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Interviews with experienced ESL language instructors were held to aid in determining how these instructors choose and design authentic materials and make them authentic to second language learners.

In 2 experiments, I investigated the role of conditioned seeing on incidental bidirectional naming (Inc-BiN) for unfamiliar stimuli and reading achievement. In Experiment 1, I investigated the correlation, associations, and differences between conditioned seeing, Inc-BiN, and measures of reading achievement for 49 participants in kindergarten through second grade. Unfamiliar visual stimuli were presented with spoken words during a naming experience and participants’ stimulus control for conditioned seeing was measured by drawing responses in the absence of the target stimuli. Reading achievement measures included Winter and Spring diagnostic scores from the iReady® K-12 Adaptive Reading diagnostic (Curriculum Associates, LLC, 2017). Pearson’s correlation analyses showed that participants’ stimulus control for conditioned seeing was significantly correlated with all measures of reading achievement and the stimulus control for untaught listener responses (Inc-UniN), 𝘳 (47) = .440, 𝑝 = .002, and untaught speaker responses (Inc-BiN), 𝘳 (47) = .384, 𝑝 = .007. A Spearman’s rank correlation test showed that participants’ performance percentile for the iReady® reading diagnostic was also significantly correlated with participants’ stimulus control for conditioned seeing. Lastly, results from the independent sample t-tests showed that there were significant differences in participants’ stimulus control for Inc-UniN and Inc-BiN and reading achievement as a function of low and high stimulus control for conditioned seeing. Experiment 1 established the need to further investigate conditioned seeing and its effects on reading comprehension and Inc-BiN for students in kindergarten through second grade, thus in Experiment 2, I investigated the effects of a multiple exemplar instruction (MEI) across delayed selection and production responses intervention on the establishment of conditioned seeing for 6 kindergarten students. Furthermore, I investigated the effects of the establishment conditioned seeing on reading comprehension, conditioned reinforcement for books without pictures, and Inc-BiN. Results show that the MEI across delayed selection and production responses was effective in establishing conditioned seeing for all participants. Results further show that the establishment of conditioned seeing resulted in increases in measures for reading comprehension and the reinforcement value for books without pictures. Though the establishment of conditioned seeing did not establish Inc-BiN for participants, Experiment 2 demonstrates the need to further investigate the relation between conditioned seeing and Inc-BiN in young readers.

This study is concerned with providing a strategy for teaching basic art concepts of line and shape at sixth grade level to the disadvantaged child through the use of kits as a supplement to classrooms instruction. Twelve kits were devised. The materials and information necessary to do the assignment were included in each kit. They were tested by disadvantaged sixth graders in a Dallas school for one month. The kits were evaluated using the children's work as compared to control assignments, as well as behavior checklists and frequency of uise counts. The game kits were particularly effective. Kits proved to be a viable strategy for enriching the art curriculum for disadvantaged children and improving classroom discipline.

The problem undertaken in this investigation is to determine the value of using audio-visual aids in the fifth-grade social studies program of the Austin Elementary School, Wichita Falls, Texas.

The study described in this dissertation was conducted during a three week period and encompassed four senior high school English classes. The data derived from the study were elicited from a pre test of knowledge and a pre treatment attitude survey; a post test of knowledge and a post treatment attitude survey and a delayed post test of knowledge. The four groups of students were given the following treatments within the Shakespearean drama unit on Hamlet: (1) Group I - Students in this group were shown four teaching films on Hamlet and read the play aloud in class with students taking parts. (2) Group 2 - Students listened to a taped recording of the play and followed along with their books. (3) Group 3 - Students in this group listened to the taped recording of the play and were shown the four teaching films. (4) Group 4 - Students in this group, which was the control group, read the play aloud in class with students taking parts. The research questions which guided the research and were addressed through the statistical analysis were as follows: (1) What significant knowledge differences, if any, exist between and among the groups receiving the non-print media treatments and that group which did not? (2) Is there a difference in appreciation (attitudes) of Shakespearean drama between the groups which received the non-print media treatments and the group which did not? The statistical analysis of the data revealed that although all groups improved on the knowledge post test, groups 1 and 2 improved the most. Attitude scores also increased for group 1. Interestingly, the difference between pre treatment and post treatment attitude scores for group 2 was negligible, and for groups 3 and 4 decreased. The following conclusions were then drawn from the statistical analysis: (1) The use of non-print media does improve knowledge of and attitude about Shakespearean drama. (2) The use of non-print media should be limited, for example, to either taped recording or film for optimum results.

Thesis (DPhil)--University of Stellenbosch, 2004. / ENGLISH ABSTRACT: The area of study is the notion of validity in image-based research, i.e. research approaches where visual images such as photographs or video recordings form an integral part of one or more of the methods used. In the literature investigation chapters of the study, (1) the notion of validity is reviewed with special reference to contributions by Cook and Campbell, Guba and Lincoln, Kvale, Lather and Morse; (2) the inherent properties of visual images are discussed from a semiotic perspective, and (3) following a discussion of reflexivity in image-based research, the various domains of image-based research practice are demarcated according to the unit of analysis, the data format, the researcher role (outsider, insider, participant) and the production of the visual material (ex ante or ex post with weak or strong researcher control). The literature investigation chapters were taken as the point of departure for the development of a conceptual framework for assessing validity in image-based research, the mechanics of which are illustrated with reference to selected aspects of image-based research projects by Lomax and Casey, Clark and Zimmer, Rich and Chalfen, DuFon and Chaplin. The conceptual framework was refined on the strength of a Delphi study. The Delphi procedure involved canvassing and pooling the opinions of experts in the field of image-based research about issues of validity with a view to ensure that the assumptions made during the development of the conceptual framework fit sufficiently with image-based research practice. Flowing from the literature investigation chapters as well as the Delphi procedure, the central thesis of the study is that the notion of validity is in the first instance contextdependent and that this is compounded in the case of image-based research by the relative instability of iconic codes and the strong drift towards 'unlimited' semiosis inherent in the visual communication process. / AFRIKAANSE OPSOMMING: Die studieveld behels ‘n ondersoek na die gedagte van geldigheid soos van toepassing op beeldgebaseerde navorsing, d.w.s. navorsingsbenaderings waar visuele beelde soos foto’s of video-opnames ‘n integrale deel uitmaak maak een of meer van die metodes wat gebruik word. In die hoofstukke wat die literatuurstudie uitmaak, word (1) die gedagte van geldigheid onder die loep geneem met spesifieke verwysing na die bydraes van Cook en Campbell, Guba en Lincoln, Kvale, Lather en Morse, (2) word die inherente eienskappe van visuele beelde vanaf 'n semiotiese oogpunt bespreek, en (3) word die verskeie velde van beeldgebaseerde navorsingspraktyk afgebaken volgens die eenheid van ontleding, die dataformaat, die rol van die navorser (buitestaander, binnestaander, deelnemer) en die produksie van die visuele materiaal (ex ante of ex post met sterk of swak navorserkontrole). Die hoofstukke wat gemoeid is met die literatuurstudie is as vertrekpunt geneem vir die daarstelling van ‘n konsepsuele raamwerk vir geldigheid aangaande beeldgebaseerde navorsing, en die werking hiervan is geïllustreer met verwysing na geselekteerde aspekte van beeldgebaseerde navorsing deur Lomax en Casey, Clark en Zimmer, Rich en Chalfen, DuFon end Chaplin. Hierdie konsepsuele raamwerk is verder verfyn op grond van ‘n Delphi-prosedure. Die Delphi-prosedure het behels dat die opinies van deskundiges in die veld van beeldgebaseerde navorsing aangaande kwessies van geldigheid ingewin en saamgevoeg is met die oog om te verseker dat die aannames wat gemaak is ten tyde van die ontwikkeling van die konsepsuele raamwerk genoegsaam gepas is vir die praktyk van beeldgebaseerde navorsing. Die tesis van die studie, gebaseer op die uitkomste van die literatuurstudie en die Delphi-prosedure, is dat die gedagte van geldigheid konteks-afhanklik is, wat in die geval van beeldgebaseerde navorsing vererger word deur die feit dat ikoniese kodes relatiefonstabiel is en dat die proses van visuele kommunikasie 'n sterk tendens na 'eindelose' semiosis toon.

Thesis (DPhil)--Stellenbosch University, 2005. / ENGLISH ABSTRACT: South African society presents a complex and diverse environment to social scientists. Within immense economic stratification; a multitude of cultures and classes; languages and their dialects; and varied racial groups, researchers attempt to produce information that contributes constructively to policy, programs and a host of services. Beneath the surface also lay complex power issues informed by both political and cultural histories. Many contexts in which researchers find themselves continue to be marginalised and oppressed due to factors such as illiteracy and low-levels of education, age, gender and poverty. These groups often include women and children, in particular adolescents. Qualitative visual methods may provide researchers with a tool by which to address many of the concerns raised in the literature surrounding research carried out under such conditions. Visual methods may remove inherent power imbalances, as well as traditional barriers, such as culture and language, that stem from more 'conservative' research methods. Images may allow participants to vocalise the taken-for-granted in their lives in an empowering manner. The recognition and use of visual images in research with marginalised and oppressed groups is being increasingly recognised by the larger research community. A preliminary overview of the available literature highlights existing disagreement surrounding the theoretical underpinnings of visual methods. This is particularly seen in the various and confusing levels of abstraction presented in the literature. The primary aim of this study is therefore, to gain clarity and understanding as regards the methodological and epistemological underpinnings of visual research methods within the social sciences. As such, a comprehensive literature review has been conducted. A second aim of the study is to set out a typology of methods that would be relevant for use in marginalised communities. The third aim of the study is empirical in nature and aims to highlight the role and/or possibilities of visual research methods within the South African social sciences research context. This is achieved by means of a case study which explores how motherhood is experienced by five teenagers in a sub-economic community outside of Cape Town. It does this by providing participants cameras with which to visually express their understanding and experiences of motherhood. Processed photographs in this case study have been analysed by means of informal discussion, directed by the images, with the participants themselves. These discussions were recorded and transcribed. The results of the interviews were then analysed using grounded theory (Glaser & Strauss, 1967). The results emerging from this have been compared with relevant literature. In this way, results are also triangulated, adding to their reliability (Lucchinni, 1996). Consequently, results of this case study provide a comparative component by which to assess the applicability of visual methods in the South African research context. Both the literature review as well as experiences of the case study also form the basis of suggestions for further exploration. / AFRIKAANSE OPSOMMING: Die Suid-Afrikaanse gemeenskap bied 'n komplekse en diverse omgewing aan sosiale wetenskaplikes. Binne hewige ekonomiese stratifikasie; 'n verskeidenheid kulture en klasse; tale en dialekte en diverse rassegroepe, poog navorsers om inligting te verskaf om 'n konstruktiewe bydrae te maak aan riglyne, programme en 'n legio dienste. Onder die oppervlakte lê daar ook komplekse magstryde afkomstig van beide 'n kuitereie en politieke geskiedenis. Vele omstandighede waarin navorsers hulself vind word steeds oorheers deur marginalisasie en onderdrukking as gevolg van faktore soos ongeletterdheid, lae vlakke van opvoeding, ouderdom, geslag en armoede. Hierdie groepe bestaan dikwels uit, onder andere, vroue en kinders. Kwalitatiewe visuele tegnieke mag navorsers van die nodige metodes voorsien waarmee verskeie probleme wat in die literatuur uitgelig word aangaande hierdie navorsing, aangespreek kan word. Visuele tegnieke mag inherente magsongelykhede, sowel as tradisionele struikelblokke, soos kultuur en taal wat afkomstig is uit meer 'konserwatiewe' navorsingstegnieke, verwyder. Uitbeeldings mag deelnemers toelaat om die vanselfsprekende in hullewens in 'n opbouende wyse te vokaliseer. Die identifisering en gebruik van visuele uitbeeldings in navorsing met gemarganaliseerde en onderdrukte groepe word tot 'n toenemende mate erken deur die uitgebreide navorsingsgemeenskap. 'n Voorlopige oorsig van die beskikbare literatuur beklemtoon bestaande onenigheid met betrekking tot die teoretiese fondamente van visuele tegnieke. Dit is veral duidelik sigbaar in die uitgebreide en verwarde vlakke van abstraktheid wat in die literatuur voorgestel word. Die primêre doelwit van hierdie studie is dus om groter helderheid en insig met betrekking tot die metodologiese en epistemologiese grondbeginsels van visuele metodes, soos dit in die sosiale wetenskappe voorkom, te verkry. Met hierdie doel voor oë is 'n uitgebreide literatuurondersoek onderneem. 'n Tweede doel van die studie is om 'n tipologie van metodes uiteen te sit wat relevant kan wees in gemarginaliseerde gemeenskappe. 'n Derde doel van die studie is empiries van aard en beoog om die rol en/of moontlikhede van visuele tegnieke binne die Suid-Afrikaanse sosiale wetenskaplike navorsings konteks te beklemtoon. Dit word bereik deur middel van 'n studie wat ondersoek hoe moederskap ondervind word deur vyf tieners in 'n sub-ekonomiese gemeenskap in die buitewyke van Kaapstad. Dit word uitgevoer deur deelnemers te voorsien van kameras waarmee hul begrip en ondervindings van moederskap visueel uitbeeld. 'n Verdere analise van hierdie studie is deur middel van informele besprekings uitgevoer met die deelnemers, begelei deur die uitbeeldings. Sodanige besprekings is opgeneem en getranskribeer. Die resultate verkry vanuit die onderhoude is daarna geanaliseer deur middel van begronde teorie (Glaser & Strauss, 1967). Die resultate wat hieruit afkomstig was, is vergelyk met relevante literatuur. Op hierdie wyse is resultate bevestig, wat ook verder tot hul betroubaarheid gespreek het (Lucchinni, 1996). Die gevolg is dat die resultate van hierdie studie 'n vergelykende komponent verskaf waarmee die toepaslikheid van visuele tegnieke in die Suid-Afrikaanse navorsingskonteks gemeet kan word. Beide die literatuurstudie, asook die ondervindings vanuit die gevallestudie vorm die basis vir aanbevelings vir verdere ondersoek.

Dissertation (PhD)--University of Stellenbosch, 2001. / ENGLISH ABSTRACT: The main purpose of the study is to develop a model and to establish certain principles for writing a script treatment (personal pictures) of a book of the Bible. Personal pictures can be identified as the most important component of the production (filmic creation) and marketing (promulgation) processes of a fully dramatised audio-visual representation of a biblical book. The study deals primarily with personal pictures. Changes in the communication and perception of biblical content are investigated. The study focuses mainly on the dissemination of such content through audio-visual Bible products (end products). The study contends that audio-visual Bible communications for children and adults should have an educational foundation. The other main dimension of all audio-visual Bible is the entertainment it provides to viewers (patrons). The educational and entertainment facets of end products are described here as edutainment. It is important for end products to have edutainment value as perceived by socio-economically diverse peoples, of both Christian and non-Christian (non-religious) persuasions. Aspects which can contribute to the edutainment value of fully dramatised audio-visual Bible products are expounded. An audio-visual model, which defines the basis for the filmic creation and promulgation of an end product, is explained and its elements described. The determinants of the filmic creation and promulgation processes, some of which have a greater educational impact and some which have a greater entertainment impact, are explicated. An important factor is to involve patrons in the filmic creation and promulgation processes, and to help them to feel part of these processes. Writing the personal pictures of a Bible book is investigated. A personal pictures model is put forward to explain how the personal pictures can be written. A variety of guidelines to help the writer (owner) write the personal pictures of a book are presented. These guidelines deal with aspects such as writing the narrative, selecting the context of the storytelling, gathering and using background information, using enhancement factors, and implementing requirements of the users. The personal pictures already written of two Bible books are assessed. An explanation is given of why the books of Ruth and Hebrews, one from the Old and one from the New Testament, are chosen for such assessment. These personal pictures are found to be deficient and new personal pictures are written for both books, using the model and guidelines given. An empirical survey is undertaken of the personal pictures of one of the two books assessed, namely Ruth. The analysis of the empirical research finds that the respondents are able to visualise a film of Ruth with edutainment value after reading the personal pictures. The results of the survey point to the importance of both the educational and entertainment aspects in end products. Some further valuable deductions can be made from the study: Audio-visual Bible products are beneficial to convey biblical content to patrons. A model and guidelines are presented for writing good quality personal pictures. Patrons can profitably be engaged in the filmic creation and promulgation processes of fully dramatised audio-visual Bible products. A few constraints have been encountered which have a limiting effect on the study. The study highlights a number of important areas which can be further researched. / AFRIKAANSE OPSOMMING: Die hoofdoel van die studie is om sekere riglyne neer te Ie vir die skryf van 'n draaiboeksinopsis of visuele voorstelling ("personal pictures") van 'n Bybelboek. "Personal pictures" van 'n Bybelboek is waarskynlik die belangrikste komponent van die vervaardigings- en verspreidingsprosesse van 'n volledig-gedrarnatiseerde oudio-visuele weergawe van so 'n boek. Die studie handel hoofsaaklik oor "personal pictures". Veranderinge in die kommunikasie en in die begrip van die inhoud van die Bybel word ondersoek. Die studie fokus hoofsaaklik op die uitdra van die inhoud van Bybelboeke deur middel van oudio-visuele Bybelprodukte. Die studie toon aan dat oudio-visuele Bybelkommunikasie vir kinders en volwassenes 'n opvoedkundige grondslag het of behoort te he. Die ander belangrike grondslag van 'n oudiovisuele Bybel is die vermaaklikheidsaspek. Die opvoedkundige en vermaaklikheidsfasette van oudio-visuele Bybelprodukte word hierin beskryf as opvoedkundige vermaak ("edutainment"). Dit is belangrik dat oudio-visuele Bybelprodukte "edutainment'' verskaf aan uiteenlopende sosio- . ekonomiese groepe van sowel Christel ike as nie-Christelike oortuiging. Sekere aspekte word verduidelik wat die waarde van "edutainment" in gedramatiseerde oudiovisuele Bybelprodukte kan verhoog. 'n Oudio-visuele model, wat die grondbeginsels vir die vervaardiging en verspreiding van so 'n Bybelproduk uiteensit, word verskaf en die onderskeie beginsels word gedefinieer. Die bepalende faktore in die vervaardigings- en verspreidingsprosesse, waarvan sornmige 'n groter opvoedkundige en ander 'n groter vermaaklikheidsimpak het, word uitgewys. 'n Belangrike faktor is dat verbruikers by die vervaardigings- en verspreidingsprosesse betrek word, en op 'n wyse wat hulle dee I van hierdie prosesse laat voel. Hoe om "personal pictures" van 'n Bybelboek te skryf, word ondersoek. 'n "Personal pictures"- model word aangebied, asook 'n verskeidenheid riglyne vir die skryfvan die "personal pictures" van 'n boek. Hierdie riglyne omvat aspekte soos die storielyn, die keuse van die konteks waarin die storie afspeel, die inwin en gebruik van agtergrondinligting, die gebruik van effekte wat die storie bevorder, en die toepassing van spesifieke vereistes van die vervaardigingspersoneel. Die "personal pictures" wat reeds van twee Bybelboeke bestaan, word beoordeel. 'n Verduideliking word gegee waarom Rut en Hebreers, boeke uit onderskeidelik die Ou en die Nuwe Testament, vir so 'n evaluering gekies is. Hierdie "personal pictures" word as ontoereikend bevind, en nuwe "personal pictures" word vir beide boeke geskryf deur van die genoemde model en riglyne gebruik te maak. 'n Empiriese ondersoek word gedoen om die "personal pictures" van een van die twee boeke, naamlik Rut, te evalueer. In die ontleding van die empiriese ondersoek word bevind dat respondente in staat is om 'n film van Rut met "edutainment"-waarde te visualiseer, nadat hulle die "personal pictures" gelees het. Die resultate van die ondersoek wys op die belangrikheid van die opvoedkundige sowel as die vermaaklikheidsaspekte van oudio-visuele Bybelprodukte. Die volgende verdere waardevolle afleidings word uit die studie gemaak: Die inhoud van Bybelboeke kan met vrug deur middel van oudio-visuele Bybelprodukte oorgedra word. Goeie kwaliteit "personal pictures" kan geskryf word deur gebruik te maak van die voorgestelde model en riglyne. Dit kan voordelig wees om verbruikers by die vervaardigings- en verspreidingsprosesse van gedramatiseerde oudio-visuele produkte van die Bybel te betrek. Die faktore wat 'n beperkende uitwerking op die studie gehad het, word aangetoon. Die studie lig 'n aantal belangrike areas uit vir verdere navorsing.

A number of issues related to graduate education in pharmacy have become apparent in the last several years. Recruitment of pharmacy students into graduate programs is one of the concerns. Currently, little information exists regarding this topic other than annual enrollment data. A certain number of pharmacy undergraduates must pursue graduate education to allow for the continued growth of the profession. A study was conducted to determine if a newly created videotape intervention would change participants attitudes and awareness levels concerning graduate educational pursuits in pharmacy. First and third professional year students at four Colleges of Pharmacy were randomly assigned to the treatment or control groups. Members of the control group were asked to complete the survey instrument only. The instrument consisted of three measures of intention to pursue graduate education, personal attitudes toward this pursuit, and perceptions of how significant others (the subjective norm) felt about these endeavors. The Theory of Reasoned Action (Ajzen and Fishbein) provided the theoretical framework for the research. Results of the study indicated that the intervention was able to change intentions, attitudes, and awareness levels regarding graduate education and research activities. Intentions of enrolling in graduate school did not differ between two entry level degree programs or in males versus females. First year students had higher intentions of obtaining graduate education than third year students. The subjective norm was more important than attitudes in predicting the intentions concerning graduate school attendance. These results demonstrate that positive changes in intentions, attitudes, and awareness levels can be obtained from such videotape interventions.