagement characteristics, dispositions, and demographics) hypothesized to affect learning and public speaking skill development in the basic course. A four-step hierarchical multiple regression tested two research questions (N = 709). (39-86)
Heimann, Roxanne, Paul Turman — The Influence of Instructor Status and Sex on Student Perceptions of Teacher Credibility and Confirmation across Time — Universities continue to rely heavily on graduate teaching assistants (GTAs) to teach many of their entry-level courses, with limited research emphasizing student perceptions of GTAs. With this in mind, the purpose of this investigation was to assess the combined influence of instructor status (GTA vs. Professor) and sex on student perceptions of teacher credibility and confirmation behaviors across time. (87-124)
Hao, Richie Neil — (Re)Constructing ELL and International Student Identities in the Oral Communication Course — There have been numerous studies (e.g., Dick, 1990; Ferris, 1998; Jung & McCroskey, 2004; Yook, 1995; Yook & Seiler, 1990; Zimmerman, 1995) that discuss the obstacles that English Language Learners (ELL) and international students face in oral communication classrooms. Although these studies provide teaching strategies that can be employed to better serve ELL and international students, they also reinforce stereotypical student identities. (125-152)
Miller, John J. — Student Evaluations for the Online Public Speaking Course— Despite criticisms raised about online public speaking classes, the growth of these online courses cannot be denied. This essay attempts to develop student course evaluations aimed at reflecting the unique characteristics of online instruction to assist instructors with improving their online pedagogy. (153-171)
McRae, Chris — Repetition and Possibilities: Foundational Communication Course, Graduate Teaching Assistants, etc. — This essay considers repetition as a site for change and possibility in the foundational communication course. Using performative writing, I consider repetition as simultaneously comfortable and dangerous. As repeated actions become commonplace they can easily go unnoticed, and unchallenged. However, repeated actions can also become recognizable as patterns that can be changed. Repetition is then, a useful and even necessary starting place for the recognition of possibilities and the enactment of change. (271-200)
