Evaluating the Communication Skills for Teachers of Business Subjects in Secondary Education in the Kingdom of Bahrain

2014 ◽  
Vol 15 (1) ◽  
pp. 669-695
Author(s):  
Dr. Abdelbaky A. Abouzeid
Keyword(s):  
Secondary Education ◽  
Communication Skills

Odyssey' Scientific Debate: Rhetoric STEM Education

2021 ◽  
pp. 99-118
Author(s):  
Foteini Egglezou
Keyword(s):  
Secondary Education ◽  
Communication Skills ◽  
Critical Literacy ◽  
Stem Education ◽  
Sufficient Evidence ◽  
Public Forum ◽  
Scientific Debate ◽  
Testing Phase ◽  
Scientific Ideas ◽  
Debate Rhetoric

Τhe Erasmus+ KA2 Odyssey project aims at introducing debates on STEM topics in European schools for cultivating the scientific, argumentative and critical literacy as well as the communication skills of students in secondary education (13-19 years old). In Greece, the testing phase (October 2019-June 2020) involved 18 STEM educators and 126 students from 11 schools. The debate format, which combined elements of Oxford and Public Forum, aimed at making students realize that scientific ideas and practices are not absolute, objective and immutable and therefore require discussions based on convincing arguments supported by relevant and sufficient evidence. The first findings of the project were encouraging, revealing that the rhetorical turn in the teaching of science through debates is purposeful for promoting advances in the modern STEM classroom despite the barriers that hinder analogous efforts.

An investigation of the relationship between the altruism levels, communication skills and problem solving skills of the elementary education and secondary education teachers

2018 ◽  
Vol 8 (4) ◽  
pp. 707-728
Author(s):  
Hüseyin Aslan ◽  
Hatice Kumcağız ◽  
Kamil Alakuş
Keyword(s):  
Secondary Education ◽  
Problem Solving ◽  
Elementary Education ◽  
Communication Skills ◽  
Simple Random Sampling ◽  
Problem Solving Skills ◽  
School Year ◽  
Relationship Coefficient ◽  
Secondary Education Teachers ◽  
The Relationship

This study aimed to exhibit the relationship between the altruism levels, communication skills and problem solving skills of the elementary education and secondary education teachers. The study population consisted of 725 teachers at Sinop Provincial Center during 2015-2016- school year, and the sample consisted of 452 teachers selected by simple random sampling method. This study was conducted based on the relational screening model. As a result of the conducted research, the relationship coefficient between the altruism scores and problem solving skills of the elementary education teachers was found as .17 and it was seen that this relationship was in the same direction and insignificant (p=.05; n=132). Similarly, the relationship coefficient between the altruism levels and communication skills of the teachers at the first level of elementary education was found as .23 and it was seen that the said relationship was in the same direction and significant (p=.01; n=132). The relationship coefficient between the altruism scores and problem solving skills of the secondary education teachers was found as -.15 and it was seen that this relationship was in the opposite direction and significant (p=.03; n=182). According to the acquired results, conducting similar studies to deal with the significance of the altruism behaviors of teachers in education can be recommended.

scholarly journals An investigation of the relationship between the altruism levels, communication skills and problem solving skills of the elementary education and secondary education teachers

2018 ◽  
Vol 8 (4) ◽  
pp. 707-728
Author(s):  
Hüseyin Aslan ◽  
Hatice Kumcağız ◽  
Kamil Alakuş
Keyword(s):  
Secondary Education ◽  
Problem Solving ◽  
Elementary Education ◽  
Communication Skills ◽  
Simple Random Sampling ◽  
Problem Solving Skills ◽  
School Year ◽  
Relationship Coefficient ◽  
Secondary Education Teachers ◽  
The Relationship

This study aimed to exhibit the relationship between the altruism levels, communication skills and problem solving skills of the elementary education and secondary education teachers. The study population consisted of 725 teachers at Sinop Provincial Center during 2015-2016- school year, and the sample consisted of 452 teachers selected by simple random sampling method. This study was conducted based on the relational screening model. As a result of the conducted research, the relationship coefficient between the altruism scores and problem solving skills of the elementary education teachers was found as .17 and it was seen that this relationship was in the same direction and insignificant (p=.05; n=132). Similarly, the relationship coefficient between the altruism levels and communication skills of the teachers at the first level of elementary education was found as .23 and it was seen that the said relationship was in the same direction and significant (p=.01; n=132). The relationship coefficient between the altruism scores and problem solving skills of the secondary education teachers was found as -.15 and it was seen that this relationship was in the opposite direction and significant (p=.03; n=182). According to the acquired results, conducting similar studies to deal with the significance of the altruism behaviors of teachers in education can be recommended.

Effective Collaboration at Central Elementary School

1992 ◽  
Vol 23 (4) ◽  
pp. 367-368 ◽  
Author(s):  
Jennifer Chisler Borsch ◽  
Ruth Oaks
Keyword(s):  
Elementary School ◽  
Communication Skills ◽  
Third Grade ◽  
Collaborative Effort ◽  
Speech Language Pathologist ◽  
Grade Teacher ◽  
Effective Collaboration

This article discusses a collaborative effort between a speech-language pathologist and a regular third grade teacher. The overall goal of the collaboration was to improve communication skills of students throughout the school. The factors that contributed to making the collaboration a success are discussed.

AAC Supports for Individuals With Rett Syndrome Across the Lifespan

2015 ◽  
Vol 24 (3) ◽  
pp. 74-85
Author(s):  
Sandra M. Grether
Keyword(s):  
Rett Syndrome ◽  
Communication Skills ◽  
Preliminary Analysis ◽  
Multidisciplinary Approach ◽  
Motor Deficits ◽  
Complex Profile ◽  
Communication Behaviors ◽  
The Individual

Individuals with Rett syndrome (RS) present with a complex profile. They benefit from a multidisciplinary approach for diagnosis, treatment, and follow-up. In our clinic, the Communication Matrix © (Rowland, 1990/1996/2004) is used to collect data about the communication skills and modalities used by those with RS across the lifespan. Preliminary analysis of this data supports the expected changes in communication behaviors as the individual with RS ages and motor deficits have a greater impact.

Improving Communication Skills in Health Care

2013 ◽  
Vol 20 (3) ◽  
pp. 109-117
Author(s):  
Lynda Katz Wilner ◽  
Marjorie Feinstein-Whittaker
Keyword(s):  
Health Care ◽  
Patient Satisfaction ◽  
Communication Skills ◽  
Health Care Professionals ◽  
Skills Training ◽  
International Medical Graduate ◽  
Medical Graduate ◽  
Health Care Environment ◽  
Medical Interpreters ◽  
Accent Modification

Hospital reimbursements are linked to patient satisfaction surveys, which are directly related to interpersonal communication between provider and patient. In today’s health care environment, interactions are challenged by diversity — Limited English proficient (LEP) patients, medical interpreters, International Medical Graduate (IMG) physicians, nurses, and support staff. Accent modification training for health care professionals can improve patient satisfaction and reduce adverse events. Surveys were conducted with medical interpreters and trainers of medical interpreting programs to determine the existence and support for communication skills training, particularly accent modification, for interpreters and non-native English speaking medical professionals. Results of preliminary surveys suggest the need for these comprehensive services. 60.8% believed a heavy accent, poor diction, or a different dialect contributed to medical errors or miscommunication by a moderate to significant degree. Communication programs should also include cultural competency training to optimize patient care outcomes. Examples of strategies for training are included.

Helping the General Education Team Support Students Who Use AAC

2012 ◽  
Vol 21 (3) ◽  
pp. 82-91 ◽  
Author(s):  
Carole Zangari
Keyword(s):  
Academic Achievement ◽  
General Education ◽  
Communication Skills ◽  
Communication Systems ◽  
General Education Teachers ◽  
Practice Opportunities ◽  
Support Students ◽  
Successful Students

Abstract To be successful, students who use AAC and attend general education classes require extensive supports and frequent practice with their communication systems. In this article, I explore the challenges faced by educational teams and discuss strategies for helping general education teachers, paraprofessionals, and others provide the AAC learning and practice opportunities these students need to maximize their communication skills and academic achievement.

Addressing the Content Vocabulary With Core: Theory and Practice for Nonliterate or Emerging Literate Students

2012 ◽  
Vol 21 (3) ◽  
pp. 74-81 ◽  
Author(s):  
Debbie Witkowski ◽  
Bruce Baker
Keyword(s):  
Communication Skills ◽  
High Performance ◽  
Theory And Practice ◽  
Written Communication ◽  
Academic Tasks ◽  
Meaningful Participation ◽  
Core Theory ◽  
Communication Needs ◽  
Core Vocabulary ◽  
Personal Success

Abstract In the early elementary grades, the primary emphasis is on developing skills crucial to future academic and personal success—specifically oral and written communication skills. These skills are vital to student success as well as to meaningful participation in the classroom and interaction with peers. Children with complex communication needs (CCN) may require the use of high-performance speech generating devices (SGDs). The challenges for these students are further complicated by the task of learning language at a time when they are expected to apply their linguistic skills to academic tasks. However, by focusing on core vocabulary as a primary vehicle for instruction, educators can equip students who use SGDs to develop language skills and be competitive in the classroom. In this article, we will define core vocabulary and provide theoretical and practical insights into integrating it into the classroom routine for developing oral and written communication skills.

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