Communication Teacher

期刊简介：Communication Teacher is a peer-reviewed publication of the National Communication Association. Communication Teacher publishes original scholarship that considers the practice and assessment of the teaching of communication across K-12, university/college, and other educational contexts. Communication Teacher welcomes submissions in three categories: original teaching activities, communication education assessment and a reflection forum. Original Teaching Activities are instructional activities that can be conducted in either the K-12 or college classroom, including Activities that can be implemented in any communication course, across single classes or units Outlines of a semester-long project or approach to an entire course Educational Assessment Articles are data-driven, systematic reflections on instructional practices that provide communication educators across the educational spectrum with opportunities to: Monitor student learning Improve the quality of specific courses or overall programs Modify their instructional practices based on the results of such studies The reflection forum offers a space for teachers to reflect on 1) their passions and practice more broadly (as opposed to a specific classroom activity) and 2) on the ways that teaching and learning about communication reflects our current social and political climates and 3) the potential to prepare students to participate more fully as critical thinkers in a rapidly shifting society. “ In many cases, original teaching activities can be assessed for their efficacy in meeting student needs and teacher goals. With this in mind, authors may create a series of articles that create a link between practice and assessment. For this series, the author may submit articles simultaneously, or the editor may invite the author to submit an assessment activity based on the original published teaching activity (single, unit, or semester-long). For more details regarding the formal requirements for submissions to Communication Teacher , please consult our Instructions for Authors. Unless specifically indicated otherwise, all research articles in this journal have undergone rigorous peer review, including screening by the editor and review by at least two anonymous referees. Forum submissions are reviewed by the journal editor (and forum editor if applicable for that forum), not by double anonymized peer review as with reseach articles.

【译文】《传播教师》是美国传播协会的同行评审出版物。 《沟通教师》出版了原创学术论文，考虑了 K-12、大学/学院和其他教育环境中沟通教学的实践和评估。传播教师欢迎三类提交：原创教学活动、传播教育评估和反思论坛。原创教学活动是可以在 K-12 或大学课堂上进行的教学活动，包括可以在任何传播课程中跨单个班级或单元实施的活动 一个学期项目的大纲或整个课程的方法 教育评估文章是对教学实践的数据驱动的系统反思，为整个教育领域的传播教育工作者提供机会： 监控学生的学习 提高特定课程或整体项目的质量 根据此类研究的结果修改他们的教学实践 反思论坛为教师提供反思的空间1) 他们更广泛的热情和实践（而不是特定的课堂活动）；2) 沟通教学如何反映我们当前的社会和政治气候；3) 培养学生作为批判性思想家更充分地参与快速变化的社会的潜力。 “ 在许多情况下，可以评估原创教学活动在满足学生需求和教师目标方面的功效。考虑到这一点，作者可以创建一系列文章，在实践和评估之间建立联系。对于该系列，作者可以同时提交文章，或者编辑可以邀请作者根据原始发表的教学活动（单个、单元或学期）提交评估活动。有关向传播教师提交的正式要求的更多详细信息，请参阅我们的作者须知。除非另有说明，所有研究本期刊中的文章经过了严格的同行评审，包括编辑的筛选和至少两名匿名审稿人的评审，论坛提交的文章由期刊编辑（以及论坛编辑，如果适用于该论坛）评审，而不是像研究文章那样通过双重匿名同行评审。