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Journal articles on the topic 'Theory of Educational Communication'

Author: Grafiati

Published: 4 June 2021

Last updated: 11 February 2022

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1

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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7

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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8

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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11

HASSAN, ZEINA. "Curriculum planning in the educational process"." Journal Ishraqat Tanmawya 27 (June 2021): 40–62. http://dx.doi.org/10.51424/ishq.27.1.

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Abstract: Language is the greatest blessing that God bestowed upon man and distinguishes him from other creatures, the individual's tool that helps him communicate with others, and an important means in the field of understanding and understanding that represents the relationship between the individual and society. She also learned that her message in the Persian language is a form of human behavior, negativity, negativity, weapon, negativity, behavior, thoughts, ideas, initiation of communication, initiation of communication, and initiation of communication with the facility. It is a relationship to build letters, vocabulary and sentences that form the thoughts and minds of individuals, so the relationship is a relationship and influence. And the Arabic language, which God honored with His Qur’an, is a tool for thinking and spreading culture and education, for it is the language of Arab creativity before Islam and the language of divine miracles after it, and the Arabic language is a means for the learner to express himself, his feelings and his culture, and the correct understanding of what others say or write, and it is the learner’s tool in study, achievement and success, as well as Every educational activity in and outside school depends on it. The educational process faces many challenges as a result of the information and technology revolution, and the communications revolution, which requires us to speed up the development of thinking minds capable of solving problems. The development of these thinking mindsets is the responsibility of all state institutions, on top of which are educational institutions, as the development of an individual's thinking takes place through curricula. Scholarships, if the necessary capabilities are available for teaching it. The process is closely related to learning theories that are concerned with the study of educational situations and the interpretation of human behavior and the mental processes behind it, so it directs the educational process and determines its effectiveness, and this requires us to follow the new in this field so that we can develop the teaching and learning processes and provide peaceful educational programs, and from modern theories. Which explained the diversity of students and called for designing educational programs about this diversity, the theory of learning that is assigned to the brain. Induction includes two topics, the first topic (the theory of learning based on the brain, while the second topic includes (some learning strategies assigned to the brain)). Keyword(learning-predicate-brain)

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HASSAN, ZEINA. "Curriculum planning in the educational process"." Journal Ishraqat Tanmawya 27 (June 2021): 40–62. http://dx.doi.org/10.51424/ishq.27.2.

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Abstract: Language is the greatest blessing that God bestowed upon man and distinguishes him from other creatures, the individual's tool that helps him communicate with others, and an important means in the field of understanding and understanding that represents the relationship between the individual and society. She also learned that her message in the Persian language is a form of human behavior, negativity, negativity, weapon, negativity, behavior, thoughts, ideas, initiation of communication, initiation of communication, and initiation of communication with the facility. It is a relationship to build letters, vocabulary and sentences that form the thoughts and minds of individuals, so the relationship is a relationship and influence. And the Arabic language, which God honored with His Qur’an, is a tool for thinking and spreading culture and education, for it is the language of Arab creativity before Islam and the language of divine miracles after it, and the Arabic language is a means for the learner to express himself, his feelings and his culture, and the correct understanding of what others say or write, and it is the learner’s tool in study, achievement and success, as well as Every educational activity in and outside school depends on it. The educational process faces many challenges as a result of the information and technology revolution, and the communications revolution, which requires us to speed up the development of thinking minds capable of solving problems. The development of these thinking mindsets is the responsibility of all state institutions, on top of which are educational institutions, as the development of an individual's thinking takes place through curricula. Scholarships, if the necessary capabilities are available for teaching it. The process is closely related to learning theories that are concerned with the study of educational situations and the interpretation of human behavior and the mental processes behind it, so it directs the educational process and determines its effectiveness, and this requires us to follow the new in this field so that we can develop the teaching and learning processes and provide peaceful educational programs, and from modern theories. Which explained the diversity of students and called for designing educational programs about this diversity, the theory of learning that is assigned to the brain. Induction includes two topics, the first topic (the theory of learning based on the brain, while the second topic includes (some learning strategies assigned to the brain)). Keyword(learning-predicate-brain)

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13

Norton, Michael, and Kayoko Nohara. "Science cafés. Cross-cultural adaptation and educational applications." Journal of Science Communication 08, no. 04 (October 30, 2009): A01. http://dx.doi.org/10.22323/2.08040201.

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Tokyo Institute of Technology (TokyoTech) has been developing a number of methodologies to teach graduate students the theory and practice of science communication since 2005. One of the tools used is the science café, where students are taught about the background based primarily on theoretical models developed in the UK. They then apply that knowledge and adapt it the Japanese cultural context and plan, execute and review outcomes as part of their course. In this paper we review 4 years of experience in using science cafés in this educational context; we review the background to the students’ decision-making and consensus-building process towards deciding on the style and subject to be used, and the value this has in illuminating the cultural influences on the science café design and implementation. We also review the value of the science café as an educational tool and conclude that it has contributed to a number of teaching goals related to both knowledge and the personal skills required to function effectively in an international environment.

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Mundy, Peter, and Diane Adreon. "Commentary: Facilitated Communication: Attitude, Effect, and Theory." Journal of Pediatric Psychology 19, no. 6 (1994): 677–80. http://dx.doi.org/10.1093/jpepsy/19.6.677.

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15

Schrader, Stuart. "Performing Theory: Singing Theory in a Communication Course." Communication Teacher 19, no. 2 (April 2005): 57–61. http://dx.doi.org/10.1080/14704620500123240.

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Kent, Thomas. "Schema Theory and Technical Communication." Journal of Technical Writing and Communication 17, no. 3 (January 1, 1987): 1. http://dx.doi.org/10.2190/na8w-ne5p-8422-0hjq.

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Bezlyudniy Oleksandr, Komar Olga, and Komar Oleh. "TRAINING. THEORY AND METHODOLOGY OF THE USE OF TRAINING FORMS." International Journal of Innovative Technologies in Social Science, no. 3(15) (April 30, 2019): 3–7. http://dx.doi.org/10.31435/rsglobal_ijitss/30042019/6456.

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The article deals with the use of training forms while teaching students by means of interactive technologies. Every graduate of pedagogical educational establishments, who has certain knowledge of general, age psychology and personality psychology, should be familiar with training as a form of class conduction. It is desirable to conduct classes in the form of training at higher education establishments, since it is a means of influence aimed at developing knowledge, social competence, skills and experience in the sphere of interpersonal communication; development of communicational competence, which is a factor of proficiency.

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Pazyura, Natalia. "Foreign Scholars′ Theoretical Approaches to Using Social Networks as Educational Strategies." Comparative Professional Pedagogy 7, no. 2 (June 27, 2017): 13–19. http://dx.doi.org/10.1515/rpp-2017-0017.

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Abstract Modern trends in development of information and communication technologies change many aspects in the process of education: from the role of participants to the forms and methods of knowledge delivery. ICTs make it possible to develop students′ creative potential. The emergence of online social groups was an important event in the sphere of communication but with time they began to be used by both teachers and students not only for communication, but also to achieve learning goals. Without any doubt, skillful use of social networks allows teachers to communicate with students at modern technological level, make classes more attractive and effective. An efficient teacher can prove that social networks are not only means of entertainment and communication with friends but are a working tool. The main aim of foreign language teaching is students′ communicative activity or practical use of a target language. The teacher is to activate every student’s activity in the process of learning, make situations for their creativity. The main objective of foreign language teaching is to educate an individual, who is able to communicate, continue education, including selfeducation. Different theories lay the basis for the study of social networks’ influence on different aspects of human activity and, particularly, education. The main theories are sociocultural theory and social constructivist theory. According to sociocultural theory, man is an integral part of the world they live in, so students are not independent in their activities. Social constructivist theory recognizes that students act in a certain environment, which under certain conditions enlarges their practical knowledge. These theories are focused on the effect of social interaction, language and culture in the learning process. Thus, theoretical basis proves positive effect of social networks, namely, they enhance substantial interaction in the educational environment of social groups as well as are directed at strengthening the values, exchange of opinions and experience with a practical orientation.

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Lake,, Pamela K., Barbara K. Haas,, and Marsha Matthews,. "FIT to Care: An Action Research Study Exploring the Use of Communication Theory to Strengthen Caring Relationships between Teachers and Students." International Journal of Human Caring 18, no. 3 (April 2014): 15–25. http://dx.doi.org/10.20467/1091-5710.18.3.15.

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A caring-trusting relationship between teacher and student is foundational in caring educational environments. This relationship can be threatened when negative feedback to students is required. Instructional feedback based on feedback intervention theory (FIT) has been effective in communication studies. The purpose of this action research study was to explore the use of FIT-based communication techniques as a tool for nursing faculty to provide instructional feedback while protecting the caring-trusting relationship between teacher and student. Study participants reported positive changes in the instructional feedback communications with students that enabled a culture of caring to be maintained.

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20

Güçler, Beste, Sasha Wang, and Dong-Joong Kim. "Conceptualizing Mathematics as Discourse in Different Educational Settings." International Education Studies 8, no. 12 (November 25, 2015): 25. http://dx.doi.org/10.5539/ies.v8n12p25.

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<p class="apa">In this work, we focus on a relatively new theory in mathematics education research, which views thinking as communication and characterizes mathematics as a form of discourse. We discuss how this framework can be utilized in different educational settings by giving examples from our own research to highlight the insights it provides in the context of mathematics education.<strong> </strong>We conclude with the affordances and constraints of the theory for mathematics education research and practice.</p>

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Chaika, Oksana, Olha Poliakova, Oleksandr Polishchuk, Oleksandr Panarin, and Yuri Shepel. "Intercultural communicative competence formation of degree-seeking students." LAPLAGE EM REVISTA 7, no. 3B (September 22, 2021): 301–10. http://dx.doi.org/10.24115/s2446-6220202173b1550p.301-310.

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This academic work provides an overview of a series of research directions in the sphere of intercultural communication; consequently, the objective is to establish the feasibility of introducing the theory and practice of intercultural communication for a better perception and adaptability of students to the learning process. In addition, research involves establishing the effectiveness of intercultural competence; teachers also assess their role in the educational process as well as in the process of learning foreign languages. The hypothesis of the research lies in the fact that teachers and students will more effectively acquire intercultural communication skills and abilities during the educational process in a multicultural environment. The experiment was the main research method; observation methods and questionnaire were also used. The research result involves the development of ways to effectively include the theory and practice of intercultural communication in the educational process, where knowledge and motivation are identified as important components of learning in higher education institutions.

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Jennings, Richard C. "Theory and practice in science communication." Studies in Science Education 50, no. 2 (September 17, 2013): 249–56. http://dx.doi.org/10.1080/03057267.2013.831972.

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Noland, Carey. "Teaching Theory X and Theory Y in Organizational Communication." Communication Teacher 28, no. 3 (May 2014): 145–49. http://dx.doi.org/10.1080/17404622.2014.911333.

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Yakhforoshha, Afsaneh, DR Seyed Amir Hossein Emami, Dr Navid Mohammadi, Dr Mohammadali Cheraghi, Rita Mojtahedzadeh, Behrooz Mahmoodi-Bakhtiari, and Mandana Shirazi. "Developing an integrated educational simulation model by considering art approach: Teaching Empathic Communication skills." European Journal for Person Centered Healthcare 5, no. 1 (May 23, 2017): 154. http://dx.doi.org/10.5750/ejpch.v5i1.1299.

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Introduction: Simulation plays an important role in integrated learning of communication skills. Communication skills are known as the heart and art of medicine. Although, designing high-impact learning experiences in simulated environments are essential elements in the process of communication training, it has encountered some challenges. Art-based education by providing ‘simulation’ of the wider experience of life as well as making creative thinking in medical students can help to overcome these issues. This article aims to develop a new model of simulation for communication skills education, the Integrated Model for Communication Skills (IMCS), by integrating the essential features of simulation and art.Materials and Methods: A review was done on the current literature of medical education, simulation model and main framework of art approach. Then, an expert panel by the use of nominal group technique (NGT) was held with medical education experts in Iran and Sweden to design, select an appropriate simulation model and approve the final model (IMCS) following some modifications.Results: IMCS is an integrated model in 3 concepts of Jeffries simulation model based on art approaches: simulation design, simulation intervention and outcome. The model used activity theory and transformative learning theory to foster outcomes of skill-based and emotional-based communication skills.Conclusion: Arts strategies could be incorporated into the simulation model. The IMCS has the potential to promote emotional and technical aspects of communication skills to make the healthcare providers as competent communicators.

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Prudnikova, Ilga. "EDUCATIONAL AND PEDAGOGICAL PARADIGM SHIFT IN THEORY AND PRACTICE." Education Reform: Education Content Research and Implementation Problems 2 (February 4, 2021): 111–17. http://dx.doi.org/10.17770/er2020.2.5350.

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The Program “Educational and pedagogical paradigm shift in theory and practice” is implemented in Applied Research Implementation of Transformative Digital Learning in the Doctoral Study Program “Pedagogy” in Latvia (DocTDLL). This program is developed in cooperation with University of Ontario, Institute of Technology, Canada (EILAB) which is appropriate for implementation in higher education of Latvia and help to develop theoretical basis and practices of tertiary pedagogy. Transformative Digital Learning (TDL) transforms higher educational practices from: authoritarian instruction to democratized learning, individualistic learning to socially distributed and tool-mediated, knowledge building, a mechanism of the status quo to a catalyst for social progress, offer a truly novel approach to the theory of teaching and education, introduce new methodology and practical techniques to learners of all ages. The discourse changes concepts of education because technologies change the learner, ‘what how’ of this process, democratizes learning, communication, cooperation, interpersonal relationships and emphasizes the presence of moral values in education (Mykhailenko, Blayone, Žogla Ļubkina, 2019); Žogla, Prudņikova Mykhailenko,2019; Žogla, Ušča, Kijaško,2019).The purpose of the article is to analyse main results of approbation for the Program “Educational and pedagogical paradigm shift in theory and practice” for further investigation by the above mentioned project.

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Turney, Jon. "Teaching science communication: courses, curricula, theory and practice." Public Understanding of Science 3, no. 4 (October 1994): 435–43. http://dx.doi.org/10.1088/0963-6625/3/4/006.

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Science communication teaching is a growing area in the UK, and a recent conference brought together teachers of existing and proposed courses to share information and experience. Their courses were of several types, from purely media skills courses for working scientists to theoretical and academic courses for undergraduate and postgraduate students in science, science studies and journalism. The conference stressed the value of skills but also of a theoretical background, and delegates welcomed contributions from fields such as the sociology of scientific knowledge and cognitive psychology. The conference established an electronic network, and formed a committee to maintain the group's interest and activities in the development of course materials and curricula.

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Chekun, Olga A. "Digital educational environment in the context of preparing students-linguists for intercultural communication." Pedagogy and Psychology of Education, no. 1, 2020 (2020): 173–79. http://dx.doi.org/10.31862/2500-297x-2020-1-173-179.

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The article explores the issues of preparing students-linguists for intercultural communication using a digital educational environment and various digital tools and the impact of the digital educational environment on students’ motivation. The author considers the pedagogical potential of the digital educational environment and digital tools in preparing students for intercultural communication. The author conducted a survey for students-linguists of “International School of Business and the World Economy” of Plekhanov Russian University of Economics within the course “Introduction to the Theory of Intercultural Communication” in the context of this methodology. The survey results showed positive changes in motivation and understanding of cross-cultural differences.

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Liddell, Max, and Chris Goddard. "Australian governments protecting children in detention: A view through the looking glass." Children Australia 30, no. 1 (2005): 11–18. http://dx.doi.org/10.1017/s1035077200010531.

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This article analyses the Australian Government’s communications on children in immigration detention, particularly those detained at Woomera and Baxter Detention Centres. The authors examine paradoxes and ‘double-bind’ theory; theory which analyses communications which continually put the target of them in the wrong and allow no escape. The analysis uses selected passages from Lewis Carroll’s ‘Alice in Wonderland’ and ‘Through the Looking Glass’ to highlight the nature and impact of such communication. The authors conclude that the Australian Government has consistently used paradoxical communication. In doing so it has placed children and families in detention, child protection workers, the South Australian Government, and sometimes external critics in a communication trap from which it is difficult to escape. Other bodies such as Courts have also demonstrated much paradox in their behaviour and communications on detention issues.

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Niżegorodcew, Anna. "Autentyczna komunikacja w dyskursie edukacyjnym: rola języka nauczanego i ojczystego." Neofilolog, no. 38/2 (June 15, 2012): 151–63. http://dx.doi.org/10.14746/n.2012.38.2.3.

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This article discusses different approaches to authentic communication, pro-posing a new definition of authentic communication in educational discourse, based on this author’ s application of Sperber and Wilson’s (1986/1995) Relevance Theory to functions of target and native language in the lan-guage classroom. According to the proposed definition, authentic com-munication in the L2 classroom refers to such uses of teachers and stu-dents’ communication which provides students both with linguistic data (positive input) and facilitates the learning process by explicitly focusing their attention on linguistic forms (negative input). After outlining some fundamental principles of Relevance Theory, the author exemplifies func-tions of the target language (English) and the mother tongue (Polish) in authentic communication in educational discourse in three stages of L2 lessons: in explicit grammar teaching, in fluency practice and in real class-room communication. Although it is claimed that the mother tongue should be preserved in monolingual teaching contexts, primarily for iden-tification and affective reasons, excessive use of the native language re-duces the target language to the function of a teaching object and, conse-quently, makes the educational discourse unauthentic.

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Al-zboon, Habis Saad, Almothana M. Gasaymeh, and Mohammed S. Al-Rsa'i. "The Attitudes of Science and Mathematics Teachers toward the Integration of Information and Communication Technology (ICT) in their Educational Practice: The Application of the Unified Theory of Acceptance and Use of Technology (UTAUT)." World Journal of Education 11, no. 1 (February 15, 2021): 75. http://dx.doi.org/10.5430/wje.v11n1p75.

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This research aims to identify science and mathematics teachers’ attitudes towards integrating Information and Communication Technology (ICT) in their educational practice through applying the Unified Theory of Acceptance and Use of Technology (UTAUT). A questionnaire instrument was developed based on the constructs of the UTAUT (performance expectancy, effort expectancy, social influence and facilitating conditions) and attitudes scale. The study sample consisted of a group of mathematics and science teachers in governorate of Ma’an. The participants were randomly selected. Descriptive and regression analysis were used to analyze the data. The results showed the attitudes of science and mathematics teachers towards integrating information and communication technology in the educational process were high and positive. In addition, the results showed that science and mathematics teachers had positive and high perceptions of integrating information and communication technology in the educational process in all dimensions (performance expectancy, effort expectancy, social influence, and facilitating conditions). Furthermore, the unified theory of acceptance and use of technology was valid in explaining the attitudes of Science and Mathematics teachers toward the integration of ICT in the in their educational practice.

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Taylor, Julie L., and Maria Blevins. "COMMcast: Producing podcasts for communication theory." Communication Teacher 34, no. 4 (December 30, 2019): 272–76. http://dx.doi.org/10.1080/17404622.2019.1706756.

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Heisler, Jennifer M., and Thomas Discenna. "Teaching Metatheoretical Beliefs in Communication Theory." Communication Teacher 19, no. 2 (April 2005): 44–47. http://dx.doi.org/10.1080/14704620500123083.

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Elliston, Edgar J. "Designing Leadership Education." Missiology: An International Review 16, no. 2 (April 1988): 203–15. http://dx.doi.org/10.1177/009182968801600207.

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Many leadership crises troubling both established and younger churches arise from inappropriate educational programs. Several basic curricular questions focus our attention on both leadership development needs and the design of leadership development curricula. Leadership theory, theology, anthropology, communication theory, curriculum theory, and development theory combine to help build perspectives for cross-cultural leadership development. Both the educational structures and processes as well as the content combine to shape the outcomes of educational programs. Curricula, then, which contextually balance the advantages of formal, nonformal, and informal education promise to be significantly more effective in terms of the purpose for theological education than traditional approaches.

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Akay, Oksana, Irina Tsarevskaia, Irina Shcherbakova, and Natalia Krivtsova. "Internet technologies in modern concept of English teaching (general and translation theory)." E3S Web of Conferences 135 (2019): 01077. http://dx.doi.org/10.1051/e3sconf/201913501077.

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The problems of teaching a foreign language to students of non-linguistic higher educational institutions have changed radically. Besides the professional qualification, an expert has to possess the skills of free language proficiency as the means of business communication within the professional activity. Relevance of new information technologies’ use is dictated by the pedagogical needs for increasing the efficiency of the training developing, in particular, the need of the following skills’ formation: independent educational activity, research, creative approach for training, formations of critical thinking, new culture. The new information technologies in teaching a foreign language use is caused not only by aspiration to novelty, but by training at the info communication technologies base, which allows to realize a personally focused approach to the identity a student as the main conceptual direction of the 21st century formation.

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Foster-Cohen, Susan H. "Relevance Theory, Action Theory and second language communication strategies." Second Language Research 20, no. 3 (July 2004): 289–302. http://dx.doi.org/10.1191/0267658304sr242oa.

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The discussion in this article offers a comparison between Relevance Theory as an account of human communication and Herbert Clark’s (1996)sociocognitive Action Theory approach. It is argued that the differences are fundamental and impact analysis of all kinds of naturally occurring communicative data, including that produced by non-native speakers. The differences are discussed and illustrated with data from second language communication strategies. It is suggested that the often fraught interactions between native and non-native speakers are better captured through a Relevance Theory approach than through the alternatives.

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De Castell, Suzanne, Milena Droumeva, and Jen Jenson. "Building as Interface: Sustainable Educational Ecologies." MedienPädagogik: Zeitschrift für Theorie und Praxis der Medienbildung 24, Educational Media Ecologies (September 8, 2014): 75–93. http://dx.doi.org/10.21240/mpaed/24/2014.09.08.x.

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This paper begins with the most obvious, and yet most elusive, of educational media ecologies, the buildings which are ‹home› to pedagogic communication and interaction, and considers how we might understand «building as interface», construed first as a noun, («a structure with roof and walls» – OED) referring to places as physical structures, and then as a verb, («the action or trade of constructing something» – OED), referring to the activities of construction through which we can engage technologies central to theory, research and practice. Our concern is with exploring the larger question of educational sustainability: with what ‹sustainability› means when applied to a specifically educational context, and with the sustainability of the kinds of emerging educational environments in which new information and communications technologies play a significant role. This question of sustainable educational environments is driven by a need to be responsible and accountable for the impact of the technologies and practices we eagerly embrace in the name of «21st century learning», even as prospects for a 22nd century are so rapidly receding from view. As one prominent media ecologist put the point: «we have to find the environments in which it will be possible to live with our new inventions» (McLuhan 1967, 124).

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Whitehead, Jack. "Contributing to Moving Action Research to Activism with Living Theory Research." Canadian Journal of Action Research 20, no. 3 (September 4, 2020): 55–73. http://dx.doi.org/10.33524/cjar.v20i3.467.

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This paper follows the organisation of the successful proposal: 1) The research and action aims; 2) methodology, theoretical tools and methods; 3) results, outputs, program changes and events. The research aims are focused on the communication of meanings of relationally dynamic values in educational conversations in the generation of living-theories by activist scholars that carry hope for the flourishing of humanity. The action aims are focused on establishing a global educational conversation with a focus on improving practice with these values. The methodology, theoretical tools and methods are focused on the generation of their living-theories. The results, outputs, program changes and events demonstrate the spreading global educational influences of Living Theory research.

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Kartikawati, Dwi. "The Implementation of Multicultural Educational Communication within the Islamic Education and Character Development (IECD) Subject at Elementary Schools in Indonesia." International Journal of Multicultural and Multireligious Understanding 6, no. 2 (April 28, 2019): 256. http://dx.doi.org/10.18415/ijmmu.v6i2.693.

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In the educational sector, effective communication is a crucial instrument to inculcate multicultural values. One of the methods involves integrating these values into the Islamic Education and Character Development (IECD) subject in elementary schools. This research focused on how to implement this method in SD Badan Perguruan Indonesia (BPI) in Bandung, Indonesia by using a qualitative case study approach with an intensive focus on how and why the subject matter was urgently conducted. The research data were collected by interviews, field observations, literature study and the use of educational communication and Stephen R. Covey’s theory of habit as theoretical frameworks. Research results showed that the implementation of multicultural educational communication integrated into IECD by involving educational communication elements, i.e. teachers, learning materials and media as well as students could be attained by developing characters and habits of the students so that they always uphold good moral values, discipline, awareness, humanity and honesty both at school and in the society.

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William-Evans, Peter. "Film teaching in the British Educational System." Comunicar 15, no. 29 (October 1, 2007): 27–29. http://dx.doi.org/10.3916/c29-2007-03.

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This article explores the teaching of film in secondary and higher education in the UK. It traces the popularity of the subject in higher and secondary education. It discusses the influence of the most important tendencies of film theory on ways in which film is taught in the UK. A description of the content of the A level syllabus for film is added. Este artículo examina la evolución de la enseñanza del cine en la educación secundaria y universitaria en el Reino Unido, considerando aquellas teorías de cine que más impacto han tenido en el sistema, y ofreciendo una descripción de los exámenes de «A level» (entre los 17 y los 18 años). Describe, pues, la trayectoria de los estudios de cine y pone en evidencia su creciente popularidad en el sistema educativo británico.

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Sellnow, Deanna. "Try It, You Might Like It: On Teaching Rhetorical Theory and Criticism." Journal of Communication Pedagogy 2 (2019): 48–52. http://dx.doi.org/10.31446/jcp.2019.11.

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Students rarely question the relevance of most communication courses. For example, most students realize that courses focused on improving public speaking and interpersonal skills will benefit them personally and professionally after graduation. Convincing them that a rhetorical theory and criticism course is equally empowering can be a bit more challenging. This essay explores one approach for teaching rhetorical theory and criticism as uniquely relevant in the educational experience of communication students. By applying various rhetorical perspectives to artifacts that resonate with students’ actual lived experiences, students become empowered advocates for positive change.

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JORDAN, JERRY MONROE. "Executive Cognitive Control in Communication Extending Plan-Based Theory." Human Communication Research 25, no. 1 (September 1998): 5–38. http://dx.doi.org/10.1111/j.1468-2958.1998.tb00435.x.

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Goulden, Nancy Rost. "Theory and vocabulary for communication assessments." Communication Education 41, no. 3 (July 1992): 258–69. http://dx.doi.org/10.1080/03634529209378887.

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Demren, Özlem. "Analysing the communicative aspect of Turkish minstrelsy tradition and story-telling performance in the frame of multiple intelligences theory." Journal of Human Sciences 14, no. 3 (July 5, 2017): 2259. http://dx.doi.org/10.14687/jhs.v14i3.4564.

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Oral narratives have an effective educational power in their context and they are among the most important conveyors of collective cultural memory as an eficient communicative tool. Perform an important function and occupy an important place in Turkish society, folk stories and their performative context too have an educational and communicational aspects. In the established communication between the minstrel (âşık/folk story performer/story-teller) and his audience, it is created a cultivation ground for the people who share the environment; perception and intelligence areas of performer and his audience are used effectively. The people who share the performative process of folk story learn to use the areas of multiple intelligence variously and make them efficiently active; and in a sense, they learn to improve the way of thinking in which is spesific to their culture. The important thing is here which intelligence areas are used and being prominence in this process. In the frame of our paper, to understand these process we use the Multiple Intelligences Theory which is improved by Howard Gardner in 1983, as a psychological theory, and it has been used worldwide effectively in the educational area. In this sense, Multiple Intelligences Theory gives us a different perspective to evaluate and understand the educational and communicational aspects of narrative context. In this paper, it will be an interpretation about the performative context of Turkish minstrelsy tradition in an interdisciplinary frame.

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Bredo, Eric. "Bateson's Hierarchical Theory of Learning and Communication." Educational Theory 39, no. 1 (December 1989): 27–38. http://dx.doi.org/10.1111/j.1741-5446.1989.00027.x.

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Tager-Flusberg, Helen. "Brief report: Current theory and research on language and communication in autism." Journal of Autism and Developmental Disorders 26, no. 2 (April 1996): 169–72. http://dx.doi.org/10.1007/bf02172006.

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Kuzenko, Petro, Olexandra Kuzenko, and Liudmyla Matsuk. "Use of Arttherapy Techniques in Pedagogical Accompaniment of Children with Special Educational Needs." Journal of Vasyl Stefanyk Precarpathian National University 8, no. 1 (April 1, 2021): 141–47. http://dx.doi.org/10.15330/jpnu.8.1.141-147.

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The article emphasizes the fact that the problem of providing effective pedagogical support for personal development of children with mental and physical disabilities occupies an important place in the educationa theory and practice of modern Ukraine. Among scientists there are different approaches to determining its content, purpose and objectives. Most researchers consider pedagogical support of children with special educational needs (SEN) assystematic actions and measuresaime datensuring positive results in the educational process. The main tasks of pedagogical support of children with psychophysical developmental disorders are to ensure their social adaptation and over come difficulties in communicating with peers; prevention of problems of personal development and upbringing of the child; providing assistance in solving current educational problems and socialization; implementation of psychological and pedagogical counseling for parents. The authorsempha size that art therapy is rightly considered to be an effective means of pedagogical influenceon children with SEN in an inclusive educational space. Art therapy as a method of diagnosis, change and resource development of an individual, group or team through the use of different art sand their own creative activities has a wide field of application in various areas of teaching. To achieve a positive result in the pedagogical support of children with SEN the following arttherapy means are used: drawing therapy, fairy-tale therapy, sand therapy, music therapy, photo therapy, color therapy, which can be integrated, completing each other. It is scientifically proven that theuse of different types of arts contributes to the development of a child’s emotional and communicative sphere, the establishment of interpersonal communication, taking into account emotional state of peers. During art therapy classes peculiarities of interpersonal communication are revealed, obstacles in its establishment are found and over come, and as a result the development of social-communicatives kills of children with SEN.

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Devers, Edie, and Katherine Morton Robinson. "THE MAKING OF A GROUNDED THEORY: AFTER DEATH COMMUNICATION." Death Studies 26, no. 3 (March 2002): 241–53. http://dx.doi.org/10.1080/07481180211271.

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Plastinina, N. A., and E. S. Grigorieva. "Basic Educational Content Development for Distanse Learning: Theory and Practice." Bulletin of Nizhnevartovsk State University, no. 1 (53) (March 20, 2021): 48–55. http://dx.doi.org/10.36906/2311-4444/21-1/07.

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With the increase in implanting the information and computing technologies into learning during 1990-2020s, it has become obvious that e-learning is going to become both a global tendency and a crucial change in the quality, form and methodology of education. The pandemic of COVID 19 with its massive global shift to distance learning brought to focus the need to revise the strategies and policies in education in general and the critical importance for appropriate digital training for university teachers in particular to boost their readiness, preparedness and ability to adapt to the changing conditions of the educational environment. The study shows that the teacher’s skills to create high-quality basic content for distance learning are crucial for successful teaching online. The plethora of conditions, criteria and factors affecting the quality of educational content for effective online teaching is examined. The article details the stages and principles of designing the basic content of an e-learning course. Using text editors and information visualization tools as examples the authors propose practical recommendations for content development. The study brings to focus some key concepts of e-learning methodology. The authors imply that to create quality content, a teacher needs knowledge and skills in pedagogical design, computing, time management and online communication. The proposed principles for the basic educational content development and criteria suggested have and educators involved in e-courses development, as well as to a wide range of users.

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Alcock, Sophie. "Young Children Being Rhythmically Playful: Creating Musike Together." Contemporary Issues in Early Childhood 9, no. 4 (January 1, 2008): 328–38. http://dx.doi.org/10.2304/ciec.2008.9.4.328.

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This article explores young children's rhythmic, musical, aesthetic and playful creative communication in an early childhood education centre. Young children's communication is musically rhythmic and social. The data, presented as ‘events’, formed part of an ethnographic-inspired study conducted by the researcher as a participant observer. Cultural-historical activity theory (CHAT) framed the methodology, with mediated activity as the unit of analysis. Critical and related aesthetic theory inform the data analyses, providing open ways of appreciating diversity in young children's aesthetic experience. The collaborative nature of young children's rhythmic musicality is explored and the article suggests that rhythm pervades young children's creative and communicative playfulness.

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Prepotenska, Maryna Petrovna. "Multipotentials in educational discourse." Filosofiya osvity. Philosophy of Education 26, no. 1 (December 25, 2020): 99–112. http://dx.doi.org/10.31874/2309-1606-2020-26-1-6.

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While responding to the challenges of globalization, the system of modern education often reduces the range of humanitarian disciplines, forming utilitarian programs in universities, but at the same time preserves such a vestige of the past as the priority of the academic format over the heuristic one. At the same time, the global world, a multiplex of events and opportunities, contributes to the emergence of a special type of a student in the educational discourse – a multipotential (MPL), who is capable of succeeding in several activities at once. The philosophical and methodological key to the reorganization of education within this context may be the idea of a “transversal self” of a student in the dynamics of diversity and creative self-development. In light of the theory of generations and multipotentiality, a balance of academism and new forms of university communication is becoming necessary because in the life of millennials and representatives of generation Z, reality and virtual space, modular thinking and multitasking, the dislike for reading and creativity, and independent judgments merge. Interactive, visual, virtual and performative forms of learning are the most effective solutions for them. Social cataclysms of the beginning of the 21st century also require special stress resistance, emotional intelligence, auto-reflection, and media literacy from participants of the educational process. This actualizes the resources of practical philosophy, psychology, sociology and other humanitarian disciplines for the comprehensive development, awareness and self-regulation of a person. A very constructive educational discourse is the communication of a multi-potential teacher with gifted students. One example can be the scientific and creative activities of Vanya Angelova, a professor at Velikotyrnovsky University. St. Cyril and Methodius, who emphasizes the value of the "return" of the book, the co-creation of teachers and students, and wide international cooperation within the context of the topic of multi-potentials.

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