Thesis (Ed. D.)--University of Missouri--St. Louis, 1989. / eContent provider-neutral record in process. Description based on print version record. Includes bibliographical references.

Thesis (Ph. D.)--University of Missouri-Columbia, 2002. / Typescript. Vita. Includes bibliographical references (leaves 176-186). Also available on the Internet.

Thesis (Ph. D.)--University of Missouri-Columbia, 2002. / Typescript. Vita. Includes bibliographical references (leaves 176-186). Also available on the Internet.

published_or_final_version / abstract / toc / Education / Master / Master of Science in Information Technology in Education

The purpose of the study was to determine if instruction with or without the use of integrated technology made a significant difference in the mean scores of second grade children in a unit of instruction concerning multicultural education and if there were any gender bias.The unit for Multicultural Education was created by the researcher. The researcher designed the Multicultural Cognition Assessment I (pretest), Multicultural Cognition Assessment II (posttest), and Child Preference Inventory instruments.The school corporation chosen as the site for the research had two elementary schools in neighboring towns with two sections of second grade each. Each school had a racially homogeneous population (Caucasian) and similar technology available. One class from each school received lessons with technology, and one class was taught without technology. There were 90 students in the study with complete data available for 78 students. After an initial observation, the researcher conducted the study on Wednesdays for six subsequent visits.ResultsA repeated measures analysis with one within-subject factor (pretest, posttest) and two between-subjects factors method (showing the difference between the use of technology and without technology and gender) was used to test Hypothesis I and II. Hypothesis I concerned the method of instruction and resulted in p = .445>.05. Hypothesis II concerned the effect of gender and resulted in p = .075>.05. No significant differences were found. Both hypotheses were accepted. There was no interaction effect between method and gender. There was a significant difference between the overall mean scores in the Pretest and Posttest analysis at p = .007<.05. A one sample t test was applied to determine if the mean of the overall preference was zero on the Child Preference Inventory. The result of the one-tailed t test resulted in t value of 13.32 with p = 0.000, indicating a positive response toward technology. / Department of Elementary Education

Doctor of Education / This thesis is situated in the research field of systemic functional linguistics (SFL) in education and within a professional context of multiliteracies for academic purposes. The overall aim of the research is to provide a metafunctional account of multimodal and multisemiotic meaning-making in print and electronic learning materials in first year science at university. The educational motivation for the study is to provide insights for teachers and educational designers to assist them in the development of students’ multiliteracies, particularly in the context of online learning environments. The corpus comprises online and CD-ROM learning resources in biology, physics and chemistry and textbooks in physics and biology, which are typical of those used in undergraduate science courses in Australia. Two underlying themes of the research are to compare the different affordances of textbook and screen formats and the disciplinary variation found in these formats. The two stage research design consisted of a multimodal content analysis, followed by a SF-based multimodal discourse analysis of a selection of the texts. In the page and screen formats of these pedagogical texts, the analyses show that through the mechanisms of intersemiosis, ideationally, language and image are reconstrued as disciplinary knowledge. This knowledge is characterised by a high level of technicality in image and verbiage, by taxonomic relations across semiotic resources and by interdependence among elements in the image, caption, label and main text. Interpersonally, pedagogical roles of reader/learner/viewer/ and writer/teacher/designer are enacted differently to some extent across formats through the different types of activities on the page and screen but the source of authority and truth remains with the teacher/designer, regardless of format. Roles are thus minimally negotiable, despite the claims of interactivity in the screen texts. Textually, the organisation of meaning across text and image in both formats is reflected in the layout, which is determined by the underlying design grid and in the use of graphic design resources of colour, font, salience and juxtaposition. Finally, through the resources of grammatical metaphor and the reconstrual of images as abstract, both forms of semiosis work together to shift meanings from congruence to abstraction, into the specialised realm of science.

Thesis (M.Ed.)--Faculty of Education, University of Melbourne, 2001. / Typescript (photocopy). Includes bibliographical references (leaves 192-203).

Thesis (Ed. D.)--Faculty of Education and Social Work, University of Sydney, 2007. / Title from title screen (viewed 1st April, 2008). Submitted in fulfilment of the requirements for the degree of Doctor of Philosophy to the Faculty of Education and Social Work, University of Sydney. Includes bibliographical references. Also available in print form.

Thesis (M.I.T.)--The Evergreen State College, 2007. / Title from title screen viewed (6/23/2008). Includes bibliographical references (leaves 80-87).

Thesis (M.I.T.)--The Evergreen State College, 2009. / Title from title screen (viewed 7/15/2009). Includes bibliographical references (leaves 113-118).