| Abstrakt: |
In 1989, Cassandra Book called on scholars to examine how communication was taught in K-12 classrooms. NCA was born out of K-12 communication teachers separating themselves from English teachers. For nearly 30 years, scholars have expressed concern regarding the decline of K-12 communication scholarship (Hunt et al., [2]), argued for the importance of communication in K-12 teacher certification (Rudick & Dannels, [4]; Wright, [5]), and most recently, advocated for the National Communication Association's (NCA) involvement in developing a K-12 communication pedagogy research agenda (Yastremski & Morreale, [6]). [Extracted from the article] |
