The purpose of this study was to understand how Rowan University public speaking professors blend the teaching of communication theory and performance skills in their classroom lectures. The researcher conducted one-on-one interviews and classroom observations of public speaking professors at Rowan. Five professors participated in the process. Each professor was asked open-ended questions which were created by the researcher to determine the specific methods used to impart knowledge about communication theory and performance skills. A classroom observation was conducted to provide confirmation and further elaboration of the information gathered from the interviews.
The study uncovered each professor's feelings and attitudes regarding the teaching of communication theory and performance skills in a public speaking class. Professors with doctoral degrees tended to have a greater understanding and appreciation for communication theory. Most professors viewed the content of the speech as more important than performance skills.
","abstract_html":"<p>The purpose of this study was to understand how Rowan University public speaking professors blend the teaching of communication theory and performance skills in their classroom lectures. The researcher conducted one-on-one interviews and classroom observations of public speaking professors at Rowan. Five professors participated in the process. Each professor was asked open-ended questions which were created by the researcher to determine the specific methods used to impart knowledge about communication theory and performance skills. A classroom observation was conducted to provide confirmation and further elaboration of the information gathered from the interviews.</p> <p>The study uncovered each professor's feelings and attitudes regarding the teaching of communication theory and performance skills in a public speaking class. Professors with doctoral degrees tended to have a greater understanding and appreciation for communication theory. Most professors viewed the content of the speech as more important than performance skills.</p>","abstract_has_math":false,"creators":["Ellison, Renai"],"institution":null,"degree_name":"M.A. in Higher Education Administration","degree_level":"Thesis","degree_discipline":"Educational Services and Leadership","degree_department":null,"school":null,"contributors":["Sisco, Burton R."],"advisors":[],"committee_chairs":[],"committee_members":[],"year":2007,"date_issued":"2007-05-10T07:00:00Z","date_published":"2007-05-10T07:00:00Z","updated_at":"2026-07-24T04:13:40Z","subjects":["College teaching; Public speaking","Higher Education Administration"],"languages":[],"rights":[],"rights_urls":[],"identifier_entries":[]},"links":{"outbound_url":"https://rdw.rowan.edu/etd/784","outbound_label":"Repository record","outbound_source":"dc:identifier"},"metadata_groups":[{"id":"people","label":"People","entries":[{"key":"dc:contributor","label":"Contributor","values":["Sisco, Burton R."]},{"key":"dc:creator","label":"Author","values":["Ellison, Renai"]}]},{"id":"academic_context","label":"Academic Context","entries":[{"key":"dc:date.available","label":"Dc Date Available","values":["2016-03-28T07:00:00Z"]},{"key":"thesis:degree_discipline","label":"Discipline","values":["Educational Services and Leadership"]},{"key":"thesis:degree_level","label":"Degree Level","values":["Thesis"]},{"key":"thesis:degree_name","label":"Degree Name","values":["M.A. in Higher Education Administration"]}]},{"id":"subjects_keywords","label":"Subjects and Keywords","entries":[{"key":"dc:subject","label":"Dc Subject","values":["College teaching; Public speaking","Higher Education Administration"]}]},{"id":"identifiers","label":"Identifiers","entries":[{"key":"dc:identifier","label":"Identifier","values":["https://rdw.rowan.edu/etd/784"]}]},{"id":"additional","label":"Additional Metadata","entries":[{"key":"dc:description.abstract","label":"Abstract","values":["The purpose of this study was to understand how Rowan University public speaking professors blend the teaching of communication theory and performance skills in their classroom lectures. The researcher conducted one-on-one interviews and classroom observations of public speaking professors at Rowan. Five professors participated in the process. Each professor was asked open-ended questions which were created by the researcher to determine the specific methods used to impart knowledge about communication theory and performance skills. A classroom observation was conducted to provide confirmation and further elaboration of the information gathered from the interviews.
The study uncovered each professor's feelings and attitudes regarding the teaching of communication theory and performance skills in a public speaking class. Professors with doctoral degrees tended to have a greater understanding and appreciation for communication theory. Most professors viewed the content of the speech as more important than performance skills.
"]},{"key":"dc:title","label":"Title","values":["Communication theory vs. performance skills: how do Rowan public speaking professors weave both into class lectures?"]}]}],"canonical_facts":{"dc:contributor":["Sisco, Burton R."],"dc:creator":["Ellison, Renai"],"dc:date.available":["2016-03-28T07:00:00Z"],"dc:description.abstract":["The purpose of this study was to understand how Rowan University public speaking professors blend the teaching of communication theory and performance skills in their classroom lectures. The researcher conducted one-on-one interviews and classroom observations of public speaking professors at Rowan. Five professors participated in the process. Each professor was asked open-ended questions which were created by the researcher to determine the specific methods used to impart knowledge about communication theory and performance skills. A classroom observation was conducted to provide confirmation and further elaboration of the information gathered from the interviews.
The study uncovered each professor's feelings and attitudes regarding the teaching of communication theory and performance skills in a public speaking class. Professors with doctoral degrees tended to have a greater understanding and appreciation for communication theory. Most professors viewed the content of the speech as more important than performance skills.
"],"dc:identifier":["https://rdw.rowan.edu/etd/784"],"dc:subject":["College teaching; Public speaking","Higher Education Administration"],"dc:title":["Communication theory vs. performance skills: how do Rowan public speaking professors weave both into class lectures?"],"thesis:degree_discipline":["Educational Services and Leadership"],"thesis:degree_level":["Thesis"],"thesis:degree_name":["M.A. in Higher Education Administration"]},"updated_at":"2026-07-24T04:13:40Z"}