<p> Educators, education administrators, parents, guardians, and policy makers are concerned with the use of Internet streaming video, both inside and outside the classroom. Since clearly defined sources and informed regulation of Internet information including streaming video are absent, students need to make credible evaluations of information. The purpose of this study was to investigate the differences in perceived credibility among college students from the viewing of videos. The data were gathered when the participants watched three different video genres depicting the same historical event. The participants answered the same questionnaire after watching each video. This study used a mixed method explanatory sequential design where the quantitative phase informed the qualitative phase, in a design framed using Fogg's Prominence-Interpretation Theory. Two quantitative research questions were addressed: (1) Are there significant differences in the credibility scores among participants receiving the information across three video genres? and (2) Is there a significant relationship between reported time spent watching Internet streaming video and perceived credibility of information for each participant across three streaming video genres? A non-parametric Friedman Test was used in order to answer research question 1. The results indicated a statistically significant difference in perceived credibility, <i>p</i> &lt; .001. A post-hoc test revealed there were significant perceived credibility differences between CBS News and <i>Apollo 13</i> and NASA and <i>Apollo 13.</i> The difference between CBS News and NASA was not found to be significant. In order to answer research question 2 a non-parametric correlation test was applied using Spearman's rho. The results were significant, <i> p</i> = .030. On the other hand, the effect size was small, .20. After the quantitative data analysis, two focus groups were created. Focus Group One was made up of younger participants (mean age = 18.5) and Focus Group Two of older participants (mean age = 36.5). Six focus group questions emerged from the quantitative data analysis. The focus group responses were sorted out into sub-themes using a six-step process. The data revealed the focus group participants' defined credibility as <i>a trusted source/expert </i> and <i>straight, factual information.</i> Both groups emphasized the importance of evaluating video credibility in order to <i> avert being manipulated</i> and <i>to be aware of biases.</i> The qualitative data analysis, to some extent, mirrored the quantitative data analysis. The difference between the CBS News footage and the NASA clip was not found to be statistically significant. Similarly, the focus group participants were "torn between" the CBS News footage and the NASA clip as being most credible. The <i>Apollo 13</i> clip received no responses for being most credible. </p><p> <i>Keywords:</i> credibility, digital generation, younger generation, older generation, streaming video.</p>

This purpose of this study was to examine the basic trait assumption of the Willingness to Communicate-Trait Form instrument (McCroskey & Richmond, 1985) in the university environment. McCroskey and Richmond's instrument contains only one target type. In order to test the trait assumption, an instrument was created to measure subjects' willingness to communicate with a different target type: university authority figures.The trait assumption posits that persons with a high level of willingness to communicate in one context or with one receiver type should also have a high level of willingness to communicate in other contexts and with other receiver types. It was found that subjects who scored high on the Willingness to Communicate-Trait Form also had high willingness to communicate with authority figures in all communication contexts tested (dyad, meeting, small group, public). Thus, support was demonstrated for the assumption that willingness to communicate is a traitlike phenomenon.The conceptual definition of willingness to communicate is discussed and conceptual correlates were introduced. It was recommended that future research be continued in the willingness to communicate and related communication areas. / Department of Speech Communication

This thesis seeks to illustrate the important contribution that philosophy of education can make to the work of educators. It develops and advocates an ideal of dialogical inquiry as the preferred methodological basis for this practice. Underpinned by a dialogical or relational ontology, this ideal suggests that educators, as philosophical inquirers, should attempt to pursue more comprehensive and inclusive understandings of the aims of education, through processes of open and ongoing dialogue with other educational stakeholders that are involved in and/or affected by these aims. Illustrating the importance of this approach to philosophy of education, I argue that dialogical inquiry may go some way toward retrieving the primacy of social justice as an important aim of education, in an intellectual, political and economic context that has witnessed a considerable retreat of concern with this public good. / Constructing a dialogical text across the voices of social theorists and thirteen practicing South Australian teacher-educators, the theses explores some of the current challenges and possibilities, both for pursuing social justice in education, and for exemplifying and fostering dialogical inquiry in teacher-education institutions. / Thesis (PhDEducation)--University of South Australia, 2006.

This is a study of adolescent students talking in the classroom. It combines a sociocultural approach to learning with an ethnomethodological view of talk as social action and examines how young adolescents accomplish, in class, the work of 'being students'. Sociocultural theory takes the view that school is one of the contexts in which young people grow into mature social, cultural and institutional practices, through social interaction with 'expert' others. / Thesis (PhD)--University of South Australia, 2000.

This is a study of adolescent students talking in the classroom. It combines a sociocultural approach to learning with an ethnomethodological view of talk as social action and examines how young adolescents accomplish, in class, the work of 'being students'. Sociocultural theory takes the view that school is one of the contexts in which young people grow into mature social, cultural and institutional practices, through social interaction with 'expert' others. / thesis (PhD)--University of South Australia, 2000.

This is a study of adolescent students talking in the classroom. It combines a sociocultural approach to learning with an ethnomethodological view of talk as social action and examines how young adolescents accomplish, in class, the work of 'being students'. Sociocultural theory takes the view that school is one of the contexts in which young people grow into mature social, cultural and institutional practices, through social interaction with 'expert' others. / thesis (PhD)--University of South Australia, 2000.

Thesis (Ph.D.)--Tennessee Technological University, 2007. / Bibliography: leaves 158-163.

Thesis (M.A.)--University of Toronto, 2004. / Adviser: Jim Hewitt.

Thesis (Ph. D.)--University of Washington, 1992. / Vita. Includes bibliographical references (leaves [179]-185).

Thesis (M.S.)--Rochester Institute of Technology, 2008. / Typescript. Includes bibliographical references (leaves 59-69).