Reviews the basic assumptions on which linear and branching programed-instruction methods are based. Speculates about why these methods did not take hold in communication education: nature of the materials, economics of programed instruction, and the attitudes of teachers. (PD)

Points out that well-selected programed material can be effective in large heterogeneous classes when integrated with other methods of instruction. Reviews nine programed speech textbooks for their focus and use. (PD)

Focused on the applicability of the communication concerns framework (self, task, and impact) to students in basic speech courses. Found that students entering basic interpersonal courses had more task than self or impact concerns, and students entering the public speaking courses had as many task as self concerns. Discusses implications for…

Reviews Kenneth Pike's tagmemic theory and its application to rhetorical concerns generally. Explains his epistemological assumptions. Presents a model for speech classroom use, which allows rhetors to channel their thought processes consciously and to vary their perspectives in search of a fuller understanding of any subject. (PD)

Contends that the study of Burke's pentad gives students in basic speech courses a stronger theoretical base for understanding communication and a more thorough knowledge of speech criticism. (PD)

Surveyed different departments that offer undergraduate degrees in radio-television-film. Compared (1) philosophies; (2) semester hours offered and required in radio-television-film; (3) faculty qualifications; (4) dollars invested in equipment and training facilities; and (5) student enrollment degree data. Departments included broadcasting,…

Provides a framework for an upper-level basic radio production course. Covers course structure, production assignments, equipment, studio/lab time, grading procedures, textbook and audiovisual materials. Emphasizes theory and practice to provide students with critical and production skills. (PD)

Explores the relationship between early speaking and writing skills by investigating how children use referential ties (personal pronouns, demonstratives, and comparatives) to build coherence in their oral and written stories. Discusses findings and implications for developing children's communicative competency. (PD)

The critical viewing curriculum employed in this study helped young children improve their understanding of important dimensions of television commercials. Each of the three instructional approaches (lecture, audiovisual discussion, and role playing) was successful in raising awareness and skepticism about commercials, but the role playing method…

Reports the following concerns of beginning oral interpretation students: (1) dealing with stage fright; (2) finding suitable material; (3) analyzing the literature; and (4) using voice and body for performance. Proposes choral reading as an effective means to deal with these concerns, since the emphasis is on group rather than solo performance.…

Relates leadership needs in corporate organizations with the experiential learning in Outward Bound courses. Explores the value of Outward Bound inductive learning in developing management and leadership potential on three organizational levels--supervisory, middle management, and executive. (PD)

Presents abstracts of 17 documents from "Resources in Education" on programed instruction, personalized system of instruction, and computer-assisted instruction. (PD)

This study investigates the language employed by classroom teachers. Results reveal a strong tendency toward the use of sexist language by elementary and secondary teachers and suggest, that through intervention techniques, the use of sexist language can be substantially reduced. (PD)

Assessed the effectiveness of two methods for teaching students to write using inclusive generic pronouns. Found that both approaches were effective but that the authority approach (one forced upon an individual) produced more change in pronoun usage than the optional approach (one made by the individual by and for him/herself). (PD)

Reviewed 45 assessment instruments with respect to content domains, response and scoring procedures, administrative feasibility, target populations, and potential sources of test bias. Identified priorities for future research and development in communication competence testing. (PD)