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published_or_final_version / Education / Master / Master of Education

The following is a case study of three Foundation Phase teachers' classroom practice while using the Open Learning Systems Education Trust (OLSET) Radio Learning Programmes, "English In Action" Level Two materials with their Grade Two learners. This case study describes and analyses the feedback strategies of the three teachers. The radio learning programmes have been developed to provide teachers with an effective interactive set of materials to assist their learners in the acquisition of English. These audio materials also provide teachers with opportunities to be creative and responsive to their learners' specific needs. The feedback strategies described in this study are the teachers' use of their learners' mother tongue, correction oflearner error, and use of praise and encouragement during the three Teacher-Led Activity (TLA) segments of the radio programmes. These TLAs give teachers approximately 12 minutes per lesson during which they are called on to manage the materials according to their learners' specific needs. The TLAs are specifically designed to give learners the opportunity to use and respond to English in particular contexts. This study examines three teachers' feedback to their learners in order to find out what kind of feedback has been made. An attempt has also been made to analyse the nature of the feedback. It was found, from the description and analysis of the teachers' feedback, that when teachers used their learners' mother tongue this was more often used to translate words or phrases which were part of the radio narrator's instructions to the learners and these translations were then repeated in English. Teachers corrected very few learner errors. The most common form of correction was to model the correct form and have the learners repeat this. In spite of claiming that correction of errors was important and all three teachers said they did correct their learners' errors, there was very little evidence of this practice in the sample described in this study. The use of praise and encouragement was a strategy that all three teachers claimed they practised but almost no instances of the use of praise were described. The three teachers used only the word "good" to praise any of their learners' efforts and, in fact, all three used this only twice in each of the three lessons described in this study. In terms of language learning a number of factors have been compared. Some of these include teachers' repetition oflearners' answers and their correction oflearner responses by modelling. They were also observed allowing a variety of learner response as well as ensuring a number of individual learners were able to respond. These factors appear to have enhanced the language learning in the classrooms. However, it was also observed that the teachers needed more support in order to develop more explicit strategies to use their learners' mother tongue, to praise learners and to correct learner error purposefully in their classroom practice. There is a need for guidance to be given teachers in the development and use of open-ended questions and strategies which could encourage the development of higher order language skills in their learners. These findings will influence OLSET's teacher development curriculum. It is envisaged that strategies and activities designed to provide teachers with opportunities to reflect on their own practice with regard to the feedback they provide will be incorporated into the workshops and teacher support systems provided by OLSET's teacher development team.

Acompanha: Implementação de emissora de rádio em escola. / O presente trabalho foi desenvolvido em um grupo de 40 alunos de 6º ano do ensino fundamental ao 1º ano do ensino médio em uma escola particular em São Mateus do Sul – PR e teve como objetivo produzir um vídeo com orientações sobre como montar uma rádio em uma instituição escolar. Para que fosse alcançado implementou-se uma emissora de rádio na qual os alunos produzem textos característicos do discurso da esfera radialística. O interesse em implementar uma emissora de rádio em escola surgiu da intenção de usar esta emissora de rádio como ferramenta pedagógica, uma vez que os educadores vivem em constante busca de melhores estratégias de ensino. A pesquisa foi de natureza explicativa, por ter como preocupação central a identificação de fatores que determinam ou contribuem para a ocorrência dos fenômenos. A busca é por uma explicação sobre como fazer a implementação de uma emissora de rádio como ferramenta de ensino. A abordagem do problema é qualitativa. Os resultados desse trabalho indicaram que as atividades desenvolvidas por meio do projeto rádio Canoas foram capazes de colocar os alunos em contato com uma emissora de rádio, fazendo uso de tecnologias da informação e comunicação, e melhoraram a produção textual dos alunos, que foi feita pelo viés dos gêneros do discurso da esfera radialística. Espera-se que esta dissertação contribua na implantação e implementação de emissoras de rádio em escolas. / This study was conducted in a group of 40 students from 6th grade of elementary school to the 1st year of high school at a private school in São Mateus do Sul - PR and aimed to produce a video with directions on how to implant a radio in a school. With the intention to reach the aimed, a radio station was implemented in which students produce texts characteristic of speech genre of the radio sphere. The interest in implementing a radio station in school came from the intend in using this radio station as a pedagogical tool, since the learners live in constant search of better teaching strategies. The research was explanatory in nature, having as a central concern the identification of factors that determine or contribute to the occurrence of phenomena. The search is to find an explanation on how to implement a radio station as a teaching tool. The approach to this problem is qualitative. The findings indicated that the activities developed through the project radio Canoas were able to put students in touch with a radio station, making use of information and communication technologies, and improved the students' textual production, which was made by bias of speech genres of the radio sphere. It is hoped that this dissertation will contributes in deployment and implementation of radio in schools.

Acompanha: Implementação de emissora de rádio em escola. / O presente trabalho foi desenvolvido em um grupo de 40 alunos de 6º ano do ensino fundamental ao 1º ano do ensino médio em uma escola particular em São Mateus do Sul – PR e teve como objetivo produzir um vídeo com orientações sobre como montar uma rádio em uma instituição escolar. Para que fosse alcançado implementou-se uma emissora de rádio na qual os alunos produzem textos característicos do discurso da esfera radialística. O interesse em implementar uma emissora de rádio em escola surgiu da intenção de usar esta emissora de rádio como ferramenta pedagógica, uma vez que os educadores vivem em constante busca de melhores estratégias de ensino. A pesquisa foi de natureza explicativa, por ter como preocupação central a identificação de fatores que determinam ou contribuem para a ocorrência dos fenômenos. A busca é por uma explicação sobre como fazer a implementação de uma emissora de rádio como ferramenta de ensino. A abordagem do problema é qualitativa. Os resultados desse trabalho indicaram que as atividades desenvolvidas por meio do projeto rádio Canoas foram capazes de colocar os alunos em contato com uma emissora de rádio, fazendo uso de tecnologias da informação e comunicação, e melhoraram a produção textual dos alunos, que foi feita pelo viés dos gêneros do discurso da esfera radialística. Espera-se que esta dissertação contribua na implantação e implementação de emissoras de rádio em escolas. / This study was conducted in a group of 40 students from 6th grade of elementary school to the 1st year of high school at a private school in São Mateus do Sul - PR and aimed to produce a video with directions on how to implant a radio in a school. With the intention to reach the aimed, a radio station was implemented in which students produce texts characteristic of speech genre of the radio sphere. The interest in implementing a radio station in school came from the intend in using this radio station as a pedagogical tool, since the learners live in constant search of better teaching strategies. The research was explanatory in nature, having as a central concern the identification of factors that determine or contribute to the occurrence of phenomena. The search is to find an explanation on how to implement a radio station as a teaching tool. The approach to this problem is qualitative. The findings indicated that the activities developed through the project radio Canoas were able to put students in touch with a radio station, making use of information and communication technologies, and improved the students' textual production, which was made by bias of speech genres of the radio sphere. It is hoped that this dissertation will contributes in deployment and implementation of radio in schools.

Dissertation / This study investigates the role of radio in South African education, with Phalaphala FM as a case study. The aim was to investigate the extent to which Phalaphala FM's programmes include educational material and the extent to which the respondents listen to Phalaphala FM to satisfy their educational needs. Phalaphala FM as a regional radio station predominantly serves rural listeners, as they often do not have access to alternative forms of media. The theoretical point of departure is the uses and gratifications with its emphasis on the active audience concept. Content analysis of Phalaphala FM' s programme schedule was conducted to determine the amount of educational material. Focus group interviews and survey research were used to determine the respondents' media usage patterns. The results indicate that entertainment programmes are given more time on Phalaphala FM and that the respondents prefer entertainment programmes, to informational and educational programmes. / Educational Studies / M.A. (Communication)

The purposes of this study were to ascertain and categorize the benefits of GED graduation as reported by recent Indiana GED graduates, and to produce a report on these benefits for local adult educators to use in their ongoing counseling and teaching of current and future Indiana adult learners who are preparing to take the GED tests. An additional purpose was to provide demographic data on the population being studied to local, state, and national systems which can benefit from having research data on what types of individuals tend to use TV to prepare for GED tests.Data collection involved the administration of a sixty-five item questionnaire developed for the study, utilizing questionnaire items from three previous studies of GED benefits conducted in New Jersey, Wisconsin, and Iowa. The questionnaire was mailed to 1,172 GED recipients who received their credentials during 1990-91 school year through the GED ON TV Program administered by the LEARN AT HOME Division of the Muncie Community Schools Adult Education Department. Responses were received from 294 respondents to the initial and follow-up mailings, which accounted for an adjusted response rate of 30.3%. The average age of the respondents was 44.6 years. The respondents were 81.6% female and 91.5% Caucasian-American.Analysis of the data was performed utilizing simple descriptive statistics, including frequency distributions and means, to determine demographic characteristics and benefits perceived by the population. Benefits were empirically reduced by factor analysis, utilizing oblique rotation, into smaller groups of factors of benefit.The findings indicated that there were significant benefits, both tangible and intangible, to be attained by successfully passing the GED Test. The tangible benefits were further education, self-improvement, occupational advancement, and GED participation of others. The intangible benefits were empowerment, improved self-image, higher aspirations, and personal satisfaction. Although the findings of this study confirmed many of the findings of previous studies of GED graduates in other geographical areas of the United States, three types of benefits were newly identified: self-improvement, empowerment, and personal satisfaction. / Department of Educational Leadership

Dissertation / This study investigates the role of radio in South African education, with Phalaphala FM as a case study. The aim was to investigate the extent to which Phalaphala FM's programmes include educational material and the extent to which the respondents listen to Phalaphala FM to satisfy their educational needs. Phalaphala FM as a regional radio station predominantly serves rural listeners, as they often do not have access to alternative forms of media. The theoretical point of departure is the uses and gratifications with its emphasis on the active audience concept. Content analysis of Phalaphala FM' s programme schedule was conducted to determine the amount of educational material. Focus group interviews and survey research were used to determine the respondents' media usage patterns. The results indicate that entertainment programmes are given more time on Phalaphala FM and that the respondents prefer entertainment programmes, to informational and educational programmes. / Educational Studies / M.A. (Communication)

nÃo hà / Este trabalho apresenta uma proposta para desenvolvimento de curso em nÃvel de pÃs-graduaÃÃo lato sensu, em radiofonia educacional na modalidade semipresencial, voltado para a formaÃÃo permanente e continuada do docente e demais atores envolvidos com atividades educacionais no ensino fundamental, mÃdio e superior. A modalidade de educaÃÃo a distÃncia se caracteriza pela nÃo existÃncia, parcial ou total de presenÃa fÃsica dos atores envolvidos na relaÃÃo de aprendizagem. Professores e alunos podem interagir estando em ambientes distantes, mas necessitarÃo do uso de um canal de comunicaÃÃo para mediar a interaÃÃo. Esta dissertaÃÃo apresenta a tecnologia radiofÃnica com e seus recursos comunicacionais como alternativa complementar Ãs atividades pedagÃgicas. A evoluÃÃo dos recursos de transmissÃo de dados em alta velocidade proporciona o envio e recepÃÃo de arquivos de Ãudio em tempo real denominado podcast, o que permite maior interatividade entre seus usuÃrios. Partindo-se de pressupostos teÃricos e pela experiÃncia prÃtica no uso da tecnologia radiofÃnica com foco educacional, desenvolveu-se neste trabalho estruturaÃÃo de curso de capacitaÃÃo com o objetivo de desenvolver competÃncias e habilidades que permitirÃo aos cursistas uso pleno do potencial pedagÃgico existente na tecnologia radiofÃnica. O presente trabalho obteve sua validaÃÃo a partir de uma pesquisa com 20 questÃes cobrindo os principais tÃpicos da Proposta enviado a 15 profissionais atuantes no ensino mÃdio. Os resultados da pesquisa indicam uma grande aceitaÃÃo por parte dos envolvidos na amostra, demonstrando possibilidades de demanda.