Examines and defends two forms of dissent in organizational life, "rocking boats" and "blowing whistles." Suggests ways speech communication teachers can prepare students to cope with the organizational world. (PD)

Uses ERIC documents to examine ethics in forensics, media, and communication research. Considers implications for speech communication teachers. (PD)

Reviews two graphic programs (Overhead Express and Sign-Master) available for preparing and producing audiovisual aids that can be used to accompany a speech or presentation. (PD)

Assesses, through a survey, whether instruction in research methods has filtered down to the undergraduate level. Finds that the introductory communication research methods course on the undergraduate level appears to be growing rapidly, and that there is general agreement about purpose, content, problems, and plans for it. (MS)

Surveys members of the Speech Communication Association to determine the ratings of institutions offering a masters only program in Speech Communication. Finds that many educators in the discipline lack broad-based information concerning activities and quality of masters programs in their respective regions. (MS)

Reports the results of a survey in which members of the Speech Communication Association evaluated doctoral programs in the areas of communication theory and research, interpersonal communication, organizational communication, rhetorical theory, public address, communication education and instruction, oral interpretation, and public relations. (MS)

Examines the relationship between communication apprehension (CA) and academic achievement (AA) among elementary and middle school students. Finds that these two variables are meaningfully related among elementary and middle school students, but that students low and moderate in CA were not significantly different in their levels of AA. (MS)

Provides comparative data on the use of humor, self-disclosure, and narrative by award-winning college and secondary teachers. Indicates that these teachers used these dramatic behaviors to clarify course content, and that they used them significantly more than the nonaward winning teachers from the same educational levels. (MS)

Reports two studies probing the link between speech anxiety and positive thinking. Finds that there is a correlation between communication anxiety and positive and negative thoughts; and the use of visualization lowered self-reported speech anxiety and increased the proportion of positive to negative thoughts. (MS)

Examines the choice-making processes of students engaged in the selection of speech introduction strategies. Finds that the frequency of students making decision-making errors was a positive function of public speaking apprehension. (MS)

Investigates the effect of both trait communication apprehension (CA) and anticipated interaction on student recall of instructional messages. Finds that anticipated interaction elicited higher levels of state anxiety in students with high CA, inhibiting their free recall of a lecture. (MS)

Examines the effects of humorous distortions on children's learning from educational television. Measured information acquisition and funniness after exposure, and concludes that humor in educational messages that distorts information will give children faulty impressions of novel phenomena. (MM)

Examines which message-based behavior alteration techniques (BATs) teacher evaluators perceive as commonly used by good, average, and poor teachers. Reports that principals equate reward-type messages with effective teaching and punishment-type messages with ineffective teaching. (MM)

Investigates the effects of immediacy on cognitive learning in an experimental situation which removed the effects of affect from the measurement of cognitive learning. Finds a positive relationship between immediacy and cognitive learning at the short-term recall level. (MM)

Examines the impact of attempts to reduce uncertainty about audience performance expectations on anticipatory audience anxiety. Reports that successful models presented to clarify audience performance expectations were ineffective in reducing anticipatory audience anxiety. (MM)