Teaching and Learning: A New Frontier for K-12 and Higher Education

Autor/inn/en	Stewart, Briana M.; Blankenship, Beth
Titel	Teaching and Learning: A New Frontier for K-12 and Higher Education
Quelle	In: Communication Education, 71 (2022) 3, S.254-256 (3 Seiten)Infoseite zur Zeitschrift PDF als Volltext Verfügbarkeit
Sprache	englisch
Dokumenttyp	gedruckt; online; Zeitschriftenaufsatz
ISSN	0363-4523
DOI	10.1080/03634523.2022.2069833
Schlagwörter	Elementary Secondary Education; Higher Education; Curriculum Development; Communication Skills; College School Cooperation; School Community Relationship; Teacher Education; Standards + Suchen Sie Ihr Suchwort? Hochschulbildung; Hochschulsystem; Hochschulwesen; Curriculum; Development; Curriculumentwicklung; Lehrplan; Entwicklung; Kommunikationsstil; Lehrerausbildung; Lehrerbildung; Standard
Abstract	Numerous studies have argued for the importance and examination of communication curriculum in K-12 (Book, 1989; Hunt et al., 2014; Rudick & Dannels, 2020; Wright, 2020). More recent trends have shown that while higher education communication educators have been successful in advocating for the importance of K-12 communication instruction, the creation of training programs and opportunities for K-12 educators to learn how to effectively teach communication skills has not been as readily supported (Hunt n, 2014). Jennings (2010) noted that many current K-12 instructors tasked with trying to implement communication education in their schools received their undergraduate training in English rather than communication and therefore do not have the formal training often necessary. In most public K-12 institutions, the content and the curriculum will not change, but approaches and pedagogies can. Actively promoting collaborations between K-12 and higher education communication institutions, and other educational programs offered by organizations, can help ensure communication standards are taught and assessed thoroughly. Through these collaborations, K-12 teachers can develop a deeper method and practice of teaching communication standards and provide K-12 students with a deeper foundation, and understanding, of the communication skills demanded in higher education and the workforce. To continue to develop richer K-12 communication pedagogy for teachers, the authors argue that more collaborative and out-service experiences between K-12 and educational organizations should be created and available for communication to be effectively interwoven into existing K-12 curriculum. (ERIC).
Anmerkungen	Routledge. Available from: Taylor & Francis, Ltd. 530 Walnut Street Suite 850, Philadelphia, PA 19106. Tel: 800-354-1420; Tel: 215-625-8900; Fax: 215-207-0050; Web site: http://www.tandf.co.uk/journals
Erfasst von	ERIC (Education Resources Information Center), Washington, DC
Update	2024/1/01