This qualitative dissertation conducted a critical discourse analysis of youth and adult discourses about the transition to high school. Despite being a well-researched field, studies of the transition to high school and interventions in the transition to high school do not prioritize youth perspectives. To remedy this shortcoming and examine youth discourses, I collected data from youth giving advice about beginning high school on TikTok. By conducting a critical discourse analysis of these videos and comparing discourses from school website data and school counseling textbooks, I developed findings that showcase the complexities of the transition to high school and call into question views based solely on academic measures. Youth and adult discourses agree that timeliness, organization, and self-knowledge are important for a successful transition. Youth discourses uniquely focus on advice to avoid relational violence and present an ambivalent view of friendship. Discourses of school tours that showcase amenities and serve as advertising for the school are uniquely adult. I used these findings to theorize the transition to high school as a curriculum and call for a vision of youth and adults co-creating the transition-as-curriculum.

This dissertation explores the underrepresentation of racially minoritized students in elite academic spaces by considering the New York City Specialized High Schools and the controversies surrounding their exam-based enrollment process. It does so by examining the arguments marshalled both for and against the use of the SHSAT entrance exam in order to better understand the role of public discourse in maintaining educational systems implicated in the reproduction of racial inequities. Using a large-scale dataset of social media posts, this study employs a multi-tiered, mixed-methods approach to critical discourse analysis to investigate the linguistic and rhetorical contours of these debates, including the extent to which they rely on racially charged narratives around intelligence, ability, and merit. This methodological strategy incorporates topic modeling, corpus linguistics, and lexical analysis to navigate the breadth and complexity of the SHSAT discourse, while also providing insight into the way that emerging forms of participatory engagement, like social media, are transforming the landscape of equity-oriented education reform. This study finds that race is a central preoccupation of stakeholders on either side of the SHSAT debate, and that patterns of racialized discourse align closely to the articulation of specific policy objectives. The findings of this analysis also suggest that while social media has the potential to expand discursive access and foster dialogue, it can also amplify existing ideological divides and further polarize policy debates. The dualities of social media thus highlight the need for policymakers, researchers, and media consumers alike to critically evaluate the ways that these digital platforms are used to engage with policy and public discourse, as well as the equity implications of their evolving relationship.

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)

Este trabalho pretende investigar a relação de jovens estudantes com a comunicação na contemporaneidade. A hipótese é que esses jovens estudantes, imersos no consumo dos meios de comunicação de massa e ao mesmo tempo possuidores de um discurso crítico em relação a eles, encontram na mídia um importante referencial para a construção de suas identidades. Nesse contexto, a mídia partilha com outras instituições socializadoras (família, escola e religião) a função de formação de ideias, valores e modelos de conduta, contribuindo para a produção de disposições de habitus na contemporaneidade. Para examinar a hipótese aqui proposta, concebi e ministrei um programa de comunicação e educação (Comunicar para Mudar o Mundo, ligado à ONG Repórter Brasil), durante o 2º semestre de 2007, para alunos do 2º e 3º anos do Ensino Médio da E.E. Ministro Costa Manso, no município de São Paulo. No decorrer do curso, concebido como instrumento para aproximação e compreensão do universo simbólico e cultural do grupo analisado, foram produzidos os materiais quantitativos e qualitativos em que se embasam os resultados apresentados questionários de práticas culturais, questionários de competências em relação à comunicação, diários de classe e produções escritas dos alunos. Também por meio do curso foi possível investigar a influência da escola como mediadora da relação entre os jovens e a mídia. A esse respeito, a hipótese é que a escola pode atuar como mediadora qualificada no sentido de formar jovens mais conhecedores, maduros, críticos, ativos, sociais e criativos em relação à comunicação. Argumento ainda que abordagem da comunicação em suas vertentes intrapessoal, interpessoal e midiática pode colaborar para que os jovens estabeleçam com a escola uma relação referenciada no saber. / This work intends to investigate the relation of young students with the communication in the contemporaneousness. The hypothesis is that these young students, immersed in the consumption of the mass media and at the same time owners of a critical speech regarding them, find in the media an important referential system for the construction of their identities. In this context, the media shares with other institutions (family, school and religion) the function of formation of ideas, values and models of conduct, contributing to the production of arrangements of habitus in the present times. To examine the hypothesis here proposed, I conceived and administered a program of communication and education (Comunicar para Mudar o Mundo in english, To communicate to Change the World , linked to NGO Repórter Brasil), during the 2nd semester of 2007 to High School students of E.E. Ministro Costa Manso, a public school in the city of Sao Paulo. During the course, conceived as an instrument for approximation and understanding of the symbolic and cultural universe of the analyzed group, there were produced the quantitative and qualitative materials in what the presented results are based questionnaires of cultural practices, questionnaires of competences regarding the communication, diaries of class and written productions of the pupils. Also through the course it was possible to investigate the influence of the school as a mediator of the relation between the young persons and the media. About this particular subject, the hypothesis is that the school mediation contributes to form more knowing, mature, critical, active, social and creative young persons regarding the communication. I also argue that debating communication in all its levels (intrapersonal, interpersonal and massive) can help young persons establish a relation with the school based on knowledge.

Media literacy is a competency needed for success in the 21st century yet a clear purpose does not exist that is useful in curriculum design. The purpose of this study was to investigate a combined (eclectic) approach to media literacy education according to selected international media literacy organizations. Determining an eclectic approach from subject area experts will be useful in designing and integrating media literacy curriculum. Methodologically, this study was a qualitative content analysis and is thematic in nature using a constant comparative method of analysis. Supporting frameworks were established through standards based curriculum development and Schwab’s (1969, 1971, 1973, 1983) ideas of practical deliberation. Purposive heterogeneous sampling was utilized in identifying media literacy organizations from countries considered leaders in media education. This included organizations from Australia, Canada, and the United Kingdom. The primary approaches throughout all identified countries include an arts, critical, literacy, protectionist, and tool approach to media literacy. Through the process of curriculum deliberation, it is necessary to reconcile these approaches into one eclectic approach. Although individual subject areas may focus on one approach, it is important to consider all approaches equally during curriculum deliberation. In comparing an eclectic approach to Florida language arts standards (modeled after the Common Core State Standards), it was discovered that an eclectic approach to media literacy is not present. These standards focus almost exclusively on a literacy approach despite state statue requiring the full integration of media literacy. Language arts standards also remain focused on print media despite acknowledging that students should be prepared for success in the 21st century. This is a media saturated world and every subject should implement media literacy principles and approaches that prepare students to succeed in it. / Includes bibliography. / Dissertation (Ph.D.)--Florida Atlantic University, 2016. / FAU Electronic Theses and Dissertations Collection

A presente tese investigou no ensino fundamental e médio, se as práticas pedagógicas podem ser melhoradas, introduzindo tecnologias de redes sociais e a produção de conteúdos escolares pelos estudantes, através de mídias de áudio e vídeo. A pesquisa sustentou-se numa pesquisa-ação intervencionista, através da formação de docentes e atividades práticas com estudantes. Os estudos e a fundamentação teórica tiveram as contribuições de Hilton Japiassu e Ivani Fazenda, dentre outros autores. A pesquisa utilizou duas escolas públicas com ensino fundamental e médio e participaram três docentes e cinco turmas de estudantes. A pesquisa utilizou o ambiente Facebook, através do Grupo de Estudos, pesquisas na Internet em grupo, produção dos áudios e vídeos pelos estudantes. O cronograma, a metodologia e análise da pesquisa realizada se baseou nas medidas de escalas e satisfação através dos modelos de avaliação e aplicação em TD&E de Abbad et all. As análises foram divididas entre os docentes e estudantes. Três importantes indicadores sugerem revisões nas políticas públicas de inserção das tecnologias na educação: revisão das infraestruturas, melhorias nos materiais digitais e formação permanente de docentes nas questões de tecnologias e interdisciplinaridade. Outros indicadores apontaram melhorias na comunicação, interação e colaboração dos estudantes: mídias de redes sociais na sala de aula e mídias de áudio e vídeo na produção de conteúdos escolares pelos próprios estudantes. Como contribuições da tese os resultados apontados são promissores com o uso da metodologia interdisciplinar nos cursos de formação de docentes, com o uso pedagógico das mídias sociais e tecnologias de áudio e vídeo nas atividades de sala de aula, aumentando consideravelmente o nível de motivação e interesse dos estudantes à pesquisa científica em sala de aula. A formação dos docentes voltado para práticas pedagógicas interdisciplinares e o uso pedagógico de rede social foram importantes agentes de mudança, potencializando a interação e colaboração em busca do protagonismo dos estudantes para uma aprendizagem significativa, melhorando aspectos como reflexão e autocrítica. / This main objective of this thesis was to investigate at primary and high schools if teaching practices can be improved by introducing social network Technologies and the production of educational content for students, through audio and video media. The research helded in an interventionist action through training of teaching practices and activities with students. These studies and the theoretical background had contributions from Hilton Japiassu and Ivani Fazenda, among other authors. Two public schools were used and attended three teachers and five classes of students. Facebook media environment was used by the “Study Group” and “Internet Research Group”, both groups using audio and video media. The schedule, methodology and analysis conducted in this research were based on measures of scales and satisfaction through valuation models and applications realized by TD & Abbad et all. The analysis were devided among teachers and students. Three importante indicators suggest revision to the policies of integration of technologies in education: a) a review of infrastructure, b) improvements in digital materials and c) a permanent training of teachers on issues of technology and interdisciplinarity. Others indicators showed improvements in communication, interaction and collaboration of students; social networking media at the classroom and audio and video media in the production of school subjects by the students themselves. The results obtained by this thesis strongly are pointing that the medias and methodologies used greatly increased the motivations of the students in the classroom. The training of interdisciplinary activities and the use of social medias were important agentes of change, enhancing interaction and collaboration in pursuit of the role of students to meaningful learning, improving aspects such metacognition and criticismo.

The purpose of this study was to determine the current status of the educational media programs in six teachers' colleges in Bangkok by analyzing the educational media programs as they are perceived by teachers, educational media teachers, and administrators with regard to utilization, administration, and personnel. The survey instrument was distributed to the 120 teachers, thirty-seven educational media teachers, and sixty administrators in the six major teachers* colleges in Bangkok. The total number of responses was 185, or 85.25 per cent of the population of teachers, educational media teachers, and administrators. The data were tabulated, and categories of availability and usage of educational media were established. The t test was applied to the data obtained from teachers and administrators to determine if significant differences existed at the 0.05 level with regard to the ranking of qualifications needed by educational media teachers. The findings from this study indicate that the teachers, educational media teachers, and administrators surveyed are basically in agreement regarding the utilization of educational media. Teachers and administrators agree on the qualifications of educational media teachers who serve in the teachers" colleges and in the majority of teachers' colleges the educational media center is a separate entity. Recommendations with regard to the training of educational media teachers and classroom teachers and suggestions for further study of the us. of educational media in other types of institutions of higher learning in Thailand are made.

Although successful integration of technology into classrooms has proven beneficial to the learning process, little is yet known about how teachers respond to the introduction of technology and why some choose to use it while others do not. Using Sandoltz' stages of teacher technology adoption as a framework, this multiple case study utilized historical data that captured the experiences of teachers in 2001--2002 to determine the process of teachers' adoption of innovations into existing classroom practices. Participants included a purposive sample of eight 5th- and 6th-grade teachers from 3 schools. Data sources included teacher interviews, classroom observations, and video recordings of classroom practices for each teacher. Analysis included deconstruction by research question to identify patterns and emerging themes. The findings in this study showed that the voluntary nature of participation in technology integration activities contributed to students' success. It also indicated that teachers who received on-going grant support had greater success integrating technology into instructional practices. This study contributes to positive change by providing a tool that can be used by policy makers and staff developers to better improve the adoption of current and future technological innovations where resistance may occur.

本研究主要目的在研發我國大班幼兒媒體素養教育教師教學手冊，以做為未 來實施媒體素養教育課程之參考方向。藉由實際事件的舉例與可試行的教學活動解說，期望幼教老師在讀完教學手冊後，能瞭解幼兒媒體素養教育的意涵與重要性，並且依照個人教學需求進行幼兒媒體素養相關概念的引導活動。 本手冊發展歷程首先整理台灣、英國、美國、澳洲、加拿大國家幼兒階段的 媒體素養學習內涵、訪談幼稚園教師以瞭解幼兒媒體經驗、教師感知媒體素養之現況，再根據文獻與訪談的分析結果撰寫手冊，初稿完成後分別以問卷與訪談的方式針對手冊內容進行專家評鑑，整體發現手冊初稿的設計，尤其是教學活動範例的部分，皆較適用於已經具備或熟稔媒體素養知能的幼教老師，對一般不具備傳播教育背景與未曾涉獵相關概念的老師來說使用性較低，最後根據修改建議完成修訂版手冊內容，主要以現場問題為導向，來說明與媒體素養可以連結的部分與可參考的活動及提問方式，涵蓋「閱聽人」、「媒體再現」與「媒體文本」三個面向的學習活動，此外更強調的是讓教師明瞭遇到哪些機會點可以進行媒體素養教育與需掌握的要領（詳見第四章第四節）。 在手冊研發歷程中同時探討幼稚園教師感知幼兒使用媒體的情況、師生一同 使用媒體的狀況、幼師對媒體素養理解狀況與態度。結果發現教師即使進行的教學內容有部分會談論到與媒體內容有關的議題，也鮮少涉及媒體素養的核心概念與面向，再則是如果要針對媒體訊息內容討論必是與原先課程主題極為相關，或是此訊息對幼兒產生不當的影響需要進行全班性的解說與勸導。而雖然教師多贊成可以在幼稚園進行媒體素養教學，但是包括教師本身的認知與態度、幼兒的能力與發展，還有家庭的配合都是需詳加考量的部分。 最後根據本研究所探討的內容、研究結論與限制，提出研究建議，以供教育 行政機關、媒體素養推動機構、師資培育機構、幼稚園與教師、家長及未來相關研究之參考。 / This research aims to develop a handbook for teaching media literacy in preschool. By using examples of real events and feasible teaching activities, we hope teachers could realize the importance of media literacy education for children and conduct media literacy activities on their own demands. This handbook was developed through the following process. First of all, we compared the content of media literacy learning in preschool of five countries, including Taiwan, UK, United States, Australia and Canada. Besides, we interviewed several kindergarten teachers to learn media usage of children and the perception of teachers regarding media literacy. Then we used the literature review and result of interviews to compose the handbook. Furthermore, the draft of handbook were evaluated by professionals. According to the evaluation, we found the handbook might be more useful for teachers with some knowledge of media literacy, and not for those without background knowledge of communication or media literacy. Therefore, the handbook was revised and re-designed by questions to explain the link between media literacy and relevant activities. These activities consist of three main parts, audience, media representation and media texts, with the emphasis on some good opportunities for media literacy education and the skills necessary for teaching media literacy. We also explored how children use media alone or with the teachers through the perception of kindergarten teachers, and the understanding of media literacy and attitudes of these teachers. As a result, we found these teachers may mention media related issues in their teaching, but seldom refer to the core concept of media literacy. In addition, only when the media messages are closely related to the original courses subjects or they may have some bad influences on children will these teachers use them. Moreover, although most teachers agree that media literacy could be contained in kindergarten education, there are still some concerns related to the attitudes and cognition of teachers, the ability and development of children and the support of family. Finally, based on the result of this research, we provided some suggestions for further research on media literacy education. We hope this could be useful for education administrations, institutions of media literacy education, teacher training institutions,kindergarten teachers, and parents.

Thesis (MPhil) -- University of Stellenbosch, 2004. / ENGLISH ABSTRACT: The state of media literacy in South Africa was investigated on the basis of a case study. A survey was conducted among grade 10 learners in two Free State schools which are amongst the top achievers academically to determine if these learners possess the knowledge linked with media literacy. It was found that the majority of these learners do not. It is therefore imperative that the media industry promotes media literacy through assistance to teachers and independent training programmes aimed at learners. / AFRIKAANSE OPSOMMING: 'n Ondersoek na die stand van mediageletterdheid in Suid-Afrika is aan die hand van 'n gevallestudie gedoen. Die aan- of afwesigheid van kennis wat mediageletterdheid veronderstel, is met behulp van 'n vraelys onder gr. 10-leerders aan twee van die Vrystaat se voorste (akademiese) skole gemeet. Die navorser het bevind dat die meerderheid van dié leerders nie oor dié kennis beskik nie. Die bevindinge dui op die noodsaaklikheid van steun aan onderwysers vanuit die bedryf asook die aanbied van onafhanklike opleidingsprogramme deur mediamaatskappye