Research Within Reach: Oral and Written Communication. A Research-Guided Response to the Concerns of Educators.
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| Title: | Research Within Reach: Oral and Written Communication. A Research-Guided Response to the Concerns of Educators. |
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| Language: | English |
| Authors: | Holdzkom, David, CEMREL, Inc., St. Louis, MO. R&D Interpretation Service. |
| Peer Reviewed: | N |
| Page Count: | 176 |
| Publication Date: | 1983 |
| Sponsoring Agency: | National Inst. of Education (ED), Washington, DC. |
| Document Type: | Book Guides - Classroom - Teacher Reports - Research |
| Descriptors: | Communication Research, Communication Skills, Educational Research, Elementary Secondary Education, English Instruction, Teachers, Verbal Communication, Writing (Composition), Writing Instruction, Writing Research |
| Abstract: | Recognizing the discrepancies between educational researchers and practitioners, this book provides research-supported responses to specific questions generated by kindergarten through grade 12 teachers. The eight sections cover the following topics: (1) why communication skills are taught, (2) how communication skills are developed, (3) classroom concerns and considerations, (4) classroom activities in communication, (5) communication across the curriculum, (6) language diversity, (7) evaluating communication instruction and learning, and (8) the teacher and communication. Specific topics within each section are presented in a format consisting of a question posed by a practitioner, followed by relevant research, and references. The book concludes with an extensive list of references. (HTH) |
| Entry Date: | 1983 |
| Accession Number: | ED225180 |
| Database: | ERIC |
| Abstract: | Recognizing the discrepancies between educational researchers and practitioners, this book provides research-supported responses to specific questions generated by kindergarten through grade 12 teachers. The eight sections cover the following topics: (1) why communication skills are taught, (2) how communication skills are developed, (3) classroom concerns and considerations, (4) classroom activities in communication, (5) communication across the curriculum, (6) language diversity, (7) evaluating communication instruction and learning, and (8) the teacher and communication. Specific topics within each section are presented in a format consisting of a question posed by a practitioner, followed by relevant research, and references. The book concludes with an extensive list of references. (HTH) |
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