This study offers a systematic analysis of uncertainty in communication education by examining communication goals and challenges in the context of collaborative creative problem-solving in engineering assignments. Engineering design projects are seen as having the potential to help K-12 students learn to deal with uncertainty as well as a means…

Students have social and personal needs to fulfill and communicate these needs in different ways. This annotated bibliographic review examined communication studies to provide educators of diverse classrooms with ideas to build an environment that contributes to student well-being. Participants in the studies ranged in age, ability, and cultural…

Classroom observations are an important source of information about teaching and about the practice of particular teachers. The paper considers the value placed on talk as opposed to silence in this context and suggests that a cultural bias towards talk means that silence is commonly perceived negatively. The paper is based on a qualitative…

Discusses briefly five books that can help teachers learn about how conversation works and help their students gain language competence. (SR)

The potential of nonverbal communication as a field of inquiry for educators is explored in this paper. Following a brief introduction, the first section of the paper discusses basic concepts in nonverbal communication, beginning with two related definitions and a review of research. The functional significance of nonverbal communication is…

The way in which teachers communicate with their students partly determines what they communicate. This book addresses the communication issue by building on a series of papers whose first versions were presented in 1992 at the Sixth International Congress of Mathematics Education in Quebec. Papers include: (1) "Crossing the Gulf between Thought…

Relates concepts from research on intersubjectivity to problems emerging in designing learning environments, focusing on an undergraduate teacher education classroom designed to run according to an educational philosophy of community of learners and considering issues emerging from these efforts. The article also considers three aspects of…

Educators commonly consider praise an example of positive reinforcement. They are correct, but they may also be incorrect because the effect upon students of educators administering praise is influenced by the students themselves. Two situations, at least, exist where praise may not bring about its intended effect. Praise may be inappropriate when…

Communication strategies essential to make lesson content clear and visible when using sign language with deaf students are described. The strategies include getting students' attention, not overloading students with confusing visual stimuli, allowing students time to absorb visual information thoroughly, and carefully differentiating between…

A model for analyzing classroom interaction is presented. The model focuses on two issues: management of turn-taking and the relationship between ways of interacting and outcome of the teaching/learning process. Turn-taking is seen as one element of conversational style, in which speakers signal degree of involvement by using different linguistic…

Interpersonal problems in the classroom are usually teacher-owned, student-owned, or mutual. This article describes communication skills for dealing with each type of problem. (LHW)

Suggests that the school classroom is an optimal place for mediating school and student intentions which may be facilitated by ensuring that the languages students use to discover and understand the world are directed toward accomplishing the tasks required by the educational setting. (DF)

This paper analyzes teacher communication with deaf students in terms of four dimensions: power, repair, pace, and linguistic complexity. Students interacting with teachers who used communicative features associated with power communicated less effectively than with teachers who exerted less power. Evidence that adults can change how they…

Addresses the issue of how the centrality of virtue might be accommodated in dialog within common schools under the conditions of pluralism. Two contrasting approaches to moral dialog under these conditions are examined and rejected followed by a third approach, derived from John Rawl's conceptions of reasonableness and democratic tolerance, that…

Argues that many teachers routinely misunderstand and misassess African American students, due to cultural ignorance. Argues that, in teaching African American students, it is the teacher's duty to reach out and learn about African American culture and behaviors to become an effective communicator with African American students. (SR)