BCCA Contents & Abstracts, Volume 12, 2000

Editor Lawrence Hugenberg
ISBN 978-0-89641-340-5

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    Titsworth, B. Scott. — The effects of praise on student motivation in the basic communication courseThis exploratory study tested the effects of praise on student motivation and affect toward a class and instructor. Participants (N=64) listened to a teacher-student interaction containing either praise or neutral feedback from the teacher. (1-27)

  • Sellnow, Deanna D. & Golish, Tamara. — The relationship between a required self-disclosure speech and public speaking anxiety: Considering gender equityThis study examines the relationship between a required self- disclosure speech and public speaking anxiety levels expressed by student speakers. If students report higher anxiety levels when asked to self-disclose during a speech, then the potential classroom climate warming advantages of such an assignment may not outweigh the disadvantages. (28-59)

  • Huffman, Karla J., Carson, Christy L. & Simonds, Cheri J. — Critical thinking assessment: The link between critical thinking and student application in the basic courseThe intent of this study is to evaluate existing literature on the concept, teaching, and assessment of critical thinking. To reach this goal, critical thinking will be examined in terms of its multiple definitions, and its relationship to higher order thinking, critical teaching, and assessment. (60-96)

  • Gring, Mark A. & Littlejohn, Jera W. — Assessment of the repeated speech performance as a pedagogical tool: A pilot studyRealizing the ongoing need to develop pedagogy in public speaking, these researchers investigated the learning achieved by asking students to repeat one of their speech assignments. They assessed the value of this practice from the students’ viewpoint as well as the statistical change in performance outcomes. (97-124)

  • Heisler, Jennifer M., Bissett, Susan M. & Buerkel-Rothfuss, Nancy L. — An examination of male and female students’ perceptions of relational closeness: Does the basic course have an influence? Several scholars have argued that men and women are socialized to establish interpersonal relationships, such as friendships, in different ways. Traditionally feminine individuals emphasize empathy, self-disclosure, and interdependence while masculine individuals rely on activities, helping behaviors, and advice/problem-solving. In spite of these differences, basic communication courses have provided students with only a model of traditionally feminine closeness skills in coursework and materials. This study sought to determine if, after 16 weeks of instruction in a basic communication course emphasizing feminine intimacy skills, male students would prefer masculine closeness behaviors. (125-160)

  • Hendrix, Katherine G.— Peer mentoring for graduate teaching assistants: Training and utilizing a valuable resourceExperienced graduate teaching assistants (GTAs) can be valuable resources capable of assisting basic course directors with training novice GTAs. Peer mentoring is suggested as one means for training GTAs in departments with two-year M.A. programs; but is also useful in departments offering the doctoral degree. (161-192)

  • Worley, David W. — An acrostic approach to teaching public speaking in the hybrid communication courseGiven the time and pedagogical demands of teaching the principles of public speaking in the hybrid course, both in¬structors and students are assisted by using a summative, yet sufficiently thorough, approach to teaching these prin¬ciples. As acrostic approach described in a preparation out¬line format and built upon the word S-P-E-A-K provides an integrated, summative and sufficiently thorough instruc¬tional approach to meet these demands. (193-209)

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