This thesis, which is divided into two parts, deals with non-verbal means of communication in teaching practice. In the theoretical part there is a summary of themes such as communication, verbal, nonverbal communication and pedagogical communication. Emphasis is put to sub-themes of nonverbal communication, which are facial expressions, gestures, eye contact, kinesics, postures, proxemics, haptics, para-language and physical appearance/environments. In the practical part there is a presentation of the analysis of chosen samples of video recordings, which is focused on mentioned sub-themes of nonverbal communication. The value of these is stressed in process of teaching, too.

M.Ed. / Please refer to full text to view abstract

This study explored the state of art education in Turkey as revealed by pre-service art education university instructors, and the potential of incorporating visual culture studies in pre-service art education in Turkey. The instructors' ideas about visual culture, and popular culture, the impact it might have, the content (objects), and the practices within the context of Turkey were examined. Visual culture was examined from an art education perspective that focuses on a pedagogical approach that emphasizes the perception and critique of popular culture and everyday cultural experiences, and the analysis of media including television programs, computer games, Internet sites, and advertisements. A phenomenological human science approach was employed in order to develop a description of the perception of visual culture in pre-service art education in Turkey as lived by the participants. In-person interviews were used to collect the data from a purposive sample of 8 faculty members who offered undergraduate and graduate art education pedagogy, art history, and studio courses within four-year public universities. This empirical approach sought to obtain comprehensive descriptions of an experience through semi-structural interviews. These interviews employed open-ended questions to gather information about the following: their educational and professional background; their definitions of art education and art teacher education and what it means for them to teach pre-service art education; critical reflections on the educational system of Turkey; perceptions of visual and popular culture; and finally individual approaches to teaching art education. This study was conducted for the purpose of benefiting pre-service art teacher education in general and specifically in Turkey. It provided the rationale, the nature, and pedagogy of visual culture as well as the why and how of visual culture art education in the context of Turkey. Furthermore, it provided insights into the potential contribution of the concept of visual culture to the understanding of art and improvement of art teacher training in the context of Turkey.

High school band members (N=13) and their teacher were observed during six rehearsals of two contrasting band compositions over a six-week period. The contrasting compositions were selected by means of a detailed process between me (the researcher) and the teacher (the conductor). One 60-second excerpt of each composition was selected, during the performance of which, the students were observed. Three video tapings of each composition was done in order to capture occasions when the students would look up from their music. Using a technique adapted from Ekman (1997), the band members and teacher were then interviewed in order to reveal the reasons they recalled for looking up from their music. The results showed that the band members looked up in places where the teacher expected eye contact, that the frequency of eye contact changed little from one rehearsal to the next, and that the frequency of eye contact changed little between the two contrasting compositions. In all cases, the band members were able to recall the reasons for looking up from their music, a fact which led to a detailed analysis about the students' own thoughts while they were engaged in playing as an ensemble. The results are discussed in terms of strategies for teaching practice and implications for future research.

This study examined the development of mands for missing objects. Two female children and two male children (ranging from 2 years, 1 month to 3 years, 5 months) were selected on the basis of screening probes that indicated an absence of manding. A mand probe consisted of instructions to complete a response chain when one of the needed objects was missing. For every response chain, each child was:. (a) taught to label (tact) the objects, (b) then taught to use the objects in reinforced response chains, and (c) then given mand probes for the stimuli just trained. Results for all children indicated correct responses· to tact and operation probes but incorrect responses to the mand probes. After pretraining, mands were trained one at a time until generalized manding developed. The efficacy of the training procedures was established by using a multiple probe design. These results are discussed in terms of mands and tacts representing distinct response classes.

As the education field further embraces technology and the classroom develops a distance component, more and more colleges and universities are delivering classes via two-way video. Research has established that nonverbal cues exist and play a significant role in classroom instruction (Arnold & Roach, 1989; Cyrs, Conway, Shonk, & Jones, 1997; Rosenthal & Jacobson, 1968). The growing popularity of two-way video and the fundamental concepts of communication, establishes a parallel between traditional classroom and two-way video instruction delivery. This parallel and the established effect that nonverbal cues have on instructional delivery support the need to study nonverbal communication in a two-way video classroom. Descriptive observation of six instructors, each teaching five 50-minute lectures, produced the data for this preliminary study. The nonverbal cues were recorded using the Two-way Video Nonverbal Cue Observation Instrument (TV-NCOI). The TV-NCOI consisted of seven nonverbal communication categories and 22 variables used to identify and quantify professor's nonverbal cue use in two-way video instructional delivery. Frequency response, common themes, and nonverbal cue delivery observations, collected by the TV-NCOI, were used to answer the research questions; what nonverbal cues are used by university professors when delivering instruction in a two-way video classroom? The results suggest that professors in engineering and chemistry, the two focused disciplines, heavily used nonverbal cues when delivering instruction in a two-way video classroom. However, the majority of these cues have a technical delivery base. The traditional classroom nonverbal cues of board pointing, material pointing, and accent gestures are delivered via computer cursor, two-way video camera, and software applications in the two-way video classroom. More specifically, 87% on the nonverbal cues used in instructional delivery had a technological connection and only 13% of the nonverbal cues used were without a technical delivery base. / Ph. D.

This applied dissertation provides an overview of the working relationships among key leaders within a large urban school district in the Southeastern part of the United States. This study examined the communication methods and responsibilities of each key player within the decision-making process for the district at various levels of leadership. Results called for the exploration of (a) effective communication, (b) verbal and nonverbal techniques, (c) electronic means of communication, (d) informal styles of communication, (e) interpersonal communication, (f) communication styles, (g) leadership styles, and (h) conflict management, which delineated the theoretical framework and research questions for this study. This study presents verbatim quotes that supported the data findings. Twenty-three stakeholders (school board members, school leaders, parents, business leaders, and community leaders) from the district were interviewed. The results revealed 10 themes related to the need for a transparent, honest, and collaborative working relationship. The findings revealed the need for an addendum to the Critical Communication theory, which analyzed the interworkings among individuals within organizations. The addendum supports the premise that positive working relationships are due to effective forms or modes of communication. Stakeholders preferred in-person communication to combat conflict within the organization among members within the district. Stakeholders also noted a need for leaders of the organization who are democratic, transformational, and nonbiased. Stakeholders continuously addressed the need for immediate and accessible forms of communication within the district to build positive working relationships.

Throughout the past decade, numerous texts have been published which claim to be ideally suited for use in a basic, introductory nonverbal communication course. Many authors state that their text will comprehensively cover all aspects of the field of nonverbal communication. Unfortunately, many of the texts cover only a portion of the concepts which have been deemed as essential for inclusion in a beginning nonverbal communication course. With the plethora of material relating to this topic on the market, there is a need for a comprehensive evaluation form by which an elevator could determine the specific method of layout (manner of organization and construction) as well as the content (nonverbal material) contained in each text under scrutiny. This thesis will examine criteria for evaluating texts in addition to listing the proposed method for constructing a textbook in terms of the order in which the various parts of the work are to be organized. The purpose of the thesis is to: (1) identify the specific nonverbal communication components which are necessary for inclusion in a basic, introductory text, (2) identify the general elements of an effectively constructed nonverbal communication text in terms of (a) Content, and (b) Layout; (3) identify the specific nonverbal components which must be included in a comprehensive nonverbal communication text; (4) determine which text, if any, comes closest to meeting the ideal requirements as determined by the evaluation form. The evaluation form is divided into two parts. Part 1 includes material relating to general textbook construction, organization, and layout. Part 2 contains material relating to the nine components of nonverbal communication.

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