Academic, Professional, Technical, Trade, Research Books & Journals
americanpress@flash.net • 617-247-0022 • 60 State Street #700 • Boston, MA 02109
BCCA Contents & Abstracts, Volume 14, 2002
Editor Deanna Sellnow
ISBN 978-0-89641-375-7E-mail americanpress@flash.net to order PDFs of any article.
Goulden, Nancy Rost. — Revising public speaking theory, content, and pedagogy: A review of the issues in the discipline in the 1990’s — Literature from the 1990's calling for revision of basic course public speaking theory and pedagogy is examined, summarized, and organized. Discussion of sources that shape and maintain public speaking theory provides background for the reports of journal articles and conference papers categorized under (1) overall perspectives that influence theory, (2) basic theory of what characteristics constitute effective speaking, (3) appropriate course content, and (4) appropriate pedagogy. (1-38)>
Troup, Calvin L. — Common sense in the basic public speaking course — The foundation of the basic public speaking course ought be questioned and modified to better meet the needs of students today. More specifically, public speaking courses must offer more than technique. Students must be introduced to the historical context that both models effective public discourse and has also contributed to the framework of the American public forum. This article offers some common sense ideas about what the public forum ought to be. (39-59)
Hunt, Stephen K. & Cheri J. Simonds — Extending learning opportunities in the basic communication course: Exploring the pedagogical benefits of speech laboratories — This study asked 527 students enrolled in a basic communication course to evaluate the efficacy of a speech lab in relation to speech requirements stipulated by their instructors. In addition, the researchers examined the scores of 435 student speeches to determine if students who visited the lab earned higher grades compared to students that did not visit the lab. (60-86)
Dwyer, Karen Kangas, Robert E. Carlson & Sally A. Kahre — Communication apprehension and basic course success: The lab-supported public speaking course intervention — This study examined a lab-supported public speaking course as an intervention for helping reduce overall and context communication apprehension (CA) for high and moderate CA students. In addition, this study queried whether actual lab usage was related to CA reduction and to course grade for those students. (87-112)
Anderson, Karen & Karla Kay Jensen. — An examination of the speech evaluation process: Does the evaluation instrument and/or evaluator’s experience matter? — Speech evaluation forms are a useful and necessary tool of any communication course with a public speaking component. The continued investigation of how such forms are created and used is beneficial to students and teachers. In this study raters from various experience levels graded two speeches using a combination of four evaluation forms, half of which included directions. Raters then responded to questions regarding the forms they just used. (113-163)
Janusik, Laura A. & Andrew D. Wolvin. — Listening treatment in the basic communication course text — Numerous studies have indicated that listening is instrumental for academic and professional success, and most students receive listening instruction only in the basic communication course. This study analyzed the treatment of listening in the 17 most widely used basic communication course textbooks. (164-210)
- Johnson, Julia R., Susan M. Pliner & Tom Burkhart. — d/Deafness and the basic course: A case study of universal instructional design and students who are d/Deaf in the (aural) communication classroom — The primary purpose of this essay is to suggest ways to create universally inclusive curriculum, which, by definition, addresses the learning needs of all students, including students with disabilities or, in this case, students who are deaf or hard-of-hearing. (211-241)
