Thesis (Ph. D.)--Spalding University, 1994.

Thesis (Ph. D.)--University of Missouri-Columbia, 2000. / Typescript. Vita. Includes bibliographical references (leaves 106-110). Also available on the Internet.

M.Ed. (Education) / This study of the design of support material for educational television programmes has been undertaken for the following reasons: in order to realize educational television's full potential it must be supplemented with support material; several types of support material had to be identified; problems regarding the design of support material had to be identified. A literature study concerning learning and the learner was undertaken. It was concluded that the adult learner may choose whether he is going to enter the learning situation or not. If he feels threatened by or dissatisfied with the learning situation he can leave and seek a learning situation that suits his needs. The adult learner also undergoes different stages of adulthood and this determines his specific learning needs. A literature study of specific institutions and projects that utilize support material as well as specific types of support material was done. The following conclusion was drawn that the majority of projects or institutions make use of television, textbooks and/or study guides. A variety of other media may be used to support the above...

M.Bibl. (Linguistics) / Please refer to full text to view abstract

D.Ed. (Media Science) / The use of educational media in education and training is a reality. In order to use media optimally two possible sources of information and expertise come to mind, namely own cumulative experience and research. Experience can often be very shallow and unsatisfactory and could necessitate augmentation by the findings of research and a fuller grasp of the extent of the theoretical base within a particular field of study. As there are persistent indications that the theoretical bases of educational technology and media science leave much to be desired and that media research does not fulfil expectations, it was deemed prudent to investigate theory formation and explication in the field of media science (a subset of educational technology). The following aims were pursued: * Further theory formation regarding the nature and focus of educational technology and media science and the placement of both fields of study within the discipline of education. * The development of a model for media research. * The development of criteria or the redirection of existing criteria for the assessment of media research. * A discussion of the implications of the above for media utilization. In order to realize these aims, theory formation in the discipline of education was investigated and an overview of educational research (as one form of manifestation of theory formation) undertaken. As media science forms part of educational technology, tho developments in both fields were reviewed. Media research forms a substantial mechanism whereby theory formation can take place, therefore the media research (past and present) is dealt with extensively. Each of these themes are dealt with in terms of its history, current status and future prospects...

M.Cur. / Please refer to full text to view abstract

M.Ed. / The ultimate aim of this study is to reveal the influence which the principal exerts, by means of his management style and more specifically his management by objectives, on the effective use of media in the primary school. Firstly media are reviewed in a didactic-pedagogical perspective on the basis of the four didactical fundamentals games (play), conversation, example and assignment. An inter-relationship exists between the four didactical fundamentals, and they must be seen as a unit from which the teaching method can be deducted ...

This project was intended to demonstrate how teachers can tailor classroom instruction to save time, increase student participation, enhance learning outcome, and build student self-esteem using a multimedia approach.

This research study was a netnographic exploration of teachers’ attitudes and perspectives regarding running records, a ubiquitous literacy assessment in many elementary classrooms. As education reform centers testing and excessive forms of accountability, the running record, designed as a qualitative teaching tool, has instead entered the ranks as a standardized assessment tool, leading to a narrow view of literacy and reductive discourses of reading and readers. Pre-packaged materials saturate the curriculum, and professional learning within schools is centered around training for materials rather than teacher learning. As such, teachers use social media communities to pursue their own learning needs and to collaborate and connect with other teachers. By exploring one such social media group on Facebook, this study employed a discourse theory and queer theory lens to investigate the ways in which teachers take up discussions of running records and how those discussions circulated dominate discourses of schooling, situated within the broader context of neoliberal education politics. The social media group was observed May to December 2022, and I observed 240 posts in the group pertaining to running records. Data analysis included both topic analysis and discourse analysis. Teachers discussed a wide range of topics regarding running records within the group. Queries about how to administer running records were most frequent, which highlighted the de-professionalization of teachers and the framing of teachers as followers of manuals. Questions about customer service for curricular products were also among the most frequent, which highlighted the role capitalism plays as a force in neoliberal education policy and its influence on standardization. Throughout teachers’ posts and the ensuing comments on posts, a discourse analysis of many posts revealed the stealthy ways in which dominant discourses of education circulate in common language throughout the group. This study adds to the still nascent body of research on teacher learning on social media as well as the body of research on teacher education and the field of literacy. Teacher educators, facilitators of professional development, and school and district leaders should be mindful and planful for the reality that many teachers will look for community and “professional learning” on social media. Additionally, they should leverage these opportunities while simultaneously designing learning experiences for teachers that build capacity in teachers rather than assuming teachers lack knowledge and “need training.” Education researchers and state and district leaders should continue to mine social media to further examine teachers and their perspectives on literacy education as it offers windows into the issues teachers are facing and may offer guidance on how to support teachers and their students.

Project THINK was designed as a classroom project that combined the use of instructional multimedia technology, linked to the California History/Social Science standards, which engaged gifted middle school students in the design of these standards-based video materials.