Journal articles: 'Teaching of public communcation skills'

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Aczél, Petra. "Learning Public Skills – Teaching (Global) Publicity." Procedia - Social and Behavioral Sciences 93 (October 2013): 640–47. http://dx.doi.org/10.1016/j.sbspro.2013.09.254.

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Donelan, Steve. "Teaching emergency care skills." Wilderness & Environmental Medicine 10, no. 2 (1999): 125–27. http://dx.doi.org/10.1580/1080-6032(1999)010[0125:tecs]2.3.co;2.

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Gorman, Linda. "Teaching Internet Health Search Skills to the Public." Journal of Hospital Librarianship 4, no. 2 (2004): 57–72. http://dx.doi.org/10.1300/j186v04n02_05.

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Hawkins, Janice, and Beth Tremblay. "Teaching Public Policy Advocacy Skills Through Experiential Learning." Nurse Educator 46, no. 4 (2021): E54. http://dx.doi.org/10.1097/nne.0000000000001046.

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Vaughan, Sheila. "Teaching Policy Presentation Skills a Case Study." Teaching Public Administration 7, no. 2 (1987): 34–39. http://dx.doi.org/10.1177/014473948700700205.

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Griffiths, David. "Teaching Journalism Skills Courses to New Public Relations Majors." Journalism & Mass Communication Educator 51, no. 1 (1996): 82–86. http://dx.doi.org/10.1177/107769589605100111.

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Brumback, Richard A. "Teaching Public Administration in a Post-Literate Society." Political Science Teacher 1, no. 2 (1988): 1–4. http://dx.doi.org/10.1017/s0896082800000131.

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As we move farther into a condition of “post literacy” in our society (a condition where reading and writing have been displaced by television and video as the primary sources of mass entertainment and communication), the problem of students entering universities and even graduate programs with substandard communication skills is becoming more pronounced.In addressing the problem, despite frequent references to the “art and science of public administration,” there seems to be far too little emphasis on communication skills. Most public administration schools concentrate on the behavioral and management sciences—while largely ignoring the equally important communication techniques upon which our students' competence and effectiveness will be assessed in their careers.We aid and abet the problem by failing to recognize those skills, or lack of them, in our program guidelines. The National Association of Schools of Public Affairs and Administration calls for specialized areas of study—management, program analysis, and policy analysis—that seem to assume a firm grounding in communication skills; but that assumption is so often incorrect.The science of public administration can only take us as far as systematizing our search for information. Effective evaluation and interpretation of that information rests in the ability to use it persuasively. It is the normative evaluation of information, mostly absent from scientific inquiry, that is so important to effective public administration. And the normative interpretation of policy conclusions is largely contingent on persuasive ability, alacrity in the use of the art, not the science, of public administration.

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O'Neill, Maureen. "Programs in Practice: Teaching Life Skills: A Public Health Exercise." Kappa Delta Pi Record 34, no. 4 (1998): 156–57. http://dx.doi.org/10.1080/00228958.1998.10518757.

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Barss, P. "Cautionary notes on teaching water safety skills." Injury Prevention 1, no. 4 (1995): 218–19. http://dx.doi.org/10.1136/ip.1.4.218.

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Oliveira, Karime Rodrigues Emilio de, Monica Martins Trovo, Amanda Creste Martins da Costa Ribeiro Risso, and Eliana Mara Braga. "The teaching approach on communicative skills in different teaching methodologies." Revista Brasileira de Enfermagem 71, no. 5 (2018): 2447–53. http://dx.doi.org/10.1590/0034-7167-2017-0728.

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ABSTRACT Objective: to understand, from the perspective of professors, which are the facilities and difficulties in the development of communication skills in nursing undergraduates who experiment different teaching-learning methodologies. Method: qualitative research performed with 30 nursing professors from two public education institutions. The data was collected by semi-structured individual interview with guiding questions. We used Bardin's content analysis for the data processing and analysis. Results: the development of communication skills is influenced by factors such as the experience of practical activities, students' individual characteristics, use of active methodologies, access to the mass media, relationship of proximity between student and professor, and knowledge of theoretical concepts of communication and nursing. Final considerations: there is similarity between the influential factors, however, the use of active methodologies seems to favor the development of communication skills.

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Sukhija, Puja Vijay, Samira Pillai, and J. K. Sachdeva. "Teaching Communication Skills â€“ A Pedagogical, Transformative Approach." Journal of Global Economy 12, no. 1 (2016): 50–65. http://dx.doi.org/10.1956/jge.v12i1.427.

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While the fear of speaking may prevent some students from speaking inÂ seminarsÂ altogether,Â thoseÂ thatÂ do sometimesÂ find theirÂ nervesÂ restrictÂ them from adequately sharing their views and intelligence, resulting in an embarrassed, unconfidentÂ student who then promises him/herself never to speak up again. Students may feel fear atÂ the possibilityÂ of embarrassing themselvesÂ andÂ appearingÂ foolishÂ or saying the â€˜wrongâ€™Â thing. After graduation, students need oral presentation skills to succeed in the workplace. Employers look for graduates with excellent oral presentation skills. Communication skills are important for people entering the workforce. Thus the role of educational institutions and specifically of the instructors offering oral presentation courses is important in helping students to improve their skills. Training plays a significant role to improve public speech skills of students.This study aims to explore the issues related to public speech training programs for students, parameters which should be used as pedagogy to improve their public speech skills. Four experimentsÂ were performed on students based on 30 parameters.

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Goodyer, Annabel, and Lynn Sayer. "Joined-up teaching." Journal of Practice Teaching and Learning 6, no. 1 (2012): 24–38. http://dx.doi.org/10.1921/jpts.v6i1.319.

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In the UK, interprofessional working is becoming a cornerstone of social care practice. This article outlines how the authors, both academics in a university’s health and social care department, are developing the teaching of interprofessional skills as an integral component of effective child protection education. This has become particularly pertinent in light of the recent legislative and policy shifts highlighted within the Laming Report (2003) and Every Child Matters (DfES, 2003). The proposed interprofessional children’s teams will provide new challenges to all professions who hold child protection responsibilities. For students who exhibit high levels of anxiety about working in this area of practice, we have implemented an innovative and responsive educational programme to facilitate the development of knowledge and skills of interprofessional working within the field of child protection. By providing skills training in a professional setting, we aim to enable students to gain interprofessional knowledge through experience with practice.

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Anderson, LaKesha. "Teaching the Introductory Public Relations Course: Pedagogical Recommendations." Journal of Communication Pedagogy 2 (2019): 58–62. http://dx.doi.org/10.31446/jcp.2019.13.

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This article explores the foundations and the content areas that ground the introductory public relations course. Examples of two assignments designed to help students think critically, apply knowledge, and improve their writing skills are offered, as well as the identification of several challenges both students and instructors face and a brief discussion of the unique advantages provided by this course.

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Wool, Margaret S. "Teaching and Learning Communication Skills in Medicine (2e)." Health Expectations 8, no. 4 (2005): 363–65. http://dx.doi.org/10.1111/j.1369-7625.2005.00351.x.

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Lu, Weili, Janice D. Oursler, Samantha J. Herrick, Alison C. Durante, Crystal V. Socha, and Gabrielle M. Crisafulli. "Direct Skills Teaching of Work-Related Conversational Skills for Individuals With Disabilities." Rehabilitation Counseling Bulletin 63, no. 4 (2019): 235–44. http://dx.doi.org/10.1177/0034355219878501.

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Work-related soft skills such as cultural awareness and effective communication, along with cognitive factors, influence success in school and in the workplace. This pilot study evaluated the feasibility of a small group intervention using the direct skills teaching (DST) approach to teach basic conversational skills in a work setting. A four-session group intervention using the “Conversing With Others” curriculum based on the DST approach was delivered to 146 participants in 22 groups by graduate counseling students. Participants reported greater confidence with engaging a coworker in conversation as well as high satisfaction with the group intervention in general. This pilot study provided data on the feasibility of this intervention and supported its use as a pedagogical tool for counselors-in-training.

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Bolin, Brien, and Linnea GlenMaye. "Teaching students web page development." Journal of Practice Teaching and Learning 5, no. 2 (2012): 39–50. http://dx.doi.org/10.1921/jpts.v5i2.308.

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An innovative web-based approach to teaching computer-based technological skills to MSW students is described. Students enrolled in an advanced generalist community practice course were taught how to create useful, informative, and empowering web sites for at-risk communities. Student feedback suggested that web development skills were viewed as relevant and useful to community-based practice, and students felt empowered through the acquisition of technological skills. The basic pedagogical features of the assignment are described and recommendations for mounting a web design course are offered.

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Kohler, Frank W., Leslie J. Anthony, Stacie A. Steighner, and Marilyn Hoyson. "Teaching Social Interaction Skills in the Integrated Preschool." Topics in Early Childhood Special Education 21, no. 2 (2001): 93–103. http://dx.doi.org/10.1177/027112140102100203.

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Browder, Diane M., and Edward Grasso. "Teaching Money Skills to Individuals with Mental Retardation." Remedial and Special Education 20, no. 5 (1999): 297–308. http://dx.doi.org/10.1177/074193259902000506.

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A review of the research literature was conducted for all studies that taught money skills or the use of money to individuals with mental retardation. From this review, 43 studies were identified that provided instruction for individuals with mild, moderate, or severe mental retardation. Most studies taught money skills in the context of making purchases or classroom instruction on money computation. From this research synthesis, guidelines are offered for research and practice.

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Altynbekova, Gulzada, and Roza Zhussupova. "Mobile Application Fluentu For Public Speaking Skills Development." SHS Web of Conferences 88 (2020): 02008. http://dx.doi.org/10.1051/shsconf/20208802008.

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In this article the effectiveness of learning public speaking skills through mobile application «Fluentu» is explored. Also there were given analysis with advantages and disadvantages of this mobile platform. Besides new possibilities of English language teaching in a mobile environment are demonstrated by some examples of using mobile device that is crucial in nowadays distance learning. Moreover the article describes «Fluentu» mobile device implementation in English classroom. The main area of research is to check the mobile platform for developing public speaking skills. FluentU is unlike any other card app. It doesn’t just show you a flashcard with an unfamiliar word and its meaning (sometimes with a picture) - you see how this word is used in the video.

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RIZAKHOJAYEVA, G. A., and I. Sh ORAZALI. "TOWARDS ENCOURAGING STUDENTS' PUBLIC SPEAKING SKILLS: ACTION RESEARCH IN ENGLISH LANGUAGE TEACHING." Iasaýı ýnıversıtetіnіń habarshysy 123, no. 1 (2022): 71–80. http://dx.doi.org/10.47526/2022-1/2664-0686.06.

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This article focuses on the research and methods used to develop public speaking in English. The study was carried out over 3 months and consisted of 2 stages. To learn more about the advantages of the proposed method, I participated in the first stage, and 70 people took part in the second stage who wanted to speak fluent English. They were of different ages and different social statuses. The study was conducted online in connection with the pandemic. The method used was the ZOOM platform, participants' emails, and telegrams. In the method used, the participants showed 3 different levels of results. 47 participants achieved the highest score, 19 participants completed the average score, and the remaining 4 participants achieved lower scores than the other results. Any participant can reach the highest level if he learns English in compliance with all the requirements and rules of the method used. This method differs from other methods of teaching English in that it focuses on speaking English. Since English is meant to be told, language only develops through speech. Through everyday practice, speaking English in public is formed and evolved. Considering the results and opinions of the students who participated in the research on the topic, it was concluded that the method used is the most effective and valuable.

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Causby, Ryan S., Lloyd Reed, Michelle N. McDonnell, and Susan L. Hillier. "Teaching of Manual Clinical Skills in Podiatric Medicine." Journal of the American Podiatric Medical Association 108, no. 2 (2018): 158–67. http://dx.doi.org/10.7547/15-223.

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In the podiatric medicine profession, there are a variety of manual tasks that require precision and skill beyond what would be usually expected in everyday living. It is the expectation of employers, regulatory bodies, and the public that graduating podiatric physicians sufficiently meet certain minimum competencies for that profession, including those for manual skills. However, teaching and evaluation methods seem to be inconsistent between countries, institutions, and programs. This may be the consequence of uncertainty regarding the safest and most effective methods to do so. A review of available international literature pertaining to psychomotor learning across a range of health professions was undertaken. As a result of this broad review, we present herein the available evidence and make recommendations for the teaching of psychomotor skills in the podiatric medicine profession. Specific aspects considered important include methods of teaching, practice, and feedback.

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Iftakhar, Shampa. "Teaching Speaking Through Public Speaking Course." Stamford Journal of English 7 (April 7, 2013): 183–203. http://dx.doi.org/10.3329/sje.v7i0.14473.

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In Bangladesh, English is taught as a foreign language. The English Language Teaching Improvement Project (ELTIP) introduced commutative textbooks in between 1992 to 2001 from class three to the higher secondary level. The main aim of ELTIP is to facilitate the teaching and learning of English with a methodology that will encourage students to acquire communicative competence in English through regular practice of these skills. Each of the books contains many tasks on speaking, but unfortunately in reality there is no practice and reflection of this skill. The speaking skill is never examined in S.S.C. and H.S.C. exam though in the English medium schools the scenario is totally opposite. Now the students who get admitted in the private universities having a very poor competency in speaking face great problems from the very beginning because English is the medium of instruction in these universities and general English courses are compulsory for all students. Very few students are capable of understanding lectures given in English. So conducting the class in English becomes a great challenge for all teachers. In my paper, I intend to analyse some factors that are closely related with teaching speaking. Then I will try to evaluate how Public Speaking course at Stamford University Bangladesh plays a vital role in teaching speaking, and our teachers and learners opinions regarding this course. DOI: http://dx.doi.org/10.3329/sje.v7i0.14473 Stamford Journal of English; Volume 7; Page 183-203

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Allor, Jill H., Diane B. Gifford, Stephanie Al Otaiba, Saralyn J. Miller, and Jennifer P. Cheatham. "Teaching Students With Intellectual Disability to Integrate Reading Skills." Remedial and Special Education 34, no. 6 (2013): 346–56. http://dx.doi.org/10.1177/0741932513494020.

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Elijah, Tonui, Ruth Nyambura, and Peterson Oigara. "Influence of Teaching Skills and Training Methodology on Performance of Learners with Visual Impairment in Public Primary Schools in Narok West Sub-County, Kenya." East African Journal of Education Studies 4, no. 1 (2021): 1–6. http://dx.doi.org/10.37284/eajes.4.1.421.

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The study sought to assess the influence of teaching skills and training methodology on the performance of learners with visual impairment in public primary schools in Narok West Sub-County, Kenya. The study analysed past theories related to the topic under the theoretical review that is Education Production Function (EPF) theory. The researcher used a descriptive research design to capture the information on the influence of teaching skills and training methodology. The findings indicated that teaching skills and training methodology influence the performance of learners with visual impairment in public primary schools in the Narok West Sub-County

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Joly, Brenda M. "Teaching Graduate Students to Evaluate Public Health Programs Through Community-Based Learning." Pedagogy in Health Promotion 6, no. 2 (2019): 119–27. http://dx.doi.org/10.1177/2373379919855094.

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Public health professionals are increasingly called on to demonstrate program evaluation skills, a core competency for the field. Learning opportunities that are connected to community organizations with identified evaluation needs give students meaningful opportunities to build and test new skills. When thoughtfully implemented, community-based learning benefits both the student and the community, yet there are several important considerations for designing a course that incorporates this feature. This article describes one approach for teaching graduate public health students how to conceptualize and write a comprehensive program evaluation plan for a community agency, based on the needs, priorities, and capacity of that agency. Lessons learned and recommendations for adopting this model are discussed.

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Wilson, Astrid H., Barbara J. Blake, Gloria A. Taylor, and Glenda Hannings. "Cinemeducation: Teaching Family Assessment Skills Using Full-Length Movies." Public Health Nursing 30, no. 3 (2013): 239–45. http://dx.doi.org/10.1111/phn.12025.

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Vlaovic, Peter D., and Elspeth M. McDougall. "New Age Teaching: Beyond Didactics." Scientific World JOURNAL 6 (2006): 2370–80. http://dx.doi.org/10.1100/tsw.2006.368.

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Widespread acceptance of laparoscopic urology techniques has posed many challenges to training urology residents and allowing postgraduate urologists to acquire often difficult new surgical skills. Several factors in surgical training programs are limiting the ability to train residents in the operating room, including limited-hours work weeks, increasing demand for operating room productivity, and general public awareness of medical errors. As such, surgical simulation may provide an opportunity to enhance residency experience and training, and optimize post-graduate acquisition of new skills and maintenance of competency. This review article explains and defines the various levels of validity as it pertains to surgical simulators. The most recently and comprehensively validity tested simulators are outlined and summarized. The potential role of surgical simulation in the formative and summative assessment of surgical trainees, as well as, the certification and recertification process of postgraduate surgeons will be delineated. Surgical simulation will be an important adjunct to the traditional methods of surgical skills training and will allow surgeons to maintain their proficiency in the technically challenging aspects of minimally invasive urologic surgery.

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Thapa, Tara Bahadur. "Transfer of Teacher Training Skills in Classroom." Academic Voices: A Multidisciplinary Journal 2 (June 30, 2013): 69–73. http://dx.doi.org/10.3126/av.v2i1.8292.

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Teacher training helps to increase teaching and learning process in the classroom. Its impact in classroom situation brings a good result in all teaching learning process and children’s overall development. However, in spite of the intensive teacher training, the public school’s achievements seem poor day by day in the context of Nepal. Many factors play the role to transfer the training skills to the classroom successfully. The effect of training in teaching and learning denotes the betterment of overall situation of classroom activities. So this article highlights on the existing situation of teacher training and the transfer of its skills in the classroom. Academic Voices, Vol. 2, No. 1, 2012, Pages 69-73 DOI: http://dx.doi.org/10.3126/av.v2i1.8292

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Schuster, Ellen. "Teaching Nutrition and Food Skills with Easy-to-Read Recipes." Journal of Nutrition Education 29, no. 1 (1997): 53–54. http://dx.doi.org/10.1016/s0022-3182(97)70153-5.

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Minghat, Asnul Dahar, A. Ana, Suhaida Jamaludin, Siti Salina Mustakim, and Petr V. Shumov. "IDENTIFICATION OF TEACHING COMPETENCIES AMONG TVET INSTRUCTORS TOWARDS THE REALIZATION OF 4TH INDUSTRIAL REVOLUTION." BULLETIN 5, no. 387 (2020): 233–40. http://dx.doi.org/10.32014/2020.2518-1467.163.

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Developing in the field of technical and vocational education and training (TVET) continuously is a challenge for the career of TVET instructors to maintain their success. It is very necessary to encourage teachers for making progress in teaching and efficient learning. It is also of great importance to have the ability to understand the skills that are required by their job needs. From a broader perspective, those trained through the processes of vocational learning will meet the labor market's skill needs. In the aftermath of this study, teaching should be focused on the profile of the teaching competencies of the TVET-instructor. The Delphi approach was the compilation, interpretation, and evaluation of qualitative data in this study. Qualitative data was collected from the 11 expert panels of TVET, based on their skills and experience. The quantitative data were collected using the questionnaire set by the researcher based on the competence of the teaching elements proposed by the Delphi system. The random sampling technique was used as respondents from five selected public skills training institutions in the selection of 106 mechanical engineering and manufacturing technology instructors. Research findings have shown that the dimension of teaching technique is important for teaching profiles of competencies at the instructors of the Public Skills Training Institution TVET. In the context of mastering the competence for the implementation of the 4th Industrial Revolution, the study also found that the use of project-based learning methods is ranked as the lesser in teaching methodology as it should be reinforced at five selected training institutions for public skills.

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Agyemang, Franklin Gyamfi. "From classroom to library: What are the transferable knowledge and skills teachers bring to library work." Journal of Librarianship and Information Science 52, no. 3 (2019): 659–70. http://dx.doi.org/10.1177/0961000619856401.

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This paper explores the transferable knowledge, experience or skills second-career librarians with a teaching background bring to bear or utilize in the discharge of their library work. It also explores how the transferable knowledge helps librarians and teaching librarians to discharge the roles delineated by ACRL’s (2017) document. Snowball sampling method was used to locate 17 participants for this study in Ghana. Mixed methods were used for data collection; questionnaire (open-ended questions) and interview. The data were analyzed using the thematic analysis technique. The study found the following transferable knowledge, skills and experiences to library work: methodology of teaching, questioning and listening skills, knowledge of courses content, presentation, communication and good public speaking skills and human relational skills. The study found that transferable knowledge from the teaching profession help second-career (teaching) librarian to discharge to their library role effectively.

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Askin, Wilfred P. "Principals' Leadership Skills and Attitude towards Teaching among Public Elementary School Teachers in Sibulan District, Negros Oriental." ACADEME University of Bohol, Graduate School and Professional Studies 14, no. 1 (2019): 41–57. http://dx.doi.org/10.15631/aubgsps.v14i1.139.

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Leadership is a skill to develop by showing wisdom and emotions in inspiring others with dedication, integrity, and perseverance. This study intends to assess the principals' leadership skills and teachers' attitudes towards teaching among the public elementary schools in Sibulan District, Negros Oriental. This study employed a quantitative-correlational design through a survey questionnaire. Out of the 166 sample respondents, only 51 teachers responded to the survey with a margin of error of 12.5% at a 95% confidence interval. Results revealed that the teachers perceived the principals' leadership skills as excellent, with a composite mean of 3.78. At the same time, they have a very good attitude towards teaching with a composite mean of 3.69. Furthermore, results revealed a statistically significant correlation between the teachers' perception of the principals' leadership skills and their attitude towards teaching ( .

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El Mortaji, Latifa. "University Students’ Perceptions of Videotaping as a Teaching Tool in a Public Speaking Course." European Scientific Journal, ESJ 14, no. 8 (2018): 102. http://dx.doi.org/10.19044/esj.2018.v14n8p102.

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The purpose of this study was to investigate the effect of videotaping on college students’ public speaking skills development in English as a Foreign Language (EFL) from the learners’ perspective. Twenty Moroccan freshmen students majoring in Engineering, Business, and Humanities at Al Akhawayn University in Ifrane, Morocco, participated in the study. Using 60 videotaped extemporaneous speeches, pre and post-videotaping surveys together with self-reflection essays, the researcher reports on students’ perceptions of and attitudes towards the effectiveness of videotaping on their public speaking competence development. Results revealed that the students’ public speaking skills improved over the course of a semester in terms of content, followed by non-verbal communication, verbal communication, organization, and language. In line with some previous research, this study confirms that a combination of videotaping and self-reflection has a major effect on improving students' public speaking skills, developing confidence of EFL learners, and fostering independent learning

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Malinda, Tita Tengku, Fida Roudlotul Jannah, Lia Budi Tristanti, Amelia Eka Pratiwi, and Ifa Rochma Wati. "Teaching Soft Skill and Basic Mathematical Operations to SDN Kedungmlati Students Using the PERIODIK Teaching Aid." MITRA: Jurnal Pemberdayaan Masyarakat 6, no. 1 (2022): 84–95. http://dx.doi.org/10.25170/mitra.v6i1.3169.

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SDN Kedungmlati is the only public elementary school in Kedungmlati village. The school lacks the infrastructure to support the teaching and learning process. They do not have adequate teaching aids to help the students learn abstract concepts in mathematics. We carried out this community service to introduce the PERIODIK teaching aid to respond to their needs. PERIODIK teaching aids are aids in learning basic mathematical operations, which include addition, subtraction, multiplication, and division of integers. This activity, conducted in the academic year of 2019/2020, aimed to increase the students' soft skills in using the PERIODIK teaching aid and thus develop their understanding of basic mathematical operations. The soft skills we expected the students to gain include the skills to use the teaching aid, be persistent, and be able to cooperate with others. This activity was carried out in three stages: preparation, implementation, and reporting, and evaluated using two instruments: a questionnaire and a written test. The questionnaire was distributed to the students before and after the training, whereas the written test was conducted only at the end of the activity. We used paired samples t-test to measure the students’ soft skills and independent samples t-test to examine whether the students had reached achieved the minimum score of 80. The results show that teaching aids can improve students' soft skills and understanding of the four basic mathematical operations. The PERIODIK then became an inventory of SDN Kedungmlati for learning mathematics.

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Plumb, Abigail Leah. "The Internet Public Library as a Teaching Tool for Shockingly Traditional Reference Skills." Reference Librarian 41, no. 85 (2004): 33–41. http://dx.doi.org/10.1300/j120v41n85_03.

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Dauda, John, and Steven Sylvester Bockarie. "Assessing the Performance of Students in Communication Skills: A Case Study of Two Public Universities in Sierra Leone." International Journal of English Language Studies 3, no. 11 (2021): 30–41. http://dx.doi.org/10.32996/ijels.2021.3.11.4.

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The purpose of this study is to assess the performance of students in Communication Skills in two tertiary institutions in Sierra Leone – the Eastern Technical University and the Njala University. The introduction of Communication Skills into the curriculum of teacher training institutions is viewed as a reaction to the poor performance of students in the written and spoken use of the English Language. However, the introduction of Communication Skills at tertiary institutions is yet to remedy the situation. To guide the study properly, some objectives were developed. These include; an investigation of the extent to which English is used by lecturers and students in the institutions, an examination of students' attitude towards the learning of Communication Skills, an investigation to time allocation to the teaching of the subject, and an examination of the pedagogical capabilities of the Language studies departments of both institutions with regards their personnel, teaching methodologies, and the teaching/learning resources. The result of the study revealed the following: that students speak English seldom in class and within the campus and also very seldom in their homes; that Krio and other Sierra Leonean languages are widely spoken in these institutions as does the English Language; that the credit hours allocated to the teaching of the subject is insufficient; that students find some aspects of Communication Skills Challenging; and that although both institutions have general libraries, these libraries are not very well stocked with English textbooks.

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Hamzeh, Mohammad, Ahmad A. S. Tabieh, and Othman Naser Mansour. "Twenty-first-century skills acquired by mathematics teachers: school principals’ perspectives." Cypriot Journal of Educational Sciences 17, no. 1 (2022): 41–55. http://dx.doi.org/10.18844/cjes.v17i1.6680.

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This study aimed at investigating the acquisition degree of the 21st-century skills of mathematics teachers from the perspective of school principals. The study sample consisted of 75 school principals. They were selected randomly among the public schools. The study instrument consisted of four questionnaires, namely: personal skills, communication skills, technical skills, and teaching skills. Each questionnaire consisted of 30 items. The study results showed that the acquisition degree of the 21st-skills of mathematics teachers was intermediate for the personal and communication skills while it was high for the technical and teaching skills. The results also showed that there are no statistically significant differences (α=0.05) attributed to the gender variable from the perspectives of the male and female school principals towards the acquisition degree of the 21st-century skills of mathematics teachers. The study recommended utilizing the 21st-century skills of mathematics teachers which will result in improving the teaching process in general.  Keywords: Mathematics Teachers, 21st-Century Skills, Personal skills;

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Evans, Arthur T., Laura Q. Rogers, James G. Peden, et al. "Teaching Dietary Counseling Skills to Residents: Patient and Physician Outcomes." American Journal of Preventive Medicine 12, no. 4 (1996): 259–65. http://dx.doi.org/10.1016/s0749-3797(18)30322-2.

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Hoffman, Mark, Jessica Ferri, Cristina Sison, Debra Roter, Lidia Schapira, and Walter Baile. "Teaching Communication Skills: An AACE Survey of Oncology Training Programs." Journal of Cancer Education 19, no. 4 (2004): 220–24. http://dx.doi.org/10.1207/s15430154jce1904_8.

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Nguyen, Thu Anh, and Nhung Thi Cam Phan. "INTEGRATION OF SELF-STUDYING SKILLS INTO TEACHING SPECIALIZED KNOWLEDGE: A CASE STUDY OF SCHOOL OF PUBLIC MANAGEMENT, OFFICE ADMINISTRATION AND TOURISM, TRA VINH UNIVERSITY." Scientific Journal of Tra Vinh University 1, no. 2 (2019): 203–11. http://dx.doi.org/10.35382/18594816.1.2.2019.172.

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Self-study skills are one of the soft skills that play an extremely important role for students in the university environment. However, some universities in Vietnam, at present, have not introduced this skill into teaching soft skills, including Tra Vinh University. Self-study skills determine the majority of students’ learning outcomes, but in fact, not many students are aware of this. By questionnaires and in-depth interviews conducted in May 2019, the authors wish to present the current situation of self-study skills of students of the Department of State Management, Office Administration and Tourism, thereby proposing solutions of integrating self-study skills into specialized knowledge teaching in order to improve the learning quality of students of the Faculty in particular and Tra Vinh University in general.

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Maher, Pamela A., Janelle M. Bailey, and Allan M. Tucka. "Teaching Process Skills to Pre-Engineers using Situated Learning – A Case Study." International Journal of Engineering Pedagogy (iJEP) 8, no. 5 (2018): 121. http://dx.doi.org/10.3991/ijep.v8i5.9036.

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In this case study, undergraduate students presented physics concepts to patrons at a planetarium. This created an early opportunity for these pre-professionals to practice the process skill of oral communication to a lay audience. The case study resulted from working with students participating in a grant called the da Vinci project. It reports on a situated experience pre-engineering and calculus-based physics students had working with their professor to create a brochure and present a physics concept to patrons visiting a public planetarium. Working closely with their professor, students were able to use this required professional skill in a real world (situated) context. This opportunity helped bridge the gap between these pre-professionals’ experiences in training and in their careers in STEM fields. Thirty students attending a two-year college in the Southwestern US self-selected to participate in the project. Each student participant built a kit-based model of a machine, designed an informational flyer aligned to state K-12 physical science standards, and presented informally to the public visiting a planetarium. Data were collected from the students via written reflections before and after the presentation and from email correspondence with their professor. Qualitative analyses of these reflections assessed the students’ progress toward a finished presentation. Results suggest that obstacles to public speaking fluency come from the fear of making mistakes or giving out misinformation. Opportunities to engage in informal public speaking helped overcome these obstacles. Students demonstrated increased confidence in their ability to share their knowledge with the public after undergoing guided informal speaking practice. The opportunity for students to practice public speaking during their undergraduate training can increase confidence and better prepare them for a career.

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Glennon, Russ, Ian Hodgkinson, and Joanne Knowles. "Learning to manage public service organisations better: A scenario for teaching public administration." Teaching Public Administration 37, no. 1 (2018): 31–45. http://dx.doi.org/10.1177/0144739418798148.

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In the context of public value, it is argued that there is a need to adopt the learning organisation philosophy to manage public service organisations better. For collaborative work with public sector managers or in management education, a fictitious scenario is presented to develop the concept of the learning organisation as paradox. Faced with multiple and conflicting demands, public managers find it difficult to change organisational behaviour in response to new knowledge. The scenario demonstrates how learning organisation philosophy can be used to translate new knowledge into new behaviours. Key skills required for public managers to exploit the knowledge of all organisational members and confront the challenges of a contested concept, such as public value, are developed and comprise summarising evidence, making judgements, sharing thought processes on a contentious issue, and arriving at a consensus together. Contributions to public administration theory and practice are discussed.

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Sulaiman, Noor Adwa, Suhaily Shahimi, and Zarina Zakaria. "Student-centred, lecturer-centred, and hybrid teaching methods: Impacts on accounting students' technical and soft skills." Asian Journal of Accounting Perspectives 14, no. 2 (2021): 67–92. http://dx.doi.org/10.22452/ajap.vol14no2.4.

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Research aim: This study examines the impacts of teaching methods: student-centred, lecture-centred, and hybrid (lecture-student) on technical and soft skills of accounting students. Design/ Methodology/ Approach: The impacts are assessed via a structural modelling procedure using Smart PLS based on survey data gathered from accounting students in one public university in Malaysia. Research findings: Results show the lecturer-centred method impacting the students’ technical skills, and the hybrid method impacting students’ technical and soft skills. It is evident from the analysis that there is minimal impact of the student-centred teaching method on technical and soft skills and of the lecturer-centred teaching method on soft skills of the accounting students. The results suggest that the hybrid teaching method is the most effective teaching method in enhancing accounting students’ technical and soft skills. Practitioner/ Policy implication: This research could assist universities and policymakers to formulate relevant teaching strategies and approaches to enhance accounting students’ competency. Limitation/ Implication: The findings in this study is revisiting and revising the current teaching methods is necessary to prepare future accountants for a career in accounting.

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Manap, Nor Ain, Saini Ag. Damit, Asiah Abas, and Noorafini Kassim. "LEVEL OF PROFICIENCY ARABIC LANGUAGE AMONG PUBLIC COMMUNITY IN SABAH." International Journal of Humanities, Philosophy and Language 5, no. 17 (2022): 33–40. http://dx.doi.org/10.35631/ijhpl.517003.

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Literacy skills are a very important skill and must be mastered by an individual, especially the public in Sabah. This skill of recognizing or literacy is known as literacy skills. The objective of this study is to identify the level of Arabic literacy among the general public in Sabah. The research method is qualitative by using data collection methods made through the distribution of questionnaires, interviews with respondents consisting of selected instructors and students, as well as observations in the classroom during the Teaching and Learning (PdP) session of Arabic. The results showed that the level of Arabic language proficiency was moderate with a mean score reading of 3.39. This study will benefit those responsible for streamlining and strengthening the teaching and learning of Arabic among the public in Sabah.

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Juliana, Salfilla. "IMPLEMENTASI SUPERVISI OLEH PENGAWAS SEKOLAH TERHADAP PENINGKATAN KETERAMPILAN GURU DALAM PROSES BELAJAR MENGAJAR." JURNAL PAJAR (Pendidikan dan Pengajaran) 3, no. 4 (2019): 743. http://dx.doi.org/10.33578/pjr.v3i4.7463.

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This research was motivated by the weakness of teachers in carrying out the learning process in Bandar Laksamana 1 Public Middle School. The purpose of this study is to improve the skills of teachers teaching in the classroom with the help of supervision. This research was conducted at Bandar Laksamana 1 Public Middle School. This research is a classroom action research consisting of two cycles with. Each cycle consists of four stages such as planning, implementation, observation, and reflection. The results of the study show that on the basic score, teacher teaching skills are included in the sufficient category with an average score of 60.21. After improvements were made in the first cycle, the results of the teacher's skills assessment increased to a good category with the teacher's average score of 75.54. For the implementation of the teacher's skills assessment in teaching in the second cycle again increased with a very good category with an average value of 85.75. Based on the results of the above research, researchers can conclude that with the implementation of supervision in Bandar Laksamana 1 Junior High School can improve teacher skills in teaching.

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Sonego, Anna Helena Silveira, and Patricia Alejandra Behar. "Digital teaching competences for m-learning in basic education." Revista Tempos e Espaços em Educação 15, no. 34 (2022): e17258. http://dx.doi.org/10.20952/revtee.v15i34.17258.

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The purpose of this article is to present the teaching digital skills necessary for the development of m-learning in basic education. These skills help in planning school activities, creating possibilities for teaching and learning through mobile devices. A case study was carried out during a distance extension course offered to 40 professors, belonging to two public universities in the south of the country, with 20 participants from each institution. Data collection was carried out in 2021/1, for 6 weeks, through activities available in the virtual learning environment Rooda, including the mapping of digital teaching skills. As a result, eight digital teaching skills for m-learning were identified. These are pointed out by the course participants and considered relevant to guide teachers both in planning and in teaching practices with the use of mobile devices, enhancing the teaching and learning process of students and innovation in basic education.

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Faulk, Debbie R., and Mona P. Ternus. "Strategies for Teaching Public Policy in Nursing." Nurse Educator 29, no. 3 (2004): 99–102. http://dx.doi.org/10.1097/00006223-200405000-00006.

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Po’latova Shahzoda Haydarovna. "PSYCHOLOGICAL CHARACTERISTICS OF PRIMARY AGE CHIILDREN AND THE SPECIFIC CHARACTERISTICS OF TEACHING A FOREIGN LANGUAGE." Middle European Scientific Bulletin 6 (November 12, 2020): 50–53. http://dx.doi.org/10.47494/mesb.2020.6.113.

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The article discusses the importance of developing English speaking skills in teaching foreign languages to different ages. Careful study and application of such types of speech as monologue, dialogue, public communication. It also discusses how to teach using a variety of methods and techniques in teaching young, middle-aged, and older adults, and how to use effective teaching tools in shaping the speaking skills of these three categories.

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Bañez, Richard Mendoza, and John Louie Vergara Yedra. "Information and Communication Technology Approaches and Multimedia Authoring Skills of Public Elementary School Teachers." Journal of Educational Science and Technology (EST) 5, no. 2 (2019): 176. http://dx.doi.org/10.26858/est.v5i2.9687.

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This descriptive-explanatory research determined the extent of utilization of ICT approaches in performing teaching-related tasks and self-assessment of multimedia authoring skills of 162 public elementary school teachers at Tanauan City North District, Philippines. Utilizing a researcher-made questionnaire in gathering the needed data and applying appropriate statistical tools, the results of the study revealed that the respondents highly utilized technology literacy approach, and utilized both knowledge deepening, and knowledge creation approaches in performing teaching-related tasks as they integrate technology into the curriculum, utilize spreadsheet in monitoring pupils’ learning progress, and use available ICT resources to help pupils acquire and demonstrate complex cognitive skills. The respondents were also found to be competent in media literacy, using music and arts, design principles, creativity and novel thinking, and considering audiences as components of multimedia authoring skills that was likely to be influenced by their utilization of ICT approaches as affirmed by the significant relationship identified between the two variables. This study calls for pedagogical innovations by capacitating public elementary school teachers with multi-media authoring skills through ICT-skill enhancement program.

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Gholami, Javad, Mehdi Sarkhosh, and Heidar Abdi. "An Exploration of Teaching Practices of Private, Public, and Public-Private EFL Teachers in Iran." Journal of Teacher Education for Sustainability 18, no. 1 (2016): 16–33. http://dx.doi.org/10.1515/jtes-2016-0002.

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Abstract This study investigates the practices of public (high) school, private language institute, and public-private teachers. In particular, it aims at addressing the role of contextual factors, the variations teachers introduce to cope with them, and the degree of sustainable behaviour among these three groups of teachers. High school teachers consisted of those who taught only in high schools and the ones teaching both in high schools and private language institutes. For this purpose, classroom practices of 60 EFL teachers (N=20 per group) with 3 to 6 years of teaching experience and BA degree in TEF) were compared in terms of group/pair work, teacher talking time, L1 use, questioning, corrective feedback, and coverage of language skills. The findings of the study indicate that a significant difference exists among these three groups of teachers in terms of their practices. It is noteworthy that in the same teaching context of high school, the practices of teachers with and without private language teaching experience are significantly dissimilar except in the duration of pair/group work activities and the rates of repetition and explicit correction. This study suggests that high school EFL teachers with teaching experience in private language institutes subscribe more closely to the tenets of communicative language teaching and thus can act as powerful agents of sustainable language teaching in Iranian public schools.

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Journal articles on the topic 'Teaching of public communcation skills'

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