Thesis (Ed.D.)--University of Wyoming, 2008. / Title from PDF title page (viewed on July 15, 2009). Includes bibliographical references (p. 98-111).

Thesis (Ph.D.)--Virginia Commonwealth University, 2010. / Prepared for: Dept. of Educational Studies. Title from title-page of electronic thesis. Bibliography: leaves 114-122.

Thesis (M.A.)--Rowan University, 2007. / Typescript. Includes bibliographical references.

Thesis (Ph. D.)--University of Louisville, 2003. / Department of Leadership, Foundations, and Human Resource Education. Vita. "December 2003." Includes bibliographical references (leaves 213-227).

M.Ed. (Media Studies) / As man is a dynamic being living in a 'world where "information (including knowledge) is accumulating in many fields at rates far exceeding a worker's capacity to absorb it" (Hawkridge, 1983:5) his initial training will always be insufficient and should be supplemented by means of in-service and further training. It appears that, because of financial and other reasons, further training will increasingly take place by means of tele-tuition. In the past few years, the sound cassette has been used more and more in tele-tuition owing to features such as its convenience, availability, inexpensiveness and effectiveness . Among the problems identified is that very few lecturers are familiar with the special didactic demands of tele-tuition and especially the use of the sound cassette as educational medium in the tele-tuition situation. Structured directions on the use of sound cassettes, to assist the lecturer, could not be found in the literature. This situation can easily lead to a haphazard and ineffective use of the sound cassette. The objective of this study, therefore, is to provide the lecturer with guidelines regarding the planning, production and use of sound cassettes in tele-tuition. In order to accomplish this objective, it was necessary to study existing literature and to talk with people who are authorities in their separate fields. With the information gathered, a frame of reference regarding tele-tuition at tertiary level was structured as basis for further discussion. Thereafter the potential of the cassette and the criteria that should be taken into consideration when planning, producing and using the sound cassette, were discussed. This led to some suggestions regarding the lecturer's preparation, the production, indexing, dispatch and evaluation of sound cassettes, and briefing the student on the use thereof. This study does not see the sound cassette as a panacea, but as an under-exploited educational medium with great potential in the tele-tuition situation

Thesis (Ed. D.)--Boston University, 1994. / Includes vita. "94-23441." eContent provider-neutral record in process. Description based on print version record. Includes bibliographical references (leaves 161-166).

In the past four decades considerable efforts have been taken by higher education to understand learner’s differences and learning. Learners have different levels of learning ability associated with their different learning motivations, attitudes and thoughts which are built through years of studying at university. The more the researchers understand the learner's differences the better results they will achieve in covering all levels of learning abilities providing the effective learning for learners. The focus of this study is about studying learning thoughts of academic learners which are scientifically called as the epistemological beliefs. Studying the epistemological beliefs from different angles is important to explore its vital role in learning development. The main aim of this study is to investigate the general and specific epistemological beliefs of undergraduates who study information literacy modules as part of information science. The study focuses on the influence of the independent variables (gender, major and academic level) and the interactions between the independent variables and information literacy on undergraduates’ epistemological beliefs. Two questionnaires are used to measure the general and specific epistemological beliefs of the undergraduates; the Schommer Epistemological-Beliefs Questionnaire (SEQ) and the Discipline-Focused Epistemological Belief Questionnaire (DFEBQ). The participants in the study are undergraduates from the College of Education at Kuwait University. SPSS is used to test the internal consistency of the data against the questionnaires. Analysis of variance (ANOVA) is used in order to analyse the data. The study confirms that undergraduates hold both general and specific-domain beliefs while they hold more general beliefs in their first year in the college they develop toward more specific domain beliefs in the fourth year. A final result shows that the undergraduates specific domain beliefs – rather than their general beliefs – are more affected by the variable of previous knowledge of information literacy, as well as a clear impact of the interaction between the independent variables but is not so clear on the general beliefs.

D.Ed. / Contemporary attempts to maximise the potential of ICT in the classrooms broadly seek to move away from conventional didactic instructional approaches, in which teachers do most of the talking and learners listen (Peter Cuttance, 2007: [Online]). ICTs are purported to have the potential not only to cause a shift or change but also a means for achieving it (Rai, 2006:2). This thesis describes how the introduction of Information and Communication Technology (ICTs) has necessitated this paradigm shift in pedagogical practices of the participants. Three of the participants in this study are teaching at a former advantaged school while two are teaching at what is generally regarded as disadvantaged school. The thesis examines, by way of an integrated research methodology that incorporates activity theory as a theoretical framework, ethnography and collective case study research methods, participants’ emerging practices and also concomitant epistemologies or beliefs regarding engagement with mediational tools of ICT in the classroom. The research tools that were formulated from activity theoretical concepts of the Eight Step Model; the Activity Checklist; historical types of activity; contradictions; and boundary crossing are utilised to examine the teachers’ emerging practices, beliefs and attitudes. Data was obtained from fieldwork, interviews, and video recordings by means of the aforementioned activity theoretical tools. Additionally, activity theoretical tools, blended with content analysis, were utilised in the data analysis. As a result, this study demonstrated that without effective use of a variety of research methods at appropriate times, the quality of evidence on this inquiry would have suffered, and interpretations of causality would also been constrained (Chatterji, 2004:9). The essence of the findings in this study, which is the visible changes in the pedagogic practices of the participants revealed that it is not only the mediational tools of ICT that have an effect but also the way they are used that brings about the change in their teaching practices. This thesis, therefore, adds to the body of literature that considers the potential of Information and Communications Technology in the transformation of teaching practices.

Thesis (MPA.) --University of Limpopo, 2010. / The focus of the study was on the contribution of media exposure towards the functionality of dysfunctional schools in Limpopo Province: Capricorn District. The study was qualitative in nature and concentrated on the schools in Capricorn District that were affected by the media industry. Seven schools were selected as follows: one from Mankweng Circuit, two from Nokotlou Circuit, One from Sepitsi Circuit, One from Seshego Circuit, One from Pietersburg Circuit and one from Mogodumo Circuit. According to the research findings, the majority of the schools which were exposed by the media improved their functions. A positive impact of media exposure has also been identified through research findings in terms of the Department of Education’s involvement in the schools which were affected by the media.

Thesis (Ph. D.)--University of Texas at Austin, 2000. / Vita. Includes bibliographical references (leaves 209-215). Available also in a digital version from Dissertation Abstracts.