scholarly journals Critical Concerns for Oral Communication Education in Alabama and Beyond

2011 ◽  
Vol 2011 ◽  
pp. 1-12
Author(s):  
Richard Emanuel
Keyword(s):  
General Education ◽  
Oral Communication ◽  
The United States ◽  
Graduate Degree ◽  
Education Curriculum ◽  
Communication Education ◽  
Communication Course ◽  
General Education Curriculum ◽  
Departments Of Education

An examination of oral communication education in Alabama (USA) identified four critical concerns. (1) Today's college students are not getting adequate oral communication education. (2) Oral communication education is being relegated to a “module” in another discipline-specific course. (3) When an oral communication course is included in the general education curriculum, that course tends to be narrow rather than broad in scope. (4) An increasing number of college faculty who teach oral communication courses do not have a graduate degree in the discipline. These concerns may be indicative of similar issues affecting oral communication education throughout the United States and beyond. Solutions to each concern are offered, and suggestions are provided about how decision-making bodies like state departments of education, regional accrediting agencies, the National Communication Association, and the like can address these concerns. This paper first examines the essential role of oral communication before identifying four critical concerns and offering suggested solutions for oral communication education in Alabama. These concerns may be indicative of similar issues affecting oral communication regionally, nationally, and even internationally. If so, then the suggested solutions offered herein may provide direction. If not, then being proactive rather than reactive may prevent some or all of these concerns from becoming reality.

scholarly journals Peran Pesantren dalam Membentuk Karakter Santri

2019 ◽  
Vol 4 (2) ◽  
pp. 170
Author(s):  
Syadidul Kahar ◽  
Muhammad Irsan Barus ◽  
Candra Wijaya
Keyword(s):  
General Education ◽  
Boarding School ◽  
School Curriculum ◽  
Educational Material ◽  
Islamic Education ◽  
Education Curriculum ◽  
General Education Curriculum ◽  
Correct Understanding

The purpose of this study was to find out the role of the Darusaa'dah Islamic Boarding School in the Pangkalan Susu District of Langkat in the Form of Santri Character The approach used is case study. The object of this research is religious Islamic education institutions. Data sources are people who are directly and indirectly involved with pesantren. To collect these data, the author uses several techniques in data collection, namely documentation, observation and interviews. Data analysis in research uses interpretive patterns that aim to achieve a correct understanding of facts, data and symptoms. In this study researchers focused on two curricula, namely the pesantren curriculum and the general education curriculum. used in the Darusa'dah Islamic Boarding School which is related to character formation. The Darusaa'dah Islamic Boarding School curriculum accommodates students who focus on learning two curricula, namely the pesantren curriculum and the general education curriculum. The pesantren curriculum material taught is sourced from the yellow book which includes; religious laws, monotheism, morals and Arabic. The education curriculum of the Darusaa'dah Islamic Boarding School is focused on the teaching of the Koran, hadith and the books written by the previous ulama. Educational material is presented based on class. The pesantren curriculum and general education curriculum are taught in the Darusaa'dah Islamic Boarding School, as well as forming the character of the santri.

scholarly journals What Lies Beneath: The Role of Self-Efficacy, Causal Attribution Habits, and Gender in Accounting for the Success of College Students

2021 ◽  
Vol 11 (7) ◽  
pp. 333
Author(s):  
Kerstin Hamann ◽  
Maura A. E. Pilotti ◽  
Bruce M. Wilson
Keyword(s):  
General Education ◽  
Self Efficacy ◽  
Causal Attribution ◽  
The United States ◽  
Female Students ◽  
Male Students ◽  
Course Grades ◽  
Success In Higher Education ◽  
And Gender

Existing research has identified gender as a driving variable of student success in higher education: women attend college at a higher rate and are also more successful than their male peers. We build on the extant literature by asking whether specific cognitive variables (i.e., self-efficacy and causal attribution habits) distinguish male and female students with differing academic performance levels. Using a case study, we collected data from students enrolled in a general education course (sample size N = 400) at a large public university in the United States. Our findings indicate that while students’ course grades and cumulative college grades did not vary by gender, female and male students reported different self-efficacy and causal attribution habits for good grades and poor grades. To illustrate, self-efficacy for female students is broad and stretches across all their courses; in contrast, for male students, it is more limited to specific courses. These gender differences in cognition, particularly in accounting for undesirable events, may assist faculty members and advisors in understanding how students respond to difficulties and challenges.

Incorporating the Expanded Core Curriculum into science

2021 ◽  
pp. 026461962110293
Author(s):  
Ying-Ting Chiu ◽  
Tiffany Wild
Keyword(s):  
General Education ◽  
Core Curriculum ◽  
Visual Impairments ◽  
Next Generation Science Standards ◽  
Teaching Skills ◽  
Education Curriculum ◽  
Science Standards ◽  
General Education Curriculum ◽  
Science Curricula ◽  
Expanded Core Curriculum

The Expanded Core Curriculum (ECC) is a set of concepts and skills that are taught to students with visual impairments to support their learning that often occurs incidentally with vision. Students with visual impairments must learn both the ECC and content from the general education curriculum, including science. Thus, it is crucial to incorporate these two sets of curricula so that students with visual impairments can learn both sets of curricula more efficiently. This article presents an analysis of science curricula and lesson plans that support the Next Generation Science Standards while promoting teaching skills to students with visual impairments in the ECC. The results show that the ECC can be incorporated into science easily which will allow the ECC and science to be taught in one lesson.

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