Relevant bibliographies by topics / Theory of Educational Communication

Contents

  1. Journal articles
  2. Dissertations / Theses
  3. Books
  4. Book chapters
  5. Conference papers
  6. Reports

Academic literature on the topic 'Theory of Educational Communication'

Author: Grafiati
Published: 4 June 2021
Last updated: 11 February 2022

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Journal articles on the topic "Theory of Educational Communication"

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Holmes, William T., and Michele A. Parker. "Communication." International Journal of Business Communication 54, no. 1 (October 26, 2016): 70–82. http://dx.doi.org/10.1177/2329488416675450.

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Motivating language theory (Sullivan, 1988) is a leadership communication theory focused on the strategic use of leader oral language. Walk and talk alignment is a main pillar of motivating language theory. As such, within the field of educational leadership, we hypothesize that behavioral integrity and credibility are required in order for motivating language to occur. In this study, a survey was administered to teachers, from 2011 to 2014, at a Title I elementary school to gauge the motivating language use of the principal. We empirically tested the ability of behavioral integrity (Simons, 1999, 2008) and credibility (McCroskey & Teven, 1999) to predict the principal’s motivating language use. There were statistically significant correlations between behavioral integrity and motivating language, credibility and motivating language, and between behavioral integrity and credibility. In each year, behavioral integrity and credibility contributed significantly to the predication of the principal’s motivating language use. Behavioral integrity and credibility are integral to a leader’s use of motivating language. We discuss the results and implications for employees and organizations, along with ideas for future research.
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Konye, Michael Nnamdi. "Which theory of communication is “political correctness”?" Journal of Education Culture and Society 7, no. 2 (September 10, 2016): 53–74. http://dx.doi.org/10.15503/jecs20162.53.74.

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The paper focuses on ‟political correctness”, which has become a late 20th century catch-phrase in Western European and North American liberal democracies but also has found currency in the political climate of the Asian and Eastern countries. A historical and multi-cultural review is intended as an introduction to a broader philosophical analysis of the Marxist backgrounds of political correctness and its neo-Marxist theoretical correctives in Jürgen Habermas’s theory of communicative action. My aim is to draw out both the educational and cultural implications of laying out the ethos of contemporary discourse on the foundations of the evolving dynamics of the rhetoric of political correctness.
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Marshall, Jonathan. "Review: The Trouble with Theory: The Educational Costs of Postmodernism." Media International Australia 133, no. 1 (November 2009): 162–63. http://dx.doi.org/10.1177/1329878x0913300131.

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Mikhaylova, Alla, Olga Golovko, and Natalya Nizhneva. "Educational Motivation Development by Means of Digital Information and Communication Technologies." SHS Web of Conferences 110 (2021): 03008. http://dx.doi.org/10.1051/shsconf/202111003008.

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The article determines the main aspects of educational motivation development by means of digital information and communication technologies. The methodological basis is self-determination theory. It is noted that self-determination theory plays a main role in motivation forming. The levels of formation of educational motivation were determined by means of test questionnaire “Research of volitional self-regulation”. Based on the data obtained, it was concluded that motivation for learning is a rather difficult and ambiguous process of changing the person’s attitude, both to a particular subject of study and an entire educational process.
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Watson, Judith. "Theory and Practice in Dealing with Communication Difficulty." School Psychology International 9, no. 2 (May 1988): 129–32. http://dx.doi.org/10.1177/0143034388092007.

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Natalie, Elizabeth J. "Gender and communication theory." Communication Education 40, no. 1 (January 1991): 94–98. http://dx.doi.org/10.1080/03634529109378828.

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Davies, Alan J. "Book Review: Communication Theory." International Journal of Electrical Engineering & Education 29, no. 3 (July 1992): 283–84. http://dx.doi.org/10.1177/002072099202900326.

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Kim, Do Nam. "Review of Indirect Communication Read Characteristics : Based on the Educational Theory of Kierkegaard." JOURNAL OF READING RESEARCH 47 (May 30, 2018): 125–54. http://dx.doi.org/10.17095/jrr.2018.47.5.

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Han, Gi-Cheol. "Habermas’s Social Theory and Education : Communicative Rationality as a Criterion of Educational Communication." Journal of Moral Education 26, no. 2 (August 31, 2014): 1. http://dx.doi.org/10.17715/jme.2014.08.26.2.1.

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Guenther, Lars. "A textbook linking theory, research, and practice of science communication." Journal of Science Communication 19, no. 03 (May 11, 2020): R01. http://dx.doi.org/10.22323/2.19030701.

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This book review will discuss “Science communication. An introduction”, edited by Frans van Dam, Liesbeth de Bakker, Anne Dijkstra, and Eric Jensen (2020), the first book in the PCST book series. The review will give an overview, a summary, and a criticism of this textbook, which is intended to be used in educational programs in science communication. As will be outlined, the book puts specific emphasis on linking theory, research, and practice, as well as including more perspectives from developing country contexts, and thus provides a valuable contribution to the dynamic field of science communication.
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Dissertations / Theses on the topic "Theory of Educational Communication"

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Elmore, Branden D. "Using Situational Crisis Communication Theory to Interrogate a PWIs Response to a Campus Racial Crisis." University of Cincinnati / OhioLINK, 2016. http://rave.ohiolink.edu/etdc/view?acc_num=ucin1463130471.

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Frey, Terrell Kody. "CAT IN THE CLASSROOM: UNDERSTANDING INSTRUCTOR BEHAVIOR AND STUDENT PERCEPTIONS THROUGH COMMUNICATION ACCOMMODATION THEORY." UKnowledge, 2019. https://uknowledge.uky.edu/comm_etds/85.

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Adjusting one’s communication is a fundamental requirement for human interaction (Gasiorek, 2016a). Individuals adapt communication behavior according to the circumstances surrounding the situation, resulting in different patterns and forms of speech relative to spouses, family members, coworkers, or friends. Yet, researchers in instructional communication have not yet substantially applied adjustment as a theoretical lens for understanding instructor-student classroom interactions (Gasiorek & Giles, 2012; Soliz & Giles, 2014; Soliz & Bergquist, 2016). Apart from overlooking this useful theoretical approach, instructional communication scholarship can also be improved by accounting for 1) shifting group identities in higher education that change how instructors and students communicate, 2) incomplete conceptualizations of student perceptions in existing research, and 3) a consistent lack of concern for the hierarchical structure of educational data. This dissertation seeks to resolve these limitations through an application of one of the most prominent theories of adjustment: communication accommodation theory (CAT; Giles, 1973; Giles, Willemyns, Gallois, & Anderson, 2007a). The research specifically extends the CAT framework to an instructional setting by investigating how student perceptions of instructor nonaccommodation across several modes of communication (i.e., nonverbal, linguistic/verbal, content, support) influence information processing ability, relationships with instructors, and beliefs about instructors. Data were collected from 573 undergraduate students across 38 sections of a basic communication course (BCC). Students completed an online questionnaire assessing perceptions of the appropriateness of their instructor’s behavior (i.e., nonaccommodation), extraneous load, communication satisfaction, instructor-student rapport, instructor credibility, and instructor communication competence. The results first forward a nuanced measure for assessing nonaccommodation in a manner consistent with the theoretical propositions of CAT. Second, a series of analyses using hierarchical linear modeling (HLM; Raudenbush & Bryk, 2002) showed significant associations between perceptions of nonaccommodation across modes and students’ reported classroom outcomes. Interestingly, several of the individual, direct relationships disappeared when multiple modes of nonaccommodation were considered simultaneously, introducing the possibility that individuals may prioritize the appropriateness of certain behaviors within context. The data hierarchy (i.e., students enrolled in course sections) did exert some influence on the relationships between variables, yet the majority of variance accounted for across models occurred at the student level. Implications of the results related to both theory and practice within the basic communication course are presented in the discussion.
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Beatman, Thomas Robert. "Integrating Game-Design Knowledge and Education Theory to Communicate Biology Content." University of Akron / OhioLINK, 2019. http://rave.ohiolink.edu/etdc/view?acc_num=akron1561035477730081.

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Flynt, Peggy. "Content Analysis of the Theory Base Used in the Conference Proceedings of the Association of Educational Communications and Technologies." Thesis, NSUWorks, 2017. https://nsuworks.nova.edu/fse_etd/129.

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The Association for Educational and Communications and Technology (AECT) is the leading organization for educational-technology professionals and a leader in the definition of the field. Since the first AECT definition in 1963, definitional changes have represented a shift from using specific learning components and messages to control learning processes, to using these elements to facilitate and support teaching and learning. The changing definition has reflected the trends in the field and an ever-deepening theory base. Previous researchers have identified a gap between what theories project should happen and the actual design and practice—or what does happen—in technology-enhanced learning environments. In other words, there is often a disconnect between theory, design, and practice. This study addressed changes in theories selected in the field of educational technology. Examining the theories used in the past and how these have changed as AECT’s definition of the field has changed may prove useful in strengthening future connections between theory, design, and practice. Content analysis was used to examine the AECT conference proceedings from 1979 to 2013 to track theoretical shifts over the period studied. Observed changes in theory were further examined using the hype cycle. Systems theory informed the study.
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Hixenbaugh, Sonja C. "Examining Organizational Communication Strategies that Target and Engage Nontraditional Undergraduate Students." Youngstown State University / OhioLINK, 2020. http://rave.ohiolink.edu/etdc/view?acc_num=ysu1589925538611892.

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Mohamed, EI-Hussein Mohamed Osman. "Towards a theory of mobile learning : the design of learning spaces for the higher education landscape." Thesis, Cape Peninsula University of Technology, 2011. http://hdl.handle.net/20.500.11838/2286.

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Thesis (DTech (Information Technology))--Cape Peninsula University of Technology, 2011.
This thesis is based on an analysis of the position of mobile learning within learning and instructional design theories in Higher Education. It seeks to understand the concept of mobile education or mobile learning, the technology of mobile learning and its interactions with other media of learning. It also aims to unlock the relationship between the learning theory and mobile learning as well as the position of mobile learning, handheld and wireless technologies at universities. The research design, approach, methodology and methods of this study were framed around the qualitative grounded theory. This approach guided the process of collecting and analysing data as well as the discussion of key findings. The data was gleaned from personal interviews and analysis of literature. The analysis of the data focused on the social, economic, ideological and technological dynamics and the way they have shaped the complex landscape of mobile learning in higher institutions of learning. It also concentrated on the recurrent paradigm shifts and changes and their implications for teaching and learning in higher institutions. The analysis of data uncovered several issues that are pertinent to our understanding of mobile learning. For example, it revealed that mobile learning is not about the mobile technology but rather about the learner and the learning experience, with the media playing the role of an instrument for mobilising learning and instruction. It also led us to the conception that mobile learning has the potential to promote outdoor learning. This is because this type of technology provides learners with information that they need about their learning context. Finally it was evident from data that learning was moving away from process to an institutional social phenomenon. It has acquired asocial institutional meaning in conceptions such as the learning society and organisation as well as lifelong and ubiquitous learning. In this light, this study concludes that integrating classroom-based learning with informal mobile learning can add value to formal classroom-based learning and it can also enhance learners' overall learning experience. Moreover, although the concept of learning space is not restricted to online learning, it is likely to create new learning spaces. The project also concludes that mobile learning resonates with the learning and instructional design theories such as the associative, constructive and situated learning theory.
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Kelley, Katherine M. "Stakeholder Perceptions of a University Response to Crisis." Digital Commons @ East Tennessee State University, 2014. https://dc.etsu.edu/etd/2401.

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The purpose of this study was to contribute to current theory-driven research in crisis communication by examining the perceptions of multiple stakeholder groups to a university crisis response strategy. Two main questions were examined in this dissertation. The first question attempted to determine if a significant difference existed between stakeholder groups and their perception of university reputation, responsibility for the crisis, and potential supportive behaviors toward the university following the university’s response to a crisis. The second asked if Coombs’s Situational Crisis Communication Theory is a practical application for universities. The participants were from 4 stakeholder groups associated with a regional public university: students, faculty, staff, and alumni. An online survey was sent to participants via email. The data analysis revealed significant differences in the perceptions of reputation and in the potential supportive behaviors between staff and faculty and between staff and students. Staff perceived the reputation more favorably and had more favorable potential supportive behaviors than both the faculty and the student stakeholder groups. The results of this research provided empirical evidence that distinct stakeholder groups do perceive crisis response strategies differently. It also supported the application of Situational Crisis Communication Theory in a university setting.
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Strand, Karen. "Applying Public Relations Theory to Assess Service-Learning Relationships." Thesis, University of South Florida, 2014. http://pqdtopen.proquest.com/#viewpdf?dispub=1554008.

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In Service-Learning (S-L) partnerships, universities and community organizations exchange resources and influence. Community engagement scholars Cruz and Giles proposed that relationships within S-L partnerships serve as units of analysis for the study of community outcomes of engagement. Yet, the scholarship of engagement lacks a suitable instrument to assess such relationships. This study brings together two lines of scholarship-relationship studies within community engagement and cocreational studies within public relations-to address the problem of assessing the community outcomes of S-L relationships, and it applies Cruz and Giles' ideas about using relationship analysis to assess community outcomes when it considers the perspectives of representatives of nonprofit organizations relative to their relationships with S-L students. Specifically, this qualitative study applies public relations theory to the problem of assessing project-based S-L relationships.

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Carroll, Melissa A. "Communication Theory in Physician Training: Examining Medical School Communication Curriculum at American Medical Universities." University of Cincinnati / OhioLINK, 2017. http://rave.ohiolink.edu/etdc/view?acc_num=ucin1504873270954601.

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Greene, H. Carol. "Theory Meets Practice in Teacher Education: A Case Study of a Computer-Mediated Community of Learners." Diss., Virginia Tech, 2003. http://hdl.handle.net/10919/28209.

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This research investigated the uses of computer-mediated communication in providing an online field experience in an educational psychology course for pre-service teachers at a large research university in the southeastern United States. Twenty-seven pre-service teachers in one section of a Psychological Foundations of Educational Psychology course for pre-service teachers, eight practicing teachers, and eight university professors participated in this study. The participants viewed CD-ROM based video case studies as part of an online field experience component and communicated electronically through chat rooms and threaded discussion lists. Data sources included transcripts of all chat room and threaded communication, surveys, field notes, observations, and student tasks and reflections, as well as interviews with the pre-service teachers, practicing teachers, university professors, and one technical support person. The methodology involved a mixed method approach. A template organizing approach with the constant comparative method was used in order to develop patterns and themes. Content analysis was applied to the content of the chat transcriptions. Finally, a quantitative component was included in the analysis of the thread transcripts with a measurement of the development of the pre-service teachers' reflective comments over time using an analysis of variance test of within subjects effects. This document reports the findings concerning the nature of the conversations among the participants as they developed across time; the learning outcomes of the students, teachers, and professors; how a computer-mediated learning environment supports reflection; the benefits and challenges of using computer-mediated communication to study and learn about educational psychology and teaching; and the benefits and challenges of creating and maintaining such a learning environment.
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Books on the topic "Theory of Educational Communication"

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Haddad, Fuad Said. Alfarabi's theory of communication. Beirut, Lebanon: American University of Beirut, 1989.

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Hubley, John. Effective communication: Theory and practice in health education. Leeds: Health Education Unit, Leeds Polytechnic, 1988.

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Dyagilev, Vasiliy, and Pavel Razov. Logic. Theory of argumentation. ru: INFRA-M Academic Publishing LLC., 2021. http://dx.doi.org/10.12737/1085524.

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The textbook covers the main sections of the course of formal logic, the principles of drawing conclusions, the basics of argumentation and communication. The topics are presented taking into account the achievements of modern logical science. In addition to the theoretical part, practical tasks and texts for analytical analysis are included. Meets the requirements of the federal state educational standards of higher education of the latest generation. It is intended for bachelors, undergraduates and postgraduates of humanitarian specialties. It can also be used by anyone who wants to study logic and the theory of argumentation or improve their knowledge in these disciplines.
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Neff, Marjorie E. Language and communication as educational processes: A critical hermeneutic approach to the study of theory and practice in nursing. Ann Arbor, Mich: University Microfilms International, 1987.

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Chan, Si-wai. Using Habermas's theory of communicative action to analyze the changing nature of school education in Hong Kong (1945-2008). Hong Kong: Red Publish, 2012.

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Brycki, Bogdan. Poszukiwanie podstaw ujmowania kształcenia w kategoriach komunikacji. Gliwice: Dział Wydawnictw Politechniki Śląskiej, 1987.

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Wood, David John. Film communication theory and practice in teaching English as a foreign language. Lewiston, N.Y: E. Mellen Press, 1995.

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Hamel, Steven C. Semiotics: Theory and applications. Hauppauge, N.Y: Nova Science Publishers, 2010.

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Improvising theory: Process and temporality in ethnographic fieldwork. Chicago, IL: University of Chicago Press, 2007.

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Argumentation in higher education: Improving practice through theory and research. New York: Routledge, 2009.

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Book chapters on the topic "Theory of Educational Communication"

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Colapietro, Vincent. "Communication and Education." In Encyclopedia of Educational Philosophy and Theory, 1–6. Singapore: Springer Singapore, 2018. http://dx.doi.org/10.1007/978-981-287-532-7_578-1.

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Zlatev, Jordan. "Mimesis Theory, Learning, and Polysemiotic Communication." In Encyclopedia of Educational Philosophy and Theory, 1–6. Singapore: Springer Singapore, 2018. http://dx.doi.org/10.1007/978-981-287-532-7_672-1.

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Kaptelinin, Victor. "Activity Theory: Implications for Human Computer Interaction." In Human-Machine Communication for Educational Systems Design, 5–15. Berlin, Heidelberg: Springer Berlin Heidelberg, 1994. http://dx.doi.org/10.1007/978-3-642-85104-9_2.

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Peters, Michael A. "Scientific Communication and the Open Society: The Emerging Paradigm of “Open Knowledge Production”." In Encyclopedia of Educational Philosophy and Theory, 1–14. Singapore: Springer Singapore, 2015. http://dx.doi.org/10.1007/978-981-287-532-7_415-1.

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Peters, Michael A. "Scientific Communication and the Open Society: The Emerging Paradigm of “Open Knowledge Production”." In Encyclopedia of Educational Philosophy and Theory, 2087–100. Singapore: Springer Singapore, 2017. http://dx.doi.org/10.1007/978-981-287-588-4_415.

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Huttunen, Rauno. "Derrida’s Deconstruction Contra Habermas’s Communicative Reason." In Encyclopedia of Educational Philosophy and Theory, 1–11. Singapore: Springer Singapore, 2015. http://dx.doi.org/10.1007/978-981-287-532-7_305-1.

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Huttunen, Rauno. "Derrida’s Deconstruction Contra Habermas’s Communicative Reason." In Encyclopedia of Educational Philosophy and Theory, 455–65. Singapore: Springer Singapore, 2017. http://dx.doi.org/10.1007/978-981-287-588-4_305.

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Chan, Chi-Keung, Ho-Man Leung, and Man-Wai Kung. "Understanding the Effect of Gamification of Learning Using Flow Theory." In Educational Communications and Technology Yearbook, 3–14. Singapore: Springer Singapore, 2019. http://dx.doi.org/10.1007/978-981-13-6681-9_1.

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Nilssen, Vivi, and Torunn Klemp. "Encouraging working and communicating like mathematicians." In Applying Cultural Historical Activity Theory in Educational Settings, 73–90. Abingdon, Oxon ; New York, NY : Routledge, 2020. | Series: Routledge research in education: Routledge, 2019. http://dx.doi.org/10.4324/9780429316838-6.

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Gilbert, J. K. "Towards a Unified Model of Education and Entertainment in Science and Technology Centres." In Science Communication in Theory and Practice, 123–42. Dordrecht: Springer Netherlands, 2001. http://dx.doi.org/10.1007/978-94-010-0620-0_8.

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Conference papers on the topic "Theory of Educational Communication"

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"Application Study on Intercultural Communication Theory in the Translation Teaching of Senior Japanese Majors." In 2020 Conference on Educational Science and Educational Skills. Scholar Publishing Group, 2020. http://dx.doi.org/10.38007/proceedings.0000610.

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Yu, Zhang, and Shuang Li. "Research on the Communication Strategy of Yongchun White Crane Boxing from the Perspective of Communication Effect Theory." In 3rd Eurasian Conference on Educational Innovation 2020 (ECEI 2020). WORLD SCIENTIFIC, 2020. http://dx.doi.org/10.1142/9789811228001_0147.

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Sousa, Paulo Cesar, and Lucilene CURY. "A New perspective to the Process of Education/Communication in the Era of Digital Technologies." In Fourth International Conference on Higher Education Advances. Valencia: Universitat Politècnica València, 2018. http://dx.doi.org/10.4995/head18.2018.8242.

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This paper aims to discuss the challenges of higher education regarding the relationship between the university and the individual in the era of Information and Communication Technologies (ICTs). It proposes a new teaching-learning model that allows establishing an educational and transformative communication between university-student. Therefore, it is imperative to consider that technology by itself adds little to the construction of new knowledge and, in this sense, the university can wave towards the establishment of a new paradigm in the education-student relation. In order to justify this proposal, this paper will analyze how the course “Theory and Method of Research in Communication, taught in face-to-face format for the undergraduate students of the School of Communications and Arts of the University of São Paulo, will be converted into a distance-learning course. This conversion will contribute with the formation of new researchers in the scientific field and consequently with the democratization of knowledge. As it can be observed, the mass use of the e-learning modality in Brazil presents itself as a potential tool for consolidating this new teaching-learning model, when associated with the communication process
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Homsi, Masun, Rania Lutfi, Rosa M. Carro, and Barakat Ghias. "A Hidden Markov Model Approach to Predict Students' Actions in an Adaptive and Intelligent Web-Based Educational system." In Communication Technologies: from Theory to Applications (ICTTA). IEEE, 2008. http://dx.doi.org/10.1109/ictta.2008.4529976.

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Kushnir, V. O., and I. V. Izhutova. "Strategic communications interdepartmental cooperation in education and science among leading educational establishments of Ukraine." In EFFECTIVE PUBLIC AND MUNICIPAL ADMINISTRATION: THEORY, METHODOLOGY, PRACTICE. EU EXPERIENCE. Baltija Publishing, 2020. http://dx.doi.org/10.30525/978-9934-26-005-6-8.

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"THE COMMUNICATION PROCESS IN EDUCATION." In Advanced Studies in Science: Theory and Practice. Global Partnership on Development of Scientific Cooperation LLC, 2015. http://dx.doi.org/10.17809/14(2015)-14.

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Xu, Li. "Contemporary Value of Marx's Communication Theory." In 2018 International Seminar on Education Research and Social Science (ISERSS 2018). Paris, France: Atlantis Press, 2018. http://dx.doi.org/10.2991/iserss-18.2018.112.

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Iancu, Aurelia. "Integration of educational software in preschoolers' activity." In Condiții pedagogice de optimizare a învățării în post criză pandemică prin prisma dezvoltării gândirii științifice. "Ion Creanga" State Pedagogical University, 2021. http://dx.doi.org/10.46728/c.18-06-2021.p210-217.

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In a world where the use of IT and communication technologies is a key feature, they represent the core element in education, involving changes in educational policies, both in setting goals and in developing strategies, providing resources and training specialists. One of the recommendations of the new education focuses on the organization of learning contents so they can use computer applications in learning, teaching and assessment processes. The present article "Integrating educational software in the activity of preschoolers" aims to demonstrate the need to use IT technologies by introducing educational software in the study process of children in kindergartens. The use of educational programs at kindergarten level proves to be an effective learning tool that causes significant changes in acquiring knowledge and changing attitude towards learning. Children prefer to gather knowledge through educational programs rather than through traditional methods and means, which contributes to creating a positive attitude towards learning and improving the quality of their results. At the same time, in order for new technologies to prove their effeciency, it is absolutely necessary for teachers to respect the instructional design of digital materials, the rules of didactic planning and the individual and age particularities of children.
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Voci, Denise, and Matthias Karmasin. "Sustainability and Communication in Higher Education." In Seventh International Conference on Higher Education Advances. Valencia: Universitat Politècnica de València, 2021. http://dx.doi.org/10.4995/head21.2021.12831.

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Sustainability Sciences need communication to communicate knowledge effectively and to engage audiences toward sustainable development. Therefore, the present study examines to what extent media and communication aspects are integrated into sustainability science's curricula of higher education institutions in Europe. For this purpose, a total of n=1117 bachelor and master's degree programs and their related curricula/program specifications from 31 European countries were analyzed by means of content analysis. Results show that the level of curricular integration of media and communication aspects in the field of sustainability science is not (yet) far advanced (18%). This leaves room for a reflection on the perceived (ir-)relevance of communication as a crucial discipline and competence in the sustainability science area, as well as on the social and educational responsibility of higher education institutions.
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Hou, C. P., H. Wu, Q. Wang, L. Yao, and M. Song. "Systematics teaching in communication theory and system." In 2013 8th International Conference on Computer Science & Education (ICCSE). IEEE, 2013. http://dx.doi.org/10.1109/iccse.2013.6553984.

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Reports on the topic "Theory of Educational Communication"

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Kuhn, Susan. International Students' Experiences in Higher Education: A Case Study Examining Uncertainty Reduction Theory in Communication Classrooms. Portland State University Library, January 2000. http://dx.doi.org/10.15760/etd.3035.

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Menendez, Norberto R. Theory as Foundation for Strategic Communication Doctrine. Fort Belvoir, VA: Defense Technical Information Center, May 2009. http://dx.doi.org/10.21236/ada503020.

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Gaponenko, Artiom, and Denis Sergeev. Site «MLESYS – multilevel education Internet-system for teachers and students». Science and Innovation Center Publishing House, November 2018. http://dx.doi.org/10.12731/er0158.09112018.

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Site MLESYS (Multilevel education system) - multilevel educational Internet-system for the teachers (heads of scientific and educational groups) and the students (participants of groups) which allows teachers to create remote groups and also to form the storehouse of materials on their disciplines (lectures, manuals, presentations, tasks for independent work, etc.) with an opportunity of access to corresponding kinds of these materials by means of special links. Site MLESYS is developed on platform WordPress and on hosting Hostland. Site MLESYS allows: 1) for teachers: to create educational and scientific groups for remote communication of the participants of educational process, to include students in these groups; to place all necessary materials for the group (manuals, lectures, presentations, etc.); to form the storehouse of materials on each discipline (tests, tasks, cases, etc.), access to these materials can be carried out only by means of the link to the specific page; to communicate with participants of the group; 2) for the students: on condition of inclusion into remote group to have an opportunity to enter the group, to open and download the materials placed by the teacher; to get access to the materials by means of links (publications, tests, tasks, cases, etc.) of the corresponding teacher of a discipline from the storehouse of materials; to communicate with the teacher and participants of the group.
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4

Grossman, Herschel, and Minseong Kim. Human Capital and Predation: A Positive Theory of Educational Policy. Cambridge, MA: National Bureau of Economic Research, February 1998. http://dx.doi.org/10.3386/w6403.

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Buller, David B., Judee K. Burgoon, Aileen Buslig, and James Roiger. Interpersonal Deception Theory: Examining Deception From a Communication Perspective. Fort Belvoir, VA: Defense Technical Information Center, June 1998. http://dx.doi.org/10.21236/ada354018.

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Bao, Jie, Prithwish Basu, Mike Dean, Craig Partridge, Ananthram Swami, Will Leland, and James A. Hendler. Towards a Theory of Semantic Communication (Extended Technical Report). Fort Belvoir, VA: Defense Technical Information Center, March 2011. http://dx.doi.org/10.21236/ada544137.

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Robinson, John R. Mass Media Theory, Leveraging Relationships, and Reliable Strategic Communication Effects. Fort Belvoir, VA: Defense Technical Information Center, March 2008. http://dx.doi.org/10.21236/ada482173.

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Lozano Ascencio, Carlos, and Miguel Vicente Mariño. University Teaching of Communication Theory in Europe and Latin America. Revista Latina de Comunicación Social, 2010. http://dx.doi.org/10.4185/rlcs-65-2010-898-255-265-en.

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Dell'Olio, Franca, and Kristen Anguiano. Vision as an Impetus for Success: Perspectives of Site Principals. Loyola Marymount University, 2009. http://dx.doi.org/10.15365/ceel.policy.2.

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Findings from the first two years of a 3-year evaluation of the PROMISE Model pilot are presented in this policy brief that seeks to understand the extent to which school principals know, understand, and act upon research-based principles for English Language Learners (ELL) and their intersection with the California Professional Standards for Educational Leadership related to promoting ELL success. Surveys and focus groups were used to gather data from school principals at fifteen schools throughout Southern California including early childhood, elementary, middle, and high schools. School principals identified several areas where PROMISE serves as a beacon of hope in promoting and validating critical conversations around a collective vision for success for all learners including ELL, bilingual/biliterate, and monolingual students. Educational and policy recommendations are provided for the following areas: 1) recruitment and selection of personnel and professional development; 2) accountability, communication and support; and 3) university-based educational leadership programs. This policy brief concludes with a call for school principals to facilitate the development, implementation, and stewardship of a vision for learning that highlights success for English Learners and shared by the school and district community.
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Ballard, Grey. Reducing Computation and Communication in Scientific Computing: Connecting Theory to Practice. Office of Scientific and Technical Information (OSTI), June 2016. http://dx.doi.org/10.2172/1618256.

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