Communication standards and competencies for kindergarten through grade 12: The role of the national communication association

Berko, Roy M.; Morreale, Sherwyn P.; Cooper, Pamela; Perry, Carolyn

doi:10.1080/03634529809379121

Cited by 13 publications

(6 citation statements)

References 7 publications

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“…Similarly, the Goals 2000: Educate America Act calls for a substantial increase in “the proportion of college graduates who demonstrate an advanced ability to think critically, communicate effectively and solve problems” (Berko, Morreale, Cooper, & Perry, 1998, p. 175). Since media literacy is primarily a critical thinking skill that is applied to our main source of information, the media (Silverblatt, 2001) instruction in this area can contribute to overall improvements in reaching national educational goals.…”

Section: Introductionmentioning

confidence: 99%

Quantifying media literacy: development, reliability, and validity of a new measure

Arke

Primack

2009

Educational Media International

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Media literacy has the potential to alter outcomes in various fields, including education, communication, and public health. However, measurement of media literacy remains a critical challenge in advancing this field of inquiry. In this manuscript, we describe the development and testing of a pilot measure of media literacy. Items were formed based on a composite conceptual model and administered to college communications students (n = 34). Each of three media literacy subscales had good internal consistency reliability (α 1 = 0.74, α 2 = 0.79, α 3 = 0.75). Principal components analysis revealed a five-factor structure that corresponded closely with the underlying conceptual model. As was expected, the media literacy scale was significantly correlated with a composite critical thinking measure (r = 0.32, P = .03). This scale may be valuable for the measurement of media literacy and the assessment of media literacy interventions.

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Section: Introductionmentioning

confidence: 99%

Quantifying media literacy: development, reliability, and validity of a new measure

Arke

Primack

2009

Educational Media International

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“…Contemporary pedagogy often falls short of connecting students with the production of knowledge in ways that promote a continual capacity for growth (see critiques by Freire, 1970Freire, , 1992. Hence, CR education, due to its democratic potential, emerged as central to the Goals 2000 challenge put forth by the National Communication Association (NCA) and the National Education Goals Panel (Berko, Morreale, Cooper, & Perry, 1998).…”

Section: Democracy and Dialoguementioning

confidence: 99%

Democracy, Dialogue, and Education: An Exploration of Conflict Resolution at Jefferson Junior High

Smith-Sanders

Harter

2007

Southern Communication Journal

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“…This movement is called Communicating Across the Curriculum (CXC) and seeks to integrate both instruction in communi-cation skills as well as the opportunity to develop oral communication competencies within content courses (Bolieau & McBath, 1987;Gray, 1982;Modaff & Hopper, 1984;Most, 1994;Rubin & Hampton, 1998). CXC is connected not only to college and university learning but seeks to introduce skills development within content courses at all levels of the educational system-from elementary school through college (Berko, Morreale, Cooper & Perry, 1998;Rubin & Graham, 1988;Rubin, Graham & Mignerey, 1990;Vangelisti & Daly 1989). Even professional schools, such as M.B.A. programs, are realizing the need for more attention to the qualitative side of business and are promoting skills-based programs in oral communication (Burk, 2001;Bigelow, 1991;Curtis, Winsor & Stephens, 1989) and behavioral communication (Schor, Sabiers, & Hall, 2000;Serey & Verderber, 1991).…”

Section: Research Problemmentioning

confidence: 99%

A Qualitative Research Study of Oral Communication Performance

Tuleja

2008

Performance Improvement Quarterly

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This paper focuses on the qualitative methods used to examine one teacher's instructional practice and his students' performance. The qualitative nature of this study reveals insights into teaching and learning through its focus on emerging themes and patterns that developed over time. Methods used included participation‐observation; collection of field notes and documents; administration of a pre/post‐survey; interviews with teacher and students; and analysis of analytic memos. Analysis of the data reveals interesting themes regarding preparation, practice, and performance. The participants included advanced‐level science students and their high school science teacher whose goal was to combine skills‐based instruction (oral communication) with course content (chemistry). Implications for this study provide one example of a qualitative research study of oral communication performance that outlines the various methods used to conduct research in a naturalistic and interpretive setting.

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Communication standards and competencies for kindergarten through grade 12: The role of the national communication association

Cited by 13 publications

References 7 publications

Quantifying media literacy: development, reliability, and validity of a new measure

Quantifying media literacy: development, reliability, and validity of a new measure

Democracy, Dialogue, and Education: An Exploration of Conflict Resolution at Jefferson Junior High

A Qualitative Research Study of Oral Communication Performance

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