WorldCat Identities

Smilowitz, Michael

Works: 7 works in 7 publications in 1 language and 834 library holdings
Roles: Author
Classifications: PE2922, 427.975
Publication Timeline
Most widely held works by Michael Smilowitz
Language variety in the South revisited by Cynthia Goldin Bernstein( )

1 edition published in 2012 in English and held by 827 WorldCat member libraries worldwide

Top linguists from diverse fields address language varieties in the South. Language Variety in the South Revisited is a comprehensive collection of new research on southern United States English by foremost scholars of regional language variation. Like its predecessor, Language Variety in the South: Perspectives in Black and White (The University of Alabama Press, 1986), this book includes current research into African American vernacular English, but it greatly expands the scope of investigation and offers an extensive assessment of the fiel
Confirming communication in supervisor/subordinate dyads by Michael Smilowitz( )

1 edition published in 1985 in English and held by 2 WorldCat member libraries worldwide

Organizational Communication Theory and Practice Courses in the Undergraduate Curriculum by Anita James( Book )

1 edition published in 1984 in English and held by 1 WorldCat member library worldwide

The philosophy, objectives, and assignments and projects of Ohio University's introductory course in organizational communication and its practicum in organizational communication are described in this paper. After presenting a brief overview of the undergraduate curriculum at the university and its relation to organizational communications, the paper discusses the philosophy and four representative objectives of the introductory course: (1) to establish a firm understanding of theories useful for explaining communication processes in the organizational context; (2) to specify the communication activities of organizations and provide an understanding of the expectations organizations may have for these activities; (3) to develop the capacity to apply theoretical explanations to organizational settings; and (4) to encourage students to criticize theories for their inadequacies, then develop their own alternative explanations. The remainder of the paper explains the philosophy and objectives of the senior practicum, which includes familiarizing students with organizational processes in a real organization, enabling students to assume organizational roles that mirror actual experience, providing students with the means to demonstrate the extent to which they understand organizational concepts, helping them progress in the application of the skills and knowledge learned in other courses, and providing the capstone experience in the organizational communication major's career. (Crh)
It Don't Matter Like It Used to: The Relationship of Innovativeness with Sex, Ambiguity, Conflict Style, and Argumentativeness by Michael Smilowitz( Book )

1 edition published in 1989 in English and held by 1 WorldCat member library worldwide

A study examined how the factors of sex, tolerance for ambiguity, conflict management style, and argumentativeness relate to the prediction of innovativeness. Ninety-six k-12 public school teachers in a northeastern school district were surveyed using self-report measures for innovativeness, ambiguity tolerance, conflict management style, and argumentativeness. Multiple regression analysis indicated that the men and women in this study did not differ on the innovativeness scale, were similar in their tolerance for ambiguity, regarded solution orientation conflict management styles to be negatively related to innovativeness, but were likely to engage in different types of communicative behaviors when engaged in innovation. However, these findings may represent how men and women believe they should behave according to sex role expectations (since it examined self-perceptions), or how they define communicative behaviors, rather than actual communication behaviors. (Three tables of data are included, and 99 references are attached.) (Sr)
Instructor's manual and test item file to accompany fourth edition Perspectives on organizational communication by Tom D Daniels( Book )

1 edition published in 1997 in English and held by 1 WorldCat member library worldwide

Using Research as a Guide for Teaching Interpersonal Communication Competencies by Lynn A Phelps( Book )

1 edition published in 1985 in English and held by 1 WorldCat member library worldwide

Twenty years of research in interpersonal communication have provided teachers with a basis for identifying the competencies that should be taught in introductory interpersonal communication courses, including empathy, social composure, and conflict management. However, other issues such as "performance vs. Knowledge," the affective dimension, and the situational nature of competency are still being researched and debated. Five suggestions for instructors who teach basic interpersonal communication courses are (1) review various conceptualizations of interpersonal competence and select factors deemed crucial for students to possess, (2) select a basic textbook that treats those factors, (3) encourage students to critically examine their own behaviors, (4) use exercises that provide the opportunity to observe others who possess useful skills and that provide opportunities to practice in a nonthreatening environment, and (5) allow students to make their own choices. (Df)
Unraveling the Administrative Tangles in Jmu's Speech Communication and General Education Programs by Philip Emmert( Book )

1 edition published in 1998 in English and held by 1 WorldCat member library worldwide

What has transpired at James Madison University provides a model for the successful implementation of a basic communication education program required of all first-year students. This paper provides an accounting of the efforts that made possible the commitment to the development of the program. The paper is first divided into two columns. One column describes events and concerns that needed to be addressed to make the program possible. The second column discusses how the management of these events and needs represent the application of many of the same principles that are often the objects of study in communication. The third section provides a narrative account of the resources that were necessary for the program's operation (staffing, faculty burnout, instructor training, and space). The division of the sections of the paper invites readers to consider their own specific strategies for bringing about similar changes. (Rs)
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