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Showing 1 to 15 of 138 results Save | Export
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Phillips, Anji L.; Adams, Tony E. – Communication Education, 2019
This article begins with a script of a typical conversation the authors have with mentees around/after graduation and it illustrates concerns that some mentees have with their transition into a career. Such conversations are appropriate for those entering "emerging adulthood," a season of life ranging from the late teens through the…
Descriptors: Mentors, College Faculty, Teacher Student Relationship, College Students
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Waldeck, Jennifer H. – Communication Education, 2019
Author Jennifer Waldeck writes that her earliest research exposed her to the difficulty that students appear to encounter in accessing potential mentors and building productive relationships with them. In fact, the lack of student mentees available to serve as research participants was one of the drivers behind a decision to explore communication…
Descriptors: Prosocial Behavior, Mentors, Advocacy, Higher Education
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Murray, Darrin S. – Communication Education, 2019
Contingent faculty in higher education markedly outnumber those considered tenured or on the tenure-track, with about 73% of faculty serving in nontenure-line positions (American Association for University Professors, 2018). The term contingent faculty refers to college and university instructors who may work part-time or otherwise off the…
Descriptors: College Faculty, Adjunct Faculty, Nontenured Faculty, Part Time Faculty
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Horan, Sean M.; Wright, Courtney N. – Communication Education, 2018
Given that instructional communication happens beyond college classrooms, a small group of voices have called for expansive explorations of instructional communication. This essay continues this conversation by calling for research to explore instructional communication's role in religious settings as well as in mitigating violence. Researchers…
Descriptors: Religion, Violence, Teaching Methods, Role
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Goodboy, Alan K.; Martin, Matthew M. – Communication Education, 2018
In this stimulus essay on lesbian, gay, bisexual, and transgender (LGBT) bullying in schools, the authors begin by describing assumptions and everyday reality that guide their orientation to this problem. They then turn to two recent surveys to explore the prevalence and meaning of bullying for LGBT youth as it pertains to issues of relational…
Descriptors: Homosexuality, Sexual Orientation, Sexual Identity, Incidence
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Calloway-Thomas, Carolyn – Communication Education, 2018
In this short, "look ahead" piece, the author argues that a pedagogy of empathy is a meaningful way of interrupting coarse language and generating trust and goodwill among global citizens. Furthermore, she claims that practicing empathy inclines humans toward sociability and can lead to a more peaceful civil society, one that respects…
Descriptors: Empathy, Teaching Methods, Global Approach, Peace
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Rudick, C. Kyle; Dannels, Deanna P. – Communication Education, 2018
Essays within this forum grapple with the multilevel ways that anti-LGBT bullying manifests within educational spaces. The essays for this forum provide a clear articulation of the wicked problem of LGBT bullying while also offering clear pedagogical advice for how instructors can change themselves, their institutions, and society to be more…
Descriptors: Bullying, Social Bias, Homosexuality, Sexual Orientation
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Berry, Keith – Communication Education, 2018
In this stimulus essay on lesbian, gay, bisexual, and transgender (LGBT) bullying in schools, Keith Berry, describes assumptions and other aspects of his phenomenological lifeworld (everyday reality) that guide his orientation to this problem. He then turns to two recent surveys to explore the prevalence and meaning of bullying for LGBT youth as…
Descriptors: Homosexuality, Sexual Orientation, Sexual Identity, Bullying
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LeMaster, Benny; Hummel, Greg – Communication Education, 2018
In this response, the authors critically engage bullying, which they understand as an intersectional cultural performance of/for power in relational context. They offer embodied experiences as individuals who survived bullying, performed bullying, bully, and who perpetuated institutionalized through curriculum and policy. Certainly, bullying holds…
Descriptors: Bullying, Freedom of Speech, Power Structure, Victims
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Goodboy, Alan K.; Kashy, Deborah A. – Communication Education, 2017
Do we study too much interpersonal communication and not enough of other topics in the instructional communication literature? This forum provides a mixed bag of both affirmative and negative responses to this question. On one hand, answering "yes" is quite defensible because there are many recent studies examining interpersonal…
Descriptors: Interpersonal Communication, Communication Research, Classroom Communication
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Lane, Derek R. – Communication Education, 2017
In this article the author addresses whether educators have accumulated sufficient knowledge about interpersonal communication in the instructional context--at least as it pertains to the relational perspective--"and" whether other meaningful topics in the instructional communication literature have been ignored. The author's purpose…
Descriptors: Interpersonal Communication, Classroom Communication, Teacher Student Relationship, Context Effect
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Titsworth, Scott – Communication Education, 2017
In this response, Scott Titsworth analyzes similarities among the forum essays and then offers ideas for how instructional communication scholars might adopt greater situational awareness in research, theory, and application of their work. [Other essays in this forum include: (1) FORUM: Interpersonal Communication in Instructional Settings: The…
Descriptors: Interpersonal Communication, Classroom Communication, Communication Strategies, Teaching Methods
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Sellnow, Deanna D. – Communication Education, 2017
In 1938, Dewey wrote "Mankind likes to think in terms of extreme opposites." In this response to the FORUM essays, Deanna Sellnow writes that she heard Dewey's words as she read the authors' struggle with the either-or question regarding the role of interpersonal communication in instructional research. She argues that this is not an…
Descriptors: Interpersonal Communication, Classroom Communication, Communication Strategies, Educational Research
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Badger, L. N. – Communication Education, 2017
In this forum response essay, the author proposes that the largest challenge "and" benefit of Communication Activism Pedagogy (CAP) is bound up in a small but significant word in Frey and Palmer's (2014) definition of Communication Activism Pedagogy: "with." Working "with oppressed community members" challenges the…
Descriptors: Social Justice, Models, Service Learning, Higher Education
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Russell, Vincent; Congdon, Mark, Jr. – Communication Education, 2017
Communication activism pedagogy (CAP) illuminates an array of ways to intervene into oppressive systems to promote just conditions, and CAP's transformative effects on students and communities have been substantively demonstrated (Frey & Palmer 2014). Yet, Frey and Palmer recognize that "social justice issues are long-term, large-scale…
Descriptors: Activism, Social Justice, Longitudinal Studies, Critical Theory
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