Thesis (M. Ed.)--Kutztown State College. / Source: Masters Abstracts International, Volume: 45-06, page: 2747. Typescript (Xerox copy). Includes bibliographical references (leaves 148-151).

Xavier Institute of Communications, Bombay. Centre for the Study of Communication and Culture, London. Financial assistance from MISSIO, Aachen, and a grant for field-work from UNDA.

Thesis (M.A.)--Brigham Young University. Dept. of Theatre and Media Arts, 2007. / Includes bibliographical references.

Thesis (M.S.)--University of Wisconsin--Madison, 1982. / Typescript. eContent provider-neutral record in process. Description based on print version record. Includes bibliographical references.

M.Ed. (Education) / The use of media in the teaching and learning of the subject Technical Drawing at secondary school level rests on the narrow view as one of support only. On the one hand this view is held because the improvement of psychomotor skills is seen as the sole function of teaching the subject and on the other hand because the pedagogical meaning of the subject content and its exposition is not always properly appreciated. These assumptions often culminate in the irresponsible inclusion of teaching media in certain situations with a resulting lessening of the teaching effect. This study aims firstly to study this phenomenon and in so doing to gain the knowledge which brings about a more meaningful, acceptable, accountable, and functional attitude towards the integration of media, whether as teaching or learning media. To be able to do this the specific character and structure of the subject must be scrutinized. From this it appears that the function of the subject reveals a polarized character, i.e. the creation of a graphic representation of reality as opposed to the interpretation of a given graphic representation of reality, hut with a continual interaction taking place. Both these poles lie within the total field of experience of the pupil and figure within his cognitive, affective and psychomotor domain. This study proceeds from the assumption that teaching within this context often demands a specific teaching strategy, namely that of assisting visual spatial perception by means of media. To proceed from the concrete to the abstract demands a strategy of maximal integration of media because the fundamental problem lies in the appearance of the concrete subject content as that of two and three dimensional transformed forms which have spatial characteristics of position, direction, size, form and distance. Meaningful media integration requires that attention must be paid to the demands which the particular subject content addresses to teaching and learning and media usage. For media integration to be meaningful, attention must be paid to the demands which the particular subject content will make on the teaching, learning and media usage. These demands cover the whole spectrum (cognitive, affective and psychomotor field) of the subject which eventually culminates in three main.

This study investigated the institutional development of the critical perspective in academia. The purpose was to determine the extent to which the perspective has grown in the field of communication. The literature published before this study claimed, without presenting convincing evidence, that the perspective bloomed in the field during the late 1970s and early 1980s. Four questions guided the study: What was the particular development of the "critical" perspective in US communication scholarship? How has it been appropriated and construed by communication scholars? What were the historical circumstances and the intellectual context which framed its development? What is its current status in academia? In order to answer these questions the study traces the perspective's development using a content analysis of three mainstream journals, a survey of academic programs, and a citations analysis. Additional support came from interviews with critical scholars and journal editors, as well as from historical accounts of the period. The results of the study show that the critical perspective found a space for its development in the field of communication, especially in professional journals and citation practices. However, its presence was limited and, by 1987, there were no clear trends about its future development. It seems that the institutional environment did not allow for a vigorous development of the perspective in the field of communication. Utilitarianism, philosophical positivism, and the lack of economic support from government, industry, and funding agencies hindered its growth. The results also show that critical work's central features have been misrepresented by traditional social scientists. In general terms, then, the critical perspective earned a small but permanent place in the field of communication and enjoys the status of a legitimate academic endeavor in the field of communication. Today critical scholars can publish in professional journals and have access to academic appointments and other institutional resources.

Thesis (Ph. D.)--University of Southern Mississippi, 1989. / Vita. eContent provider-neutral record in process. Description based on print version record. Includes bibliographical references (leaves 100-105).

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Thesis (Ph. D.)--University of Texas at Austin, 2003. / Vita. Includes bibliographical references. Available also from UMI Company.