Eastern public speaking conference

Sound, A Textbook. By Arthur Tabor Jones. New York: D. Van Nostrand Company, Inc., 1937; pp. xi + 450. $3.75.

How to Win Friends and Influence People. By Dale Carnegie. New York: Simon and Schuster, 1936; pp. vii + 341. $2.00.

Actor in the Making. By William H. Bridge. Boston: Expression Company, 1936; pp. 115.

Public Discussion and Debate. (Revised Edition.) By A. Craig Baird. Boston: Ginn and Company, 1937; pp. iv + 400. $2.00.

Seeing and Hearing America. By Vida Ravenscroft Sutton. Boston: Expression Company, 1936; pp. 111. $1.75.

How to Improve Your Voice; Modern Theory and Practice for Singers and Speakers. By Gregory Krasnoff. New York: The Dial Press, 1936; pp. vii‐x + 181. $2.25.

Dos and Don'ts of Radio Writing. By Ralph Rogers. Boston: Associated Radio Writers, Inc., 1937; pp. 104. $1.00.

How to Speak in Public: a Natural Method. By Frank Home Kirkpatrick. Garden City, New York: Doubleday, Doran, 1937; pp. v‐xxiii + 199. $1.75.

Tournament Plays. Thirteen hitherto unpublished one‐act plays. New York: Samuel French, 1937; pp. 232. $1.50.

A History of Modern Colloquial English, 3rd ed. By Henry Cecil Wyld. New York: E. P. Dutton &; Co., 1937; pp. xviii + 433. $3.00.

20,000 Words Often Mispronounced. By W. H. P. Phyfe. New edition compiled by Fred A. Sweet and Maud D. Williams. New York: G. P. Putnam's Sons, 1937; pp. xvii + 791. $2.00.

You Don't Say! By Alfred H. Holt. New York: Thomas Y. Crowell Co., 1937; pp. xvii + 165. $1.50.

The Call of the Dead (Totenmal). By Albert Talhoff. Boston: Expression Company, n.d.; pp. 25.

Simplified Lip Reading. New York: Supplementary School for Lip Reading and Speech Correction, 1937; pp. 80. $1.50.

Practical Methods in Choral Speaking. By Marguerite E. DeWitt and Others. Boston: Expression Company, 1936; pp. 253.

European and Asiatic Plays. Edited by Joseph Richard Taylor. Boston: Expression Co., 1936; pp. 730 + x.

Pitch and Intensity Characteristics of Stage Speech. By Milton Cowan. Iowa City: Supplement to Archives of Speech, 1936; pp. 92.

An American Phonetic Reader. By Sarah T. Barrows and Alta B. Hall. Boston: Expression Co., 1936; pp. xvi + 58. $1.25.

An English Pronouncing Dictionary, 4th ed. By Daniel Jones. New York: E. P. Dutton &; Co., 1937; pp. xxviii + 495. $2.00.

Animal Marionettes, Handbook X. By Paul McPharlin. Birmingham, Michigan: Puppetry Imprints, 1937; pp. 31. $1.50.

Puppetry, 1936. Edited by Paul McPharlin, Birmingham, Michigan: Puppetry Imprints, 1936; pp. 158. $2.50.

Speech Composition. By William Norwood Brigance. New York: F. S. Crofts and Co., 1937; pp. 385. $2.25.

Day by Day with American Playwrights. Compiled and edited with an introduction by Irene Childrey Hoch. Visalia, California: Published by the author, 1936; pp. 84. $1.00.

Catholic Evidence Training Outlines. (Third Edition, revised and enlarged.) Compiled by Maisie Ward and F. J. Sheed. New York: Sheed and Ward, 1935; pp. 330. $1.50.

Reading for Skill. By Angela M. Broening, Frederick H. Law, Mary S. Wilkinson, and Caroline L. Ziegler. New York: Noble and Noble, 1936; pp. xiii + 399. $1.30.

A Guide to Pronunciation. By Paul W. Carhart. Entirely rewritten by John S. Kenyon. Springfield: The G. &; C. Merriam Co., 1934.

Webster's Collegiate Dictionary, fifth edition. Springfield: The G. &; C. Merriam Co., 1936; pp. xxvi + 1274.

Poetry Arranged for the Speaking Choir. By Marion Parsons Robinson and Rozetta Lura Thurston. Boston: Expression Co., 1936; pp. 405. $2.50.

Psychometric Methods. By J. P. Guilford. New York: McGraw‐Hill Book Co., 1936; pp. xvi + 566. $4.50.

One Hundred New Declamations. Compiled and edited by Lestee C. Boone. New York: Noble and Noble, Inc., 1936; pp. xxxiii + 434. $2.50.

Film and Theatre. By Allandyce Nicoll. New York: Thomas Y. Crowell Company, 1936; pp. ix + 255. $2.50.

Principles of Shakespearean Production. By G. Wilson Knight. New York: The Macmillan Company, 1936; pp. 246. $3.50.

Modern Rules of Parliamentary Procedure. By Robert D. Leigh. New York: W. W. Norton and Co., 1937; pp. 106. $1.00.

Scenery Then and Now. By Donald Oenslager, New York: W. W. Norton Co., 1936; pp. 265. $5.00.

Stage Management for the Amateur Theatre. By William Perdue Halstead. New York: F. S. Crofts &; Co., 1937; pp. xviii + 265. $2.50.

Let's Give A Play. By Gertrude Smith Buckland. New York: Thomas Y. Crowell Co., 1937; pp. 197. $1.50.

Adult Education. By Lyman Bryson. New York: The American Book Co., 1936; pp. 208.     

Introducing the First Hybrid Doctoral Program in Educational Technology

In 2010 Michigan State University launched the first hybrid doctoral program in Educational Technology. This 5-year program blends face-to-face and online components to engage experienced, working education professionals in doctoral study. In this paper, we describe the design and evolution of the program as well as the response from students. We outline key programmatic challenges and opportunities in offering a hybrid doctoral program side by side with an existing face-to-face program. We conclude with two examples of the hybrid doctoral program in action (redesigning coursework and virtual talks) to demonstrate how we confronted these challenges and opportunities in the design of the program.     

Aquí No Hay Pobrecitos: Decolonizing Bilingual Teacher Education in The U.S.-Mexico Borderlands

This article describes bilingual teacher preparation at a public university on the U.S.-Mexico border. I examine colonizing language ideologies that are reproduced in the local schools and teacher preparation programs, and show how preservice teachers engaged in Participatory Action Research to counter negative ideologies about bilingualism and bilingual children (Flores 2013). Through the use of decolonizing pedagogies (Tejeda, Espinoza & Gutierrez, 2003) aimed at disrupting a cycle of linguistic and cultural reproduction, participants learned to question and challenge deficit views toward Mexican-origin and bilingual learners. Alternative pedagogies included language and literacy autobiographies, case studies of emergent bilingualism, and analysis of the local linguistic landscape. I show that decolonizing pedagogical tools are necessary for transforming persistent negative ideologies about Spanish and Tex-Mex that continue to silence many children and teachers in the region.     

On the nature of teaching nature of science: Preservice early childhood teachers' instruction in preschool and elementary settings

This study explored whether early childhood preservice teachers' concerns about teaching nature of science (NOS) and their intellectual levels influenced whether and how they taught NOS at the preschool and primary (K‐3) levels. We used videotaped classroom observations and lesson plans to determine the science instructional practices at the preschool and primary levels, and to track whether and how preservice teachers emphasized NOS. We used the Stages of Concern Questionnaire (SOCQ) pre‐ and postinternship to determine concerns about NOS instruction, and the Learning Context Questionnaire (LCQ) to determine intellectual levels. We found that neither concerns about teaching NOS nor intellectual level were related to whether and how the preservice teachers emphasized NOS; however, we found that all preservice early childhood teachers began their internships with NOS concern profiles of “worried.” Two preservice teachers' NOS concerns profiles changed as a result of their internships; one to “cooperator” and one to “cooperator/improver.” These two preservice teachers had cooperating teachers who were aware of NOS and implemented it in their own science instruction. The main factors that hindered or facilitated teaching NOS for these preservice teachers were the influence of the cooperating teacher and the use of the science curriculum. The preservice teacher with the cooperating teacher who understood and emphasized NOS herself and showed her how to modify the curriculum to include NOS, was able to explicitly teach NOS to her students. Those in classrooms whose cooperating teachers did not provide support for NOS instruction were unable to emphasize NOS. © 2009 Wiley Periodicals, Inc. J Res Sci Teach 47:213–233, 2010     

An experimental study comparing English-only and Transitional Bilingual Education on Spanish-speaking preschoolers’ early literacy development

A longitudinal, experimental–control design was used to test the hypothesis that native language instruction enhances English language learner's (ELL's) native language and literacy development without significant cost to English development. In this study, 31 Spanish-speaking preschoolers (aged 38–48 months) were randomly assigned to two Head Start classrooms differing only in the language of instruction (English and Spanish). As predicted, results showed that Spanish language instruction resulted in significantly higher growth on both Spanish oral vocabulary and letter–word identification measures. There were no significant differences between classrooms on these same measures in English. Results extend previous work by showing that Transitional Bilingual Education may be a viable alternative to traditional English-only models. Implications for theory, future research, and early childhood practice are discussed.     

A hybrid approach to university subject learning activities

In order to get a better understanding of subject design and delivery using a hybrid approach, we have studied a hybrid learning postgraduate programme offered by the University of the Andes, Bogotá, Colombia. The study analyses students' perceptions of subject design and delivery, with particular reference to learning activities and the roles of lecturers and students during moments of interaction. Elements of socio‐cultural activity theory were taken as a reference for subject analysis. It is a qualitative research project containing some quantitative data. For the purposes of the study, the following instruments were designed and applied: a student survey, student interviews (by subject), lecturer interviews, and a subject design and planning observation guide. The study's conclusions present the characteristics of learning activities and of student–lecturer and student–student interaction that fostered the attainment of subject learning objectives. These characteristics can make a positive contribution to the process of subject design and delivery using a hybrid approach, meaning integration between face‐to‐face and e‐learning actions in the delivery of learning activities.     

Latino children’s ability to interpret in health settings: A parent–child dyadic perspective on child health literacy

To determine children’s ability to interpret in medical settings, 100 dyads of low-income, Spanish-speaking parents and their bilingual children who interpret for the parents were surveyed. Seventy-four children demonstrated adequate health literacy in English. Three theoretical perspectives (social cognitive theory, role-reversal theory, and the team-effort model) guided hypotheses about how parent and child characteristics influenced child health literacy. Structural equation model results supported the team-effort model. Children were more health literate when they were older, had better English abilities, had higher self-efficacy, and had parents with lower self-efficacy and better English language abilities. Children and parents may work as a team in medical interpreting settings, with children simultaneously compensating for and learning from parents.