Communication and Diversity: Innovations in Teacher Education

Simonds, Brent K.; Lippert, Lance R.; Hunt, Stephen; Angell, Maureen E.; Moore, Marilyn

doi:10.1080/17404620802040536

Cited by 11 publications

(4 citation statements)

References 19 publications

Supporting

Mentioning

Contrasting

Order By: Relevance

“…Teacher effectiveness is intrinsically linked to their communication competence (Worley, Titsworth, Worley, & Cornett-DeVito, 2007). Principals and accreditation authorities consider communication competence when evaluating teachers and developing preservice teachers' communication competence can help them deal more effectively with student diversity (Simonds, Lippert, Hunt, Angell, & Moore, 2008). Effective communication has also been linked to improved student learning outcomes such as positive attitudes, higher levels of motivation, achievement, and perceptions of control (Chesebro & McCroskey, 2001).…”

Section: Improving Communication Competence For Teachingmentioning

confidence: 99%

The Effect Over Time of a Video-Based Reflection System on Preservice Teachers’ Oral Presentations

Cavanagh

Bower

Moloney

et al. 2014

AJTE

View full text Add to dashboard Cite

We report the development of preservice teachers' oral presentation performance based on a technology-mediated video reflection system. Participants video-recorded oral presentations and uploaded them to an online blog to view and reflect on their performance and that of their peers. Four presentations by forty-one participants were analysed using a range of criteria based on what we call the Modes of Communication (voice, body-language, words and alignment between them) and the Constructed Impression of the communication acts (confidence, clarity, engagement and appropriateness). Results indicate a significant improvement across all criteria with a decreased rate of improvement for later iterations.

show abstract

Section: Improving Communication Competence For Teachingmentioning

confidence: 99%

The Effect Over Time of a Video-Based Reflection System on Preservice Teachers’ Oral Presentations

Cavanagh

Bower

Moloney

et al. 2014

AJTE

View full text Add to dashboard Cite

show abstract

“…Those working in higher education need to be able to decentre in the way Byram et al describe and to have a sound understanding of diversity and what it means for the classroom. They require opportunities to develop the skills set necessary not only to negotiate difference but to use it in ways that provide students with a richer, more rewarding learning environment that prepares them as work-ready graduates (Premier & Miller, 2010;Simonds et al, 2008;White-Clark, 2005). Invoking the work of Ladson-Billings (1995) and Zeichner & Hoeft (1996), Lee & Herner-Patnode (2010) suggest that there remains work to be done in this space.…”

Section: Introductionmentioning

confidence: 99%

Dealing with diversity in higher education: awareness-raising and a linguistic perspective on teachers’ intercultural competence

Murray

2015

International Journal for Academic Development

View full text Add to dashboard Cite

show abstract

“…Lahiff and Penrose (1991) identified ten facial expressions: happiness, sadness, surprise, fear, anger, content, disgust, interest, determination, and confusion. According to Cooper and Simonds (2014), "kinesics is the study of facial expressions and gestures. "…”

Section: Facial Expressionmentioning

confidence: 99%

Effectiveness of Kinesics among Saudi undergraduate EFL Students: How do Paralinguistics Impact the Pedagogical Practices in an ESOL Classroom?

Rahman

Alqahtani

2022

Journal of Language and Cultural Education

View full text Add to dashboard Cite

Kinesics is a paralinguistic feature that helps convey a message quickly, especially in a TESOL environment. Kinesics is one of the main features of paralinguistics, which comprises various nonverbal fundamental elements. In this study, researchers collected the data regarding the effectiveness of kinesics for ESOL learners using a questionnaire with a sample of 385 instructors and learners from Saudi Arabian universities. Two hypotheses were tested: integrated kinesics significantly impacts learner-oriented proximity, and integrated kinesics features have a substantial effect on instructor-oriented proximity. SPSS was used to scrutinize the collected data. Regression analysis and descriptive statistic methods were used to check the frequency and reliability of the data and the variation of the results. The study’s findings indicate a significant impact of integrated kinesics features on learner-oriented proximity and instructororiented proximity. Using kinesics features in TESOL is very effective. It is concluded that kinesics is an inseparable part of the lecture room’s learning and teaching process. It is an integral part of teaching ESOL that should not be neglected.

show abstract

Communication and Diversity: Innovations in Teacher Education

Cited by 11 publications

References 19 publications

The Effect Over Time of a Video-Based Reflection System on Preservice Teachers’ Oral Presentations

The Effect Over Time of a Video-Based Reflection System on Preservice Teachers’ Oral Presentations

Dealing with diversity in higher education: awareness-raising and a linguistic perspective on teachers’ intercultural competence

Effectiveness of Kinesics among Saudi undergraduate EFL Students: How do Paralinguistics Impact the Pedagogical Practices in an ESOL Classroom?

Contact Info

Product

Resources

About