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A Research-Based Justification for Debate Across the Curriculum

A Research-Based Justification for Debate Across the Curriculum The author syntheses scholarship from the fields of competitive forensics, communication pedagogy, and educational psychology into a research-based justification for “debate across the curriculum” (DAC) programs in college and universities. Although relatively little specific research has been conducted concerning DAC, the author finds ample evidence in the existing literature that DAC represents an effective way to expand the number of undergraduates who benefit from debate training. http://www.deepdyve.com/assets/images/DeepDyve-Logo-lg.png Argumentation and Advocacy Taylor & Francis

A Research-Based Justification for Debate Across the Curriculum

Bellon, Joe
Argumentation and Advocacy , Volume 36 (3): 15 – Jan 1, 2000
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A Research-Based Justification for Debate Across the Curriculum

Abstract

The author syntheses scholarship from the fields of competitive forensics, communication pedagogy, and educational psychology into a research-based justification for “debate across the curriculum” (DAC) programs in college and universities. Although relatively little specific research has been conducted concerning DAC, the author finds ample evidence in the existing literature that DAC represents an effective way to expand the number of undergraduates who benefit from debate...
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Publisher
Taylor & Francis
Copyright
© 2000 Taylor and Francis Group, LLC
ISSN
2576-8476
eISSN
1051-1431
DOI
10.1080/00028533.2000.11951646
Publisher site
See Article on Publisher Site

Abstract

The author syntheses scholarship from the fields of competitive forensics, communication pedagogy, and educational psychology into a research-based justification for “debate across the curriculum” (DAC) programs in college and universities. Although relatively little specific research has been conducted concerning DAC, the author finds ample evidence in the existing literature that DAC represents an effective way to expand the number of undergraduates who benefit from debate training.

Journal

Argumentation and Advocacy – Taylor & Francis

Published: Jan 1, 2000

References

  • A study comparing the impact of communication classes and competitive forensic experience on critical thinking improvement
  • A meta-analysis of the impact of forensics and communication education on critical thinking
  • What's all the noise about? Constructivism in the classroom
  • A study of the relationship between active participation in interscholastic debating and the development of critical thinking skills with implications for school administrators and instructional leaders
  • Test of the language- aggression hypothesis
  • Cognitive research and its implications for instruction
  • The effects of a course in argumentation on critical thinking ability
  • The educational value of oral communication courses and intercollegiate forensics: An opinion survey of college prelegal advisors and law school deans
  • The effects of CEDA and NDT debate training on critical thinking ability
  • The effects of debate participation on argumentativeness and verbal aggression
  • Replicating the effects of debate participation on argumentativeness and verbal aggression
  • Why should we support debate?
  • Debating to learn across the curriculum: Implementation and assessment
  • Oral communication across the curriculum in higher education: The state of the art
  • Debate as empowerment
  • Oral communication across disciplines: Adding value to academic pursuit and marketability
  • My friends say, ‘Debater girl! Why are you always debating with me?’
  • The relationship of argumentativeness to verbal aggression
  • Verbal aggressiveness: An interpersonal model and measure
  • Conflict in the classroom: Controversy and learning
  • Argumentative flexibility as a factor influencing message response style to argumentative and aggressive arguers
  • Successful school restructuring: A report to the public and educators by the Center on Organization and Restructuring of Schools
  • The relationship of a background in scholastic forensics to effective communication in the legislative assembly
  • Toward the thinking curriculum: An overview
  • A recent graduate examines his forensic experience
  • Education objectives and forensics: An administration perception
  • The effect of debate training on students participation in the bicentennial youth debates
  • Communication across the curriculum
  • The future of WAC