Thesis (Ph. D.)--University of Michigan, 1966. / Includes bibliographical references (p. 325-328).

Generations of Canadians are familiar with the Canadian Broadcasting Corporation's school radio broadcasts. Agreement between the CBC and the Ministry of Education ensured that the CBC provided the necessary technical arrangements required to air and distribute the broadcasts, while the Ministry of Education agreed to provide the creative component for the programs - script writers, actors and actresses, musicians, and others. The broadcasts came to include music, art, social studies, science, and language arts. This thesis examined the historical development of British Columbia school radio, the shape of the broadcasts themselves, and British Columbia teachers' experiences associated with school radio. This study also examined the experiences of CBC and Ministry of Education personnel who were involved in the production and distribution of British Columbia school radio. Interviews with British Columbia teachers who listened to the broadcasts from 1960-1982, and Ministry of Education and CBC employees whose work brought them in contact with the school radio broadcasts, provided the core evidence for this study. Ministry of Education and CBC employees provided the context for the interviews. Interviews, combined with the Ministry of Education Reports, enabled the re-creation of the experiences associated with British Columbia school radio. Although there were differences amongst classroom eachers' reactions to the programs, there were some striking similarities. On the whole, British Columbia teachers found school radio interesting, informative, and purposeful. School broadcasts allowed teachers a moment to 'catch their breath' when preparation time was not the norm. Interviews with CBC employees revealed more similarities than differences with respect to their experiences. They reported that the broadcasts provided British Columbia schools with educationally sound material. Although CBC personnel did not find the broadcasts professionally challenging, they had fond memories of their association with the programs. Ministry of Education employees interviewed reflected very different opinions relating to their experiences as script writers, producers, directors, performers, and others. Nonetheless, they provided valuable information as to how school broadcasts were put together for pupils and teachers. Changing instructional technology, which included the introduction of a visually stimulating medium such as television, the introduction of audio-visual equipment such as tape-recorders which enabled the delay of broadcasts, and the implementation of a restrictive CBC budget brought the British Columbia school broadcasts to an end in 1982. / Education, Faculty of / Graduate

The purpose of this study was to investigate the various aspects of low-power frequency modulation educational broadcasting and to formulate from the findings a guide for the establishment of stations on campuses as exemplified at Oklahoma Baptist University. It is hoped that this report will provide detailed information of interest and value to that university, its staff, its present and future scholars, and to other school and individuals interested in building an educational broadcast facility.

No description available.

No description available.

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.

The study investigates the educational role of the public service broadcaster in post-apartheid South Africa. The aim was to investigate the educational role of the programme Shift as part of the content offering of the public broadcaster and the extent to which it satisfies the educational needs of its audiences. The main objective of the study is to investigate factors that influence the educational role of the SABC. The study focused on three different forms of educational television which are the formal, informal and no-formal education. The theoretical point of departure is the critical political economy theory, and the public interest theory which focuses on the interests of the public. A content analysis of Shift was conducted to determine the educational role of this programme. The study also investigates how political and economic factors influence the educational role of the SABC in the post-apartheid South Africa. The study also examines the impact that media funding can have on the educational role of the public broadcaster. The episodes of Shift are analysed in order to understand if political and economic factors can influence the educational role of the SABC. The study critically analysed whether the relevant media policies are driven by profit making motives. / Communication Science / M.A. (Communication)