Outlines a master syllabus for introductory intercultural communication courses. Overviews the major issues instructors must face when they teach such a course at any level of instruction. Discusses philosophical issues, pedagogical issues, course content (objectives, texts, written assignments), and available resources and teaching techniques.…

Outlines materials and resources that can facilitate the implementation of multicultural education in elementary, middle, secondary, and higher education. Summarizes the underlying philosophy and objectives of six models of multicultural education. (PRA)

Surveys how communication departments respond to assessment mandates. Finds that most colleges and universities consider developing oral communication abilities a goal of their general education programs, frequently operationalized as a required course. Shows that course evaluations are the main source of information on the effectiveness of…

Recommends a standardized vocabulary for general assessment approaches, methods, and instruments in speech communication by redefining the terms "atomistic,""analytic,""holistic," and "general impression." Discusses the theoretical underpinnings of communication products and performances, including application of theory to assessment. (SR)

Describes the design and implementation of an assessment program for a college communication program that led to a new competency-based curriculum with expanded assessment procedures. (SR)

Proposes to supplement the changes in oral interpretation pedagogy brought about in broadening the idea of "text" by describing an alternative approach to analyzing and performing texts based on semiotic theory and Robert Scholes' model of reading. (SR)

Explores the challenges of performing children's nonsense poetry with, rather than to, an audience of children. Discusses different nonsense operations and offers a broad-based scheme for making performance decisions about what kind of nonverbal emphasis to use in performance. Includes examples with suggestions for performance. (SR)

Argues for the inclusion of a unit on visual communication in the basic course in communication. Provide suggestions for content, exercises, assignments, and resources for such a unit. (SR)

Argues that video can provide effective feedback in performance courses (in speech communication) by creating opportunities for students to take the role of observer, identify and emphasize specific skills, receive feedback simultaneously with performance, and make comparisons. (SR)

Presents a conceptual model of the teacher socialization process. Reviews empirical research on the process of teacher socialization of elementary and secondary school teachers throughout the preservice and inservice phases. Offers a conceptualization of the teacher socialization process from a communication perspective. (SR)

Provides a synthesis and extension of research on teacher clarity conducted since 1971. Examines the conceptualization of teacher clarity and research approaches to it. Supports the thesis that clarity is a relational variable. (SR)

Reviews empirical research on teacher communicator style. Presents, describes, analyzes, and contrasts major foci of inquiries and addresses issues treated as unproblematic so far. Discusses the literature from theoretical, methodological, and cultural perspectives. (SR)

Reviews literature published in education and communication from 1983 to 1990 relating teacher behavior to teacher effectiveness. Pays special attention to the methods and procedures utilized to test theory that guides effective teacher behavior research. Integrates research from education and communication. (SR)

Reviews the critical literature on teacher empowerment. Identifies several factors that have led to the disempowerment of teachers. Reviews the possibilities offered for their empowerment and discusses implications for teacher educators and researchers. (SR)

Describes an introductory course in instructional communication research for graduate students. Discusses the rationale for such a course, course goals, units and readings, and student evaluation. (SR)