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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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Del Gandio, Jason – Communication Education, 2017
For Frey and Palmer (2014), communication activism pedagogy (CAP) "teaches students how to use their communication knowledge and resources (e.g., theories, research methods, pedagogies, and other practices) to work with community members to intervene into and reconstruct unjust discourses in more just ways." The author of this response…
Descriptors: Activism, Models, Scoring Rubrics, Social Justice
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Bolkan, San; Goodboy, Alan K.; Myers, Scott A. – Communication Education, 2017
This study examined two effective teaching behaviors traditionally considered by instructional communication scholars to associate positively with students' academic experiences: instructor clarity and immediacy. Our study situated these teaching behaviors in a conditional process model that integrated two key assumptions about student learning:…
Descriptors: Teacher Effectiveness, Teacher Behavior, Teaching Styles, Learner Engagement
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Yang, Qinghua; Orrego Dunleavy, Victoria; Phillips, Jasmine Rene – Communication Education, 2016
This study examined how mentoring initiation and maintenance strategies mediate the relationship between acculturative stress and intercultural communication competence on Chinese graduate students' program satisfaction. Results supported a partial mediation effect for mentoring maintenance strategies. By specifying the mediating effect, the model…
Descriptors: Foreign Countries, Graduate Students, Mentors, Communication Strategies
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Johnson, Zac D.; LaBelle, Sara – Communication Education, 2015
The current study examined the relationship between student-to-student communicative behaviors and communication outcomes in the college classroom. The instructional beliefs model was used to examine student self-disclosures, student perceptions of connectedness, and student enactment of instructional dissent. Students (N = 351) completed…
Descriptors: Self Disclosure (Individuals), College Students, Peer Relationship, Interpersonal Communication
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Kelly, Stephanie; Rice, Christopher; Wyatt, Bryce; Ducking, Johnny; Denton, Zachary – Communication Education, 2015
There is global concern regarding the increased prevalence of math anxiety among college students, which is credited for a decrease in analytical degree completion rates and lower self-confidence among students in their ability to complete analytical tasks in the real world. The present study identified that, as expected, displays of instructional…
Descriptors: Mathematics Education, Models, Cues, Teaching Methods
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Henningsen, Mary Lynn Miller; Valde, Kathleen S.; Denbow, Jessica – Communication Education, 2013
Academic misconduct is a serious, pervasive, communication phenomenon on college campuses. In this study, the goals-plans-action model (Dillard, 1990) was used as a theoretical framework to investigate peer confrontation of cheating and whistle-blowing to a course instructor. In an experiment, participants were asked to respond to measures of…
Descriptors: Higher Education, Cheating, Campuses, Disclosure
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Titsworth, Scott; McKenna, Timothy P.; Mazer, Joseph P.; Quinlan, Margaret M. – Communication Education, 2013
Although scholars from various fields now argue that emotion is a critical resource for individuals as they learn and make sense of information, the topic is only just emerging as a sustained area of emphasis for instructional communication scholars. Using a sample of 752 students from three universities, we tested a predictive model exploring how…
Descriptors: Emotional Response, Psychological Patterns, Classroom Environment, Teacher Student Relationship
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Wei, Fang-Yi Flora; Wang, Y. Ken; Klausner, Michael – Communication Education, 2012
This study investigated whether texting during class influences students' cognitive learning. A theoretical model was proposed to study the relationships among college students' self-regulation, texting during class, sustained attention to classroom learning, and cognitive learning (i.e., grade-oriented academic performance and experience-oriented…
Descriptors: College Students, Structural Equation Models, Academic Achievement, Metacognition
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Bolkan, San; Griffin, Darrin John; Holmgren, Jennifer Linn; Hickson, Mark, III – Communication Education, 2012
The purpose of this study was to ascertain who the most prolific scholars (top one percent) in Communication Studies were as a function of their publication rates in 24 journals for the last five years. In addition, we sought to determine the most prolific scholars in a subset of journals considered to be most central to our discipline. Results…
Descriptors: Scholarship, Discipline, Journal Articles, Faculty Publishing
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Wheeless, Virginia Eman; Witt, Paul L.; Maresh, Michelle; Bryand, Meagan C.; Schrodt, Paul – Communication Education, 2011
This study tested two theoretical models of instructor credibility as a potential mediator between instructors' classroom communication behaviors (nonverbal immediacy, enthusiasm, and homophily) and students' intentions to persist in college. Participants included 570 undergraduate students from three institutions in the South-Central United…
Descriptors: Undergraduate Students, College Faculty, Teacher Characteristics, Credibility
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Goodboy, Alan K.; Bolkan, San; Myers, Scott A.; Zhao, Xing – Communication Education, 2011
The purpose of this study was to examine a theoretical model explaining the influence of instructor power (i.e., coercive, reward, legitimate, expert, referent) on students' relational and social influence communication behaviors (i.e., student affinity-seeking strategies, student behavior alteration techniques) across two cultures. Participants…
Descriptors: Student Behavior, Structural Equation Models, Foreign Countries, Rewards
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Weber, Keith; Martin, Matthew M.; Myers, Scott A. – Communication Education, 2011
This article presents the Instructional Beliefs Model which forwards that teacher behaviors, student characteristics, and course-specific structural issues combine to influence students' instructional beliefs. Through these instructional beliefs, the first-order variables influence student learning outcomes. Three studies were conducted to…
Descriptors: Teacher Behavior, Student Characteristics, Course Organization, Student Attitudes
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LeGreco, Marianne; Hess, Aaron; Lederman, Linda C.; Schuwerk, Tara; LaValley, Angela G. – Communication Education, 2010
New communication technologies, including personal response "clickers," have become increasingly popular across college campuses as a way to promote a wide range of practices. This paper calls attention to the need for communication models that account for the usefulness of these new technologies, especially as they relate to health promotion,…
Descriptors: Campuses, Health Promotion, Social Behavior, Drinking
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Johnson, Danette Ifert; Mrowka, Kaleigh – Communication Education, 2010
This investigation tests Wittrock's generative learning model as an explanation for the positive relationship found between quizzing and student performance in a number of studies. Results support the theory, suggesting that quizzes structured to include multiple levels of Bloom, Engelhart, Furst, Hill and Krathwohl's (1956) taxonomy, and thereby…
Descriptors: Cognitive Development, Learning Processes, Cognitive Mapping, Models
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