Why teaching works: The transformative power of pedagogical communication

Sprague, Jo

doi:10.1080/03634529309378951

Cited by 29 publications

(17 citation statements)

References 11 publications

(9 reference statements)

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“…The results reported in the current study support Sprague's (1993) claim and also serve to illuminate the educational decisions related to the criteria, conditions and consequences of disclosing private information to students. In the end,…”

Section: Resultssupporting

confidence: 89%

“…According to Sprague (1993), 'the view of teachers' work reflected in most of our research on instructional communication suggests that teachers make educational decisions about what is to be taught, how it is to be taught, and how to evaluate whether or not it has been taught' (p. 7). The results reported in the current study support Sprague's (1993) claim and also serve to illuminate the educational decisions related to the criteria, conditions and consequences of disclosing private information to students.…”

Section: Resultsmentioning

confidence: 98%

“…Two decades ago, Sprague (1993) suggested that the nature of the teacher-student pedagogical relationship is different from other human relationships because it focuses primarily on the intellectual learning of a designated subject matter or skill area. Thus, the ability to communicate well with students is as essential to a teacher as knowing the content and understanding the methods of teaching (Frymier and Houser, 2000).…”

Section: Introductionmentioning

confidence: 99%

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Examining communication privacy management in the middle school classroom: perceived gains and consequences

Kaufmann

Lane

2014

Educational Research

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Background: From instructing students on curriculum content to helping their pupils to develop a wide range of skills, teachers in many educational settings make daily decisions about how and what to disclose to their students to build relationships and make connections with content. Purpose: The current study, applied to a North American middle school context, reveals what is known about teacher disclosure in higher education in terms of how teachers develop privacy rules and coordinate boundaries. Sample: Ten certified middle school teachers of 11-14-year-olds (i.e. six to eighth graders) from one school were invited to participate in individual semi-structured interviews. Network sampling of teachers was employed. Method: Interview data were transcribed and Petronio's communication privacy management (CPM) was used as the theoretical framework to guide the identification of themes. Findings: Analysis provided support for the original four criteria identified in CPM and revealed an additional criterion (i.e. 'identification rapport') for this specific group of middle school teachers. Teachers also reported the importance of understanding the potential positive and negative consequences associated with disclosing personal information to middle school students. Conclusions: This study suggests that CPM can be meaningfully extended to a specific middle school context. In addition, the emergence of 'identification rapport' as an additional criterion provides fresh insight into middle school teachers' communication privacy management.

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Section: Resultssupporting

confidence: 89%

Section: Resultsmentioning

confidence: 98%

Section: Introductionmentioning

confidence: 99%

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Examining communication privacy management in the middle school classroom: perceived gains and consequences

Kaufmann

Lane

2014

Educational Research

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“…(p. 14). Since Sprague's publication, other critical approaches to communication and instruction have been published (Alexander, 1999;Bell, 1995;Harris, 2001;Perkins, 1994;Warren, 1999Warren, , 2001b) but scarce few in Communication Education (Cooks & Sun, 2002;Heinz, 2002;Sprague, 1993aSprague, , 1993bSprague, , 1994Warren, 2001a). We situate this study as a critical-interpretive approach to communication education in general, with a particular focus on how identity is discussed and navigated in the communication classroom (Alexander, 1999;Cooks & Sun, 2002;Heinz, 2002;Johnson, Pliner, & Burkhart, 2002;Warren, 1999).…”

mentioning

confidence: 92%

Gendered and Racialized Identities and Alliances in the Classroom: Formations in/of Resistive Space

Johnson¹,

Bhatt²

2003

Communication Education

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Challenging the Cartesian dualisms that essentialize difference, this essay offers strategies for building transracial, feminist alliances through pedagogy. The authors argue that resistive classroom spaces should be created in which students and teachers challenge the discourses of domination that structure our understandings of identity and difference. To this end, the authors offer autoethnographic descriptions of their identities and their relationship as scholars-teachersfriends and support these descriptions with a case analysis of how they addressed issues of "race" and gender in an Intercultural Communication classroom. They conclude that building alliances requires theorizing identity as relational, requiring embodied practice and willingness to make "self" vulnerable to an "other," particularly when the "self" is inscribed with privilege and power. The one who uses parrhesia 1 , the parrhesiastes, is someone who says everything [s/]he has in mind: [S/]He does not hide anything, but opens [her/]his heart and mind completely to other people through [her/]his discourse. Michele Foucault (Pearson, 2001, p. 12) Solidarity means running the same risks. Che Guevara (Boal, 1995, p. 3)In this Western world, we often find ourselves lodged between the either and the or. This nether space of duality not only oppressively constrains us, but it presents us with an unending conundrum: How do we dialogue with those who are not-not us, not me-particularly when this notness is contextualized within a construction of being that essentially and inherently marks us as superior or subordinate? While this dualism "is a discursively constructed illusion," as Nicotera (1999) argues, "still, in our day-to-day visceral lives, we struggle with dual existence" (p. 433). Jackson (1999) points to the harmfulness of dualisms in our cultural embodiments and discussions of race: "In the production of dichotomies … cultural spaces are marginalized, identities are constricted, and difference is devalued" (p. 43).As scholars committed to transforming oppression, we are concerned with navigating Cartesian dualisms in ways that allow us to build alliances and move us into a space where social justice prevails. By addressing identity as relational (Jackson, 1999), we believe that a theoretical and practical framework for intercul-

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“…The process-product paradigm, which has informed a considerable amount of instructional communication scholarship, has largely cast the teacher-student relationship in terms of determining which instructional techniques/methods best maximize pre-defined indicators of student achievement. More recent work, however, predominantly from critical communication scholars (e.g., Alley-Young, 2005;Cooks, 2010;Fassett & Warren, 2007;Hendrix, Jackson, & Warren, 2003;Sprague, 1992Sprague, , 1993Warren, 2010), has highlighted the limitations of the paradigm and given much needed consideration to a host of socio-communicative phenomena that likewise affect the teaching and learning context. The humanistic approach, such as the one characterized in this report, similarly marks a sharp departure from traditional communication pedagogy by dedicating generous attention to the developmental needs, interests, and personal histories of individual students.…”

Section: Summary and Implicationsmentioning

confidence: 99%

“Your fears are appreciated here”: Exploring a humanistic approach to public speaking instruction

Walton¹

2018

AIJ

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Communication teachers have long been concerned with the development of students' oral communication competencies. Regrettably, public speaking remains one of the most feared communicative contexts. Though there has been extensive interest in cognitive/behavioral strategies for alleviating communication apprehension, there has been surprisingly little descriptive pedagogical research conducted on the subject within actual classroom settings. This qualitative case study examines the way one communication teacher dealt with issues of student reticence and fear in her introductory public speaking courses through the use of humanistic, student-centered principles. Findings reveal that her pedagogy emphasized (a) the expression of feelings and emotions, (b) prizing the whole student, and (c) intrinsic motivational learning. Implications for communication instruction and pedagogical research are considered.

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Why teaching works: The transformative power of pedagogical communication

Cited by 29 publications

References 11 publications

Examining communication privacy management in the middle school classroom: perceived gains and consequences

Examining communication privacy management in the middle school classroom: perceived gains and consequences

Gendered and Racialized Identities and Alliances in the Classroom: Formations in/of Resistive Space

“Your fears are appreciated here”: Exploring a humanistic approach to public speaking instruction

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