Cassandra Book

Differences in Entry Characteristics of Elementary and Secondary Teacher Candidates

Comparisons of entry-level elementary and secondary educa tion majors at a large midwestern university revealed important differences in academic backgrounds, prior teaching experi ences, career plans, and professional expectations. The findings of the Book and Freeman study have clear implications for teacher education coursework and should be useful in making program development decisions.

Comparing Academic Backgrounds and Career Aspirations of Education and Non Education Majors

Questions concerning the abilities and background experiences of prospective teachers dominate the recent professional litera ture. Book, Freeman and Brousseau shed additional light on this topical area. A comparison of the academic and social back grounds and the bases for career decisions of teaching and non- teaching majors at a major university indicates that students choosing teaching as a career (a) are as academically competent as their non-teaching counterparts (b) are more concerned about helping others and (c) are less concerned about salaries.

A Study of the Relationship between Teacher Explanation and Student Metacognitive Awareness during Reading Instruction.

Eleven fifth grade teachers of low readers were taught a method of explicit explanation. The explanation of those teachers and eleven control teachers were compared, as well as their students awareness of the reading process after instruction. Students of teachers who used more explicit explanation had greater awareness of the reading skills.

Communication education: Pedagogical content knowledge needed

The three categories of content knowledge identified by Shulman (1986) provide a basis for conceptualizing and examining the knowledge needed by communication educators. This paper calls for the discipline knowledge produced by communication scholars to be translated into viable school experiences so that students obtain accurate conceptual understandings of communication.

Dimensions and perceived helpfulness of student speech criticism

Written criticism of peers’ speeches by students in a college public speaking class was analyzed according to (1) type of criticism given, (2) perceptions of the criticisms helpfulness in preparing future speeches, and (3) sex of speaker and rater. Results were compared with previous research of teachers’ evaluations of students’ speeches and students’ perceptions of helpfulness of criticism given in a hypothetical situation.

The status of speech communication in secondary schools in the United States: An update

Results of surveys of secondary school speech curricula and teacher preparation and experience in fifteen states are described and compared with similar data from previous studies.

Associate and Assistant Deans of Education: Careers and Responsibilities

Because so little has been documented about assistant and associate deans of education in the face of an apparent increase in their authority and influence, a study was undertaken to find out how people holding these positions view themselves and their roles. Applegate and Book provide a description of the people who have taken these roles, their career development, and their job responsibilities. Questions are raised about preparation for higher education administration and subsequent career development.

Contract grading in the interpersonal communication course

The writer stresses the advantage of contract grading as a viable means of reducing the element of threat which impedes the use of effective interpersonal communication skills between teacher and student. She provides a sample contract which identifies the cognitive levels utilized, according to Blooms taxonomy, in the contract options.

Instruction for the new literacy

Based on lessons actually taught in secondary level speech communication courses, this dialogue illustrates class activities intended to teach the communication functions of ritualizing and sharing feelings and to develop students’ competencies in understanding and using the functions in group and interpersonal contexts.

Symposium: Diffusing communication into the secondary school curriculum

Training students to function as group facilitators is proposed as a means of diffusing the use of small group discussion into classes other than speech communication. Advantages of training student leaders include: (1) extending and developing the communication program, (2) developing leadership qualities and communication skills of students, (3) providing an alternative teaching strategy for teachers, and (4) allowing students to experience small group discussion in a variety of contexts.