Bibliografie tematiche / Communication in teaching

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Letteratura scientifica selezionata sul tema "Communication in teaching"

Autore: Grafiati

Pubblicato: 4 giugno 2021

Ultima modifica: 11 febbraio 2022

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Articoli di riviste sul tema "Communication in teaching"

Hadley, Fonta. "Teaching Communication." Voice and Speech Review 7, no. 1 (January 2011): 238–45. http://dx.doi.org/10.1080/23268263.2011.10739545.

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WAGNER, PEGGY J., LINDA LENTZ, and SANDRA D. M. HESLOP. "Teaching Communication Skills." Academic Medicine 77, no. 11 (November 2002): 1164. http://dx.doi.org/10.1097/00001888-200211000-00031.

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Winston, Mark D. "Communication and Teaching." Journal of Library Administration 33, no. 3-4 (September 2001): 199–212. http://dx.doi.org/10.1300/j111v33n03_03.

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Rider, Elizabeth A., Beth A. Lown, and Margaret M. Hinrichs. "Teaching communication skills." Medical Education 38, no. 5 (May 2004): 558–59. http://dx.doi.org/10.1111/j.1365-2929.2004.01866.x.

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Mossop, Liz, and Carol Gray. "Teaching communication skills." In Practice 30, no. 6 (June 2008): 340–43. http://dx.doi.org/10.1136/inpract.30.6.340.

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Derrick, John, and Sally Fincher. "Teaching Communication Protocols." Computer Science Education 10, no. 3 (December 2000): 195–202. http://dx.doi.org/10.1076/0899-3408(200012)10:3;1-s;ft195.

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Baile, Walter F., and Adam Blatner. "Teaching Communication Skills." Simulation in Healthcare: The Journal of the Society for Simulation in Healthcare 9, no. 4 (August 2014): 220–27. http://dx.doi.org/10.1097/sih.0000000000000019.

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Hills, Philip. "TEACHING COMMUNICATION SKILLS." Education + Training 30, no. 5 (May 1988): 4–8. http://dx.doi.org/10.1108/eb017428.

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Schwebel, David C., and Milton Schwebel. "Teaching Nonverbal Communication." College Teaching 50, no. 3 (August 2002): 88–91. http://dx.doi.org/10.1080/87567550209595883.

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Ingersoll, Brooke R. "Teaching Social Communication." Journal of Positive Behavior Interventions 12, no. 1 (April 14, 2009): 33–43. http://dx.doi.org/10.1177/1098300709334797.

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Tesi sul tema "Communication in teaching"

Padilla, Anne Hardie. "ESL: Teaching for Communication." TopSCHOLAR®, 1987. http://digitalcommons.wku.edu/theses/1804.

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Although the field of English as a Second Language – ESL – is a relatively new field for study, it grows out of a long tradition of teaching foreign or second languages. However, even without formal instruction in a second language, people throughout history have been learning second – and sometimes third and fourth – languages for purposes of trade, business, politics, social acceptance and even survival. Entering the last quarter of the twentieth century second or foreign language teachers had used three primary methods or approaches in their instruction: the Grammar-Translation method, the Audio-Lingual method, and the Cognitive Code approach. The extent to which any of these methods was successful was determined largely by the individual’s definition of success. In the world of the late 1970’s and the 1980’s, success in foreign or second language teaching has been defined in terms of the students’ ability to speak and understand – to use – the language for purposes of communication or interaction with native speakers of the target language, and to use it appropriately within a given context, at the end of a course of study. In the last fifteen years many new methods and approaches have been introduced and tried in second language classrooms, methods and approaches for which the goal has been communicative competence. Among them are the Silent Way, Total Physical Response, Counseling Learning, Suggestopedia, the Notional-Functional or Communicative Language Teaching approach, and various approaches or methods which use dramatic techniques. Although there may be considerable differences from one method or approach to another, these communicative approaches do share a common core: they involve the whole person – intellectual, emotional and social; they recognize the importance of minimizing stress within the learning environment; and they emphasize the importance of using the language in order to attain communicative competence in that language. One of these methods and one approach – Total Physical Response and Communicative Language Teaching – will be looked at in some detail in order to determine the underlying assumptions, particularly regarding learning and language theory; objectives and goals; syllabus; instructional materials; classroom activities; and the learner and teacher roles. Then a text which purports to reflect the method or approach will be briefly examined to determine the extent to which it does, in fact, reflect the method or approach.

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Dalen, Jan van. "Communication skills teaching, testing and learning /." Maastricht : Maastricht : Universitaire Pers Maastricht ; University Library, Maastricht University [Host], 2001. http://arno.unimaas.nl/show.cgi?fid=7619.

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Newbold, Curtis Robert. "Teaching Creativity in Technical Communication Curricula." DigitalCommons@USU, 2008. https://digitalcommons.usu.edu/etd/4.

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This thesis addresses the need to claim creativity as an essential component to our technical communication curricula as we prepare students for what their managers want. While many technical communication programs at universities across the country have recognized a need to teach skills beyond 'writing technically,' few, if any, have addressed or 'claimed' a concept such as creativity that helps build these skills. I argue that creativity is what managers are looking for and what technical communication programs are already implementing. Claiming this concept will help us further define a discipline that is becoming much richer and help students develop an understanding of what they will be expected to do. Furthermore, this thesis examines a creative process whereby technical communicators can learn and practice creative abilities. Ultimately, the present study examines four pedagogical theories to consider for the implementation of creativity into the technical communication curricula.

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Fleetwood, Jane R. "Teaching Communication Skills through Video Tape Productions." UNF Digital Commons, 1988. http://digitalcommons.unf.edu/etd/690.

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Motivating students to learn and practice effective communication skills has always been a dilemma for teachers of all grade levels. Video cameras and camcorders are now being used as teaching tools in many schools to not only motivate students to use and practice a variety of skills, but to stimulate their creativity, as well. Loretto Elementary School in Jacksonville, Florida, is developing a program which incorporates student-written video productions into its existing curriculum. Loretta's innovative program is a direct result of a 10-rninute informational video tape production done by graduate student Jane Fleetwood and Continental Cablevision, a local cable television company. This paper describes the step-by-step procedures involved in that production, the business education partnership which exists between the school and the cable company, and the school's plans for making video productions as integral part of its curriculum.

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Kappeler, Warren. "Communication habits for the pilgrim Church : Vatican teaching on media and social communication." Thesis, McGill University, 2006. http://digitool.Library.McGill.CA:80/R/?func=dbin-jump-full&object_id=102834.

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This study examines the communication habits of the pilgrim Church with focus upon Vatican documents on mass media and social communication. Attention is given to the historical context of Vatican Councils I and II. As the Church engaged modernity, it shifted ecclesial organization from closed to become open. This study documents the importance of sociology, especially communication theory and cybernetics for Catholicism today.<br>It is argued that the pivotal event in the Roman Catholic Church's self-exploration for self-awareness and realization was the Second Vatican Council. At that Council, the Church re-examined itself and its own identity to come to grips with the modern world. The teachings of the Council were concerned mainly with the pastoral dimension of the Church and its self-realization. Reflexivity is an important theme of this study as it speaks about understanding the very identity of the modern Church. It is explained that the process of communication within the Roman Catholic Church is itself linked to this insight of reflexivity.<br>The first chapter shows that behind the pilgrim Church lies an emerging vision of the threefold offices of priest, prophet, and king. The history behind the Roman Catholic Church's transition from the First to the Second Vatican Council is provided. John Henry Cardinal Newman influenced nineteenth-century Catholic theology with his own study of the threefold office. In chapter four we return to the threefold office and examine the contribution of John Paul II. It includes an analysis of how the politics of the magisterium shapes Catholic social teaching. Chapter two examines the text and context of the Second Vatican Council's pastoral decree "Inter Mirifica". Chapter three provides a documented history of the Vatican's Pontifical Council for Social Communication and its teachings. Chapter five develops major tenets of a critical analysis of the communication of the post-Vatican II Church: attention is given to the discursive aspects of religious authority, argumentation, bureaucratization, and market culture. Chapter six takes a step towards examining the pragmatics of contemporary Vatican teaching.<br>This study concludes that there are three basic sociological and theological aspects of the pilgrim Church. These include a ritual approach to communication, the generational experience of Catholics and their respective attitudes toward Church teaching, and the important link in the faith's praxis between reflexivity and forming habits of communication.

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Stojakovic, Jelena. "Teaching intercultural communication competence in the healthcare context." Diss., [Missoula, Mont.] : The University of Montana, 2009. http://etd.lib.umt.edu/theses/available/etd-06052009-204749.

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Haccius, Mark. "The use of frameworks in teaching tense /." Click here to view full-text, 2007. http://digitalcollections.sit.edu/ipp_collection/7/.

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Mathew, Nishi Mary. "The effect of electronic networking on preservice elementary teachers' science teaching self-efficacy and attitude towards science teaching /." Digital version accessible at:, 1998. http://wwwlib.umi.com/cr/utexas/main.

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Wernicke, Helga. "A study investigating the correlation between teaching assistants' communication apprehension in the college classroom and student perceptions of teaching assistant's communication apprehension." Online access for everyone, 2005. http://www.dissertations.wsu.edu/Thesis/Spring2005/h%5Fwernicke%5F042905.pdf.

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Drew, Linda. "The experience of teaching in art, design and communication." Thesis, Lancaster University, 2003. http://ethos.bl.uk/OrderDetails.do?uin=uk.bl.ethos.417492.

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Libri sul tema "Communication in teaching"

Burton, Graeme. Teaching communication. London: Routledge, 1990.

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Teaching as communication. London: Longman, 1993.

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1950-, Luce Stephen C., ed. Teaching practical communication skills. Washington, D.C: American Association on Mental Retardation, 1996.

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Hills, P. J. Teaching, learning and communication. London: Croom Helm, 1986.

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J, Hills P., ed. Teaching, learning, and communication. London: Croom Helm, 1986.

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Teaching communication activism: Communication education for social justice. New York, New York: Hampton Press, 2014.

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Designing texts: Teaching visual communication. Amityville, New York: Baywood Publishing Company, Inc., 2012.

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Teaching culture: Strategies for intercultural communication. Lincolnwood, Ill: National Textbook Co., 1988.

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Natalle, Elizabeth J. Teaching interpersonal communication: Resources and readings. Boston: Bedford/St. Martins, 2007.

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Littlewood, William T. Teaching oral communication: A methodical framework. Oxford: Blackwell, 1992.

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Capitoli di libri sul tema "Communication in teaching"

Schröer, Norbert. "Teaching Intercultural Communication." In Die Hochschule als interkultureller Aushandlungsraum, 149–57. Wiesbaden: Springer Fachmedien Wiesbaden, 2017. http://dx.doi.org/10.1007/978-3-658-17047-9_8.

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Possick, Jennifer D., and Kathleen M. Akgün. "Teaching Communication Skills." In Medical Education in Pulmonary, Critical Care, and Sleep Medicine, 195–212. Cham: Springer International Publishing, 2019. http://dx.doi.org/10.1007/978-3-030-10680-5_11.

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Hurn, Brian J., and Barry Tomalin. "Teaching Cross-Cultural Communication." In Cross-Cultural Communication, 274–93. London: Palgrave Macmillan UK, 2013. http://dx.doi.org/10.1057/9780230391147_15.

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Minton, David. "Communication." In Teaching Skills in Further & Adult Education, 74–84. London: Macmillan Education UK, 1991. http://dx.doi.org/10.1007/978-1-349-12278-3_11.

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Tinney, Jamie, and Mike Mellors. "Teaching design communication skills." In Learning to Teach Design and Technology in the Secondary School, 55–69. Fourth edition. | Abingdon, Oxon ; New York, NY : Routledge, [2021] | Series: Learning to teach subjects in the secondary school: Routledge, 2020. http://dx.doi.org/10.4324/9780429321191-4.

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Burnard, Philip. "Teaching skills." In Effective Communication Skills for Health Professionals, 3–20. Boston, MA: Springer US, 1992. http://dx.doi.org/10.1007/978-1-4899-4511-2_1.

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Lamy, Marie-Noëlle, and Regine Hampel. "Teaching Online." In Online Communication in Language Learning and Teaching, 61–75. London: Palgrave Macmillan UK, 2007. http://dx.doi.org/10.1057/9780230592681_6.

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Christopher, Elizabeth, Suman Mishra, Adriana Medina-López-Portillo, Laura Rutter Strickling, Joan Kang Shin, and Illysa Izenberg. "Learning and Teaching across Cultures." In Communication Accross Cultures, 177–219. London: Macmillan Education UK, 2012. http://dx.doi.org/10.1007/978-1-137-01097-1_6.

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Abbatt, Fred, and Rosemary McMahon. "Teaching and Assessing Communication Skills." In Teaching Health-Care Workers, 158–76. London: Macmillan Education UK, 1985. http://dx.doi.org/10.1007/978-1-349-18046-2_12.

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Rijo, Cátia, Helena Grácio, and Sandra Antunes. "Teaching Methodologies in Communication Design." In Advances in Intelligent Systems and Computing, 36–42. Cham: Springer International Publishing, 2017. http://dx.doi.org/10.1007/978-3-319-60477-0_4.

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Atti di convegni sul tema "Communication in teaching"

Larsen, Bjorn B., Lars Lundheim, Torbjorn Ekman, and Thomas Tybell. "Teaching freshmen engineering communication." In 2016 11th European Workshop on Microelectronics Education (EWME). IEEE, 2016. http://dx.doi.org/10.1109/ewme.2016.7496464.

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Panarina, Elena. "COMMUNICATION LEARNING AND TEACHING." In 13th International Conference on Education and New Learning Technologies. IATED, 2021. http://dx.doi.org/10.21125/edulearn.2021.1221.

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Hansen, Miriam, Lisette Scholz, and Regina Jucks. "Intercultural communication in university teaching." In the 3rd international conference. New York, New York, USA: ACM Press, 2010. http://dx.doi.org/10.1145/1841853.1841883.

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Ding, Shuchun, and Luping Jiang. "Visual Communication Deduce Teaching Research." In 2011 International Conference on Control, Automation and Systems Engineering (CASE). IEEE, 2011. http://dx.doi.org/10.1109/iccase.2011.5997852.

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Ziani, Melouka. "Overcoming Communication Breakdowns through the Use of Communication Strategies: Perceptions, Practices and Perspectives." In World Conference on Research in Teaching and Education. Acavent, 2019. http://dx.doi.org/10.33422/worldte.2019.12.934.

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Bergstrom, Laura, Kaj Grahn, Jonny Karlsson, and Goran Pulkkis. "Teaching Mobile Communication in an e-Learning Environmnet." In InSITE 2007: Informing Science + IT Education Conference. Informing Science Institute, 2007. http://dx.doi.org/10.28945/3066.

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This article presents a virtual course with the topic mobile and wireless communication systems. The structure of the tree sections of the course material content, the generic technology section, the wireless technology section, and the mobility management section, is presented. The main didactical approach of the virtual course is a guided excursion to which students enroll. The task sets, consisting of exercises and study directives, that the course teacher assigns each week to the students are described. The concept of step-by-step skill assimilation, which lies behind the student guidance process, is outlined together with descriptions of the different user skill levels. The course has been produced by Arcada Polytechnic as a part of a production team in the Finnish Virtual Polytechnic. The structure of the Finnish educational system together with the goals and structure of the Finnish Virtual Polytechnic are presented. The course development process is described in detail together with the software tools used to produce the course material. The graphical design of the learning platform is presented. The communicating dimension, the interface, and the esthetical dimension, and the layout are presented and analyzed in depth. The IT infrastructure needed to implement and use the learning platform of the course is described and assessed. Issues like how the students are registered and authenticated to the course are presented together with the tools for communication and interaction between student and teacher. General IT requirements together with specific both server (course provider) and client (student) side IT requirements are presented. Teaching and learning experiences, gathered from a wireless networking course held in spring 2005, are presented. In this wireless networking course Mobile IP animation was used to simplify both teaching and learning of mobile IP. Further development needs are also presented.

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Bodendorf, Freimut, and Manfred Schertler. "Communication Management and Control in Distance Learning Scenarios." In InSITE 2004: Informing Science + IT Education Conference. Informing Science Institute, 2004. http://dx.doi.org/10.28945/2745.

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An approach to improve communication processes in e-learning is introduced. Based on a separation of a content-related and a communicational part of e-learning environments a system to support both students and tutors in their communication endeavors is presented. The communication platform consists of administration, configuration, moderation, and certainly communication tools which are described in detail. Finally the example of a telecooperative case study is given to illustrate the platform’s potential in specific e-teaching/e-learning scenarios.

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Jianfang, Ye, Qiu Runhe, and Ye Jianwei. "Innovating teaching methods of communication circuits." In 2012 2nd International Conference on Consumer Electronics, Communications and Networks (CECNet). IEEE, 2012. http://dx.doi.org/10.1109/cecnet.2012.6202290.

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Linckels, Serge, Yves Kreis, Robert A. P. Reuter, Carole Dording, Claude Weber, and Christoph Meinel. "Teaching with information and communication technologies." In the ACM SIGUCCS fall conference. New York, New York, USA: ACM Press, 2009. http://dx.doi.org/10.1145/1629501.1629530.

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Peng, Bin. "Create school teaching management communication platform." In 2018 Joint International Advanced Engineering and Technology Research Conference (JIAET 2018). Paris, France: Atlantis Press, 2018. http://dx.doi.org/10.2991/jiaet-18.2018.38.

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Rapporti di organizzazioni sul tema "Communication in teaching"

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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Roca-Cuberes, C. New approaches to communication teaching in the Spanish university: analysis of competencies associated with the field of Global Communication Studies. Revista Latina de Comunicación Social, December 2017. http://dx.doi.org/10.4185/rlcs-2017-1234en.

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Lu, Lina. A Qualitative Case Study of Chinese Teaching Assistants' Communication in the U.S. University Classroom. Portland State University Library, January 2000. http://dx.doi.org/10.15760/etd.6263.

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Azevedo-Curvello, João-José. O ensino de teorias da Comunicação Organizacional nos cursos de Comunicação brasileiros / The teaching of Organizational Communication Theories in Communication courses in Brazil. Revista Internacional de Relaciones Públicas, June 2018. http://dx.doi.org/10.5783/rirp-15-2018-05-63-84.

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Costa-Sánchez, C., AI Rodríguez-Vázquez, and S. Direito-Rebollal. Web 2.0 on university teaching. Web 2.0 effects as subject of study in Spanish communication journals. Revista Latina de Comunicación Social, November 2017. http://dx.doi.org/10.4185/rlcs-2017-1220en.

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Volodina, D. V., and T. V. Sorokina. English for Engineering Students (English for Engineers), a teaching aid for the "Interpreter in Professional Communication" further vocational training area. OFERNIO, June 2021. http://dx.doi.org/10.12731/ofernio.2021.24871.

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Murray, Bernie, and Ben Barry. Diversity in Body Shape and Size: Teaching Design and Communications. Ames: Iowa State University, Digital Repository, 2013. http://dx.doi.org/10.31274/itaa_proceedings-180814-468.

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Cilliers, Jacobus, Brahm Fleisch, Janeli Kotzé, Nompumelelo Mohohlwane, Stephen Taylor, and Tshegofatso Thulare. Can Virtual Replace In-person Coaching? Experimental Evidence on Teacher Professional Development and Student Learning in South Africa. Research on Improving Systems of Education (RISE), January 2021. http://dx.doi.org/10.35489/bsg-rise-wp_2020/050.

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Virtual communication holds the promise of enabling low-cost professional development at scale, but the benefits of in-person interaction might be difficult to replicate. We report on an experiment in South Africa comparing on-site with virtual coaching of public primary school teachers. After three years, on-site coaching improved students' English oral language and reading proficiency (0.31 and 0.13 SD, respectively). Virtual coaching had a smaller impact on English oral language proficiency (0.12 SD), no impact on English reading proficiency, and an unintended negative effect on home language literacy. Classroom observations show that on-site coaching improved teaching practices, and virtual coaching led to larger crowding-out of home language teaching time. Implementation and survey data suggest technology itself was not a barrier to implementation, but rather that in-person contact enabled more accountability and support.

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Bano, Masooda, and Zeena Oberoi. Embedding Innovation in State Systems: Lessons from Pratham in India. Research on Improving Systems of Education (RISE), December 2020. http://dx.doi.org/10.35489/bsg-rise-wp_2020/058.

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The learning crisis in many developing countries has led to searches for innovative teaching models. Adoption of innovation, however, disrupts routine and breaks institutional inertia, requiring government employees to change their way of working. Introducing and embedding innovative methods for improving learning outcomes within state institutions is thus a major challenge. For NGO-led innovation to have largescale impact, we need to understand: (1) what factors facilitate its adoption by senior bureaucracy and political elites; and (2) how to incentivise district-level field staff and school principals and teachers, who have to change their ways of working, to implement the innovation? This paper presents an ethnographic study of Pratham, one of the most influential NGOs in the domain of education in India today, which has attracted growing attention for introducing an innovative teaching methodology— Teaching at the Right Level (TaRL) – with evidence of improved learning outcomes among primary-school students and adoption by a number of states in India. The case study suggests that while a combination of factors, including evidence of success, ease of method, the presence of a committed bureaucrat, and political opportunity are key to state adoption of an innovation, exposure to ground realities, hand holding and confidence building, informal interactions, provision of new teaching resources, and using existing lines of communication are core to ensuring the co-operation of those responsible for actual implementation. The Pratham case, however, also confirms existing concerns that even when NGO-led innovations are successfully implemented at a large scale, their replication across the state and their sustainability remain a challenge. Embedding good practice takes time; the political commitment leading to adoption of an innovation is often, however, tied to an immediate political opportunity being exploited by the political elites. Thus, when political opportunity rather than a genuine political will creates space for adoption of an innovation, state support for that innovation fades away before the new ways of working can replace the old habits. In contexts where states lack political will to improve learning outcomes, NGOs can only hope to make systematic change in state systems if, as in the case of Pratham, they operate as semi-social movements with large cadres of volunteers. The network of volunteers enables them to slow down and pick up again in response to changing political contexts, instead of quitting when state actors withdraw. Involving the community itself does not automatically lead to greater political accountability. Time-bound donor-funded NGO projects aiming to introduce innovation, however large in scale, simply cannot succeed in bringing about systematic change, because embedding change in state institutions lacking political will requires years of sustained engagement.

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Hunter, Matthew, Laura Miller, Rachel Smart, Devin Soper, Sarah Stanley, and Camille Thomas. FSU Libraries Office of Digital Research & Scholarship Annual Report: 2020-2021. Florida State University Libraries, July 2021. http://dx.doi.org/10.33009/fsu_drsannualreport20-21.

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Abstract (sommario):

The Office of Digital Research and Scholarship partners with members of the scholarly community at FSU and beyond to engage with and act on innovative ideas in teaching, research, and creative activity. We privilege marginalized voices and unique contributions to scholarly discourse. We support interdisciplinary inquiry in our shared pursuit of research excellence. We work with scholars to explore and implement new modes of scholarship that emphasize broad impact and access.Our dream is to create an environment where our diverse scholarly community is rewarded for engaging in innovative modes of research and scholarship. We envision a system of research communication that is rooted in open, academy-owned infrastructure, that privileges marginalized voices, and that values all levels and aspects of intellectual labor. In addition to the accomplishments related to our core work areas outlined in this report, we also developed an Anti-Racist Action Plan in 2020 and continue to work on enacting and periodically revising and updating the goals outlined therein.

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