Time to speak up: A theoretical framework of situated pedagogy and practice for communication across the curriculum

By Deanna Dannels. 2001

128 citations recorded by the source corpus.

Subfields: Language and Linguistics, Literature and Literary Theory, Social Psychology

View Paper: https://www.semanticscholar.org/paper/af6f3bad253ca8a3e1e5bf28172427048dcd4875

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Citations in the corpus

Oral Communication Skills in Higher Education: Using a Performance-Based Evaluation Rubric to Assess Communication Skills (2006, methodology): “The rubric includes eight speaking competencies derived from the NCA’s standards including (Allen, 2002) choosing a topic; (Borko, 1997) communicating the purpose of the speech; ( Dannels, 2001 ) using appropriate supporting materials; (Dannels, 2002) organization; (Dougan, 1996) language use; (Erwi”
The Development and Test of the Public Speaking Competence Rubric (2012, background): “Although these programs have sparked controversy within the National Communication Association, they have both advantages and disadvantages for students and for communication departments (Cronin & Glenn, 1991; Dannels, 2001; Hoffs, 1994).”
Why Communication Education is Important: The Centrality of the Discipline in the 21st Century (2008, background): “Pedagogical approaches, such as the use of communication-across-the-curriculum (Dannels, 2001a) and communication laboratories (Ellis, Shockley-Zalabak, & Hackman, 2000; Helsel & Hogg, 2006), are useful to enhance students’ abilities to communicate.”
Performing Tribal Rituals: A Genre Analysis of “Crits” in Design Studios (2005, background): “…to address discipline-specific instructional needs (see National Communication Association 2001 NCA Summer Conference Electronic Proceedings [n.d.] ‘‘Engaging 21st Century Communication Students’’ proceedings) and situated outcomes-based assessment of communication competence (Dannels, 2001b).”
Practicing Engineers Talk about the Importance of Talk: A Report on the Role of Oral Communication in the Workplace (2003, methodology): “Specifically, this framework suggests that communication instruction across the curriculum should focus on the oral genres, standards of effectiveness, and evaluation practices of the target discipline (Dannels, 2001b).”