Thesis (Ph. D.)--Columbia University, 1930. / Vita. Published also as Teachers college, Columbia university, Conitributions to education, no. 409. Bibliography: p. 160-163.

M.Ed. (Media Studies) / The pertinent question which is asked in this study is what is intended by the word "education" in a broadcasting context ; especially if a broadcasting corporation such as the SWABC has explicitly declared its selfimposed task to be to en tertain, to inform and to educate. It is being investigated how such education should be provided ; how it should be organised and managed ; and whether it is at all the task of the SWABC to educate, or whether the corporation is not merely entertainment and information medium. It seems that since the development of radio in the twenties and of television in the fifties both radio and TV have been used for educational, instructional and guidance purposes. From the onset the formal component and the objectives were more clearly defined than the non-formal, which have only in recent years become better defined and have taken form as far as domain , methods, target, contents and purpose are concerned. Non-formal ER and ETV are specialised broadcasting disciplines which have developed a systematic and special methodology whereby programmes modelled on scientifically identified learning needs in the community are planned, produced, broadcast and utiIised. This is more than just education; it has to be instructional in the broadest sense of the word. Knowledge and expertise invaluable to the human existence have to be conveyed. It also includes values and norms. Non-formal ER and ETV are targeted at adults and non-adults outside a school and tertiary educational context. It moves on both the pedagogical and the andragogical terrains and as a broadcasting discipline will have to draw from both pedagogy and the andragogy. Non-formal ER and ETV cannot be planned and operated in isolation by the SWABC. It has to issue forth from a national educational and development strategy. Learning deficiencies and objectives have to be determined and formulated on a national level.

Generations of Canadians are familiar with the Canadian Broadcasting Corporation's school radio broadcasts. Agreement between the CBC and the Ministry of Education ensured that the CBC provided the necessary technical arrangements required to air and distribute the broadcasts, while the Ministry of Education agreed to provide the creative component for the programs - script writers, actors and actresses, musicians, and others. The broadcasts came to include music, art, social studies, science, and language arts. This thesis examined the historical development of British Columbia school radio, the shape of the broadcasts themselves, and British Columbia teachers' experiences associated with school radio. This study also examined the experiences of CBC and Ministry of Education personnel who were involved in the production and distribution of British Columbia school radio. Interviews with British Columbia teachers who listened to the broadcasts from 1960-1982, and Ministry of Education and CBC employees whose work brought them in contact with the school radio broadcasts, provided the core evidence for this study. Ministry of Education and CBC employees provided the context for the interviews. Interviews, combined with the Ministry of Education Reports, enabled the re-creation of the experiences associated with British Columbia school radio. Although there were differences amongst classroom eachers' reactions to the programs, there were some striking similarities. On the whole, British Columbia teachers found school radio interesting, informative, and purposeful. School broadcasts allowed teachers a moment to 'catch their breath' when preparation time was not the norm. Interviews with CBC employees revealed more similarities than differences with respect to their experiences. They reported that the broadcasts provided British Columbia schools with educationally sound material. Although CBC personnel did not find the broadcasts professionally challenging, they had fond memories of their association with the programs. Ministry of Education employees interviewed reflected very different opinions relating to their experiences as script writers, producers, directors, performers, and others. Nonetheless, they provided valuable information as to how school broadcasts were put together for pupils and teachers. Changing instructional technology, which included the introduction of a visually stimulating medium such as television, the introduction of audio-visual equipment such as tape-recorders which enabled the delay of broadcasts, and the implementation of a restrictive CBC budget brought the British Columbia school broadcasts to an end in 1982. / Education, Faculty of / Graduate

The field of development communication has up until recently enjoyed little academic appraisal in the light of emerging environmental discourses within the sociological tradition. No more prevalent is such neglect than on the level of enquiry into the possible roles for community radio, in contributing meaningfully towards environmental education. Proponents of environmental education have to this date been sceptic about transmission pedagogies inherent in the mass media, yet no attempts have been made to consider the position occupied by community radio as alternative to mass media education. This is a pressing concern, since the accelerated development and expansion of this sector in South Africa provides widespread potential for radio initiatives to take up environmental education (in terms of both information transmission and action programmes), especially at the level of isolated rural communities. This study examines the possible reasons for such neglect, by drawing both on qualitative and quantitative approaches to expose and appease the orientations exhibited from the fields of community radio and environmental education. By considering how both fields are inherently critically-inclined and by drawing on the views of an exploratory sample of 45 participants in the Wakkerstroom district, it argues that community radio, as development communication, could provide a meaningful context and multiple roles for the facilitation of environmental education in that locality . Broader calls for the use of such a medium are also reinforced by a discussion on the pressing environment and development challenges facing the study area . Throughout its theoretical discussion the study surfaces emerging themes. The most significant of these state that community radio 's local modus operandi, its valuing in principle of action , its call for specificity in broadcast approach, its inherent status quo-challenging temperament, its unique ability to harness interpersonal social interactions and its opportunity to build a sense of community and collaboration on environmental matters , provides for a meaningful context in which to house action and experientially-geared environmental education processes. All these arguments are seen to compliment existing views held on the media and environmental education, by the study's exploratory sample. By repeatedly positioning the two fields within a framework of socially-critical methodology, the study suggests that future initiatives in environmental education should be receptive to grassroots calls for using community radio as an alternative to generalized media broadcasting approaches, in which specific and local contexts could facilitate understandings on environment and development matters. It closes with a broad agenda for such further initiatives, by emphasizing the need to build network, organizational and research links between these two fields. / Thesis (M.Env.Dev.)-University of Natal, Pietermaritzburg, 1998.

Thesis (M.S.)--University of Wisconsin, 1968. / eContent provider-neutral record in process. Description based on print version record. Includes bibliographical references (leaves 82-84).

Thesis (M.A.)--B.Y.U. Dept. of Communications. / Includes bibliographical references (leaves [102]-105).

Thesis (Ph.D.)--Bowling Green State University, 2006. / Document formatted into pages; contains x, 324 p. Includes bibliographical references.

The following is a case study of three Foundation Phase teachers' classroom practice while using the Open Learning Systems Education Trust (OLSET) Radio Learning Programmes, "English In Action" Level Two materials with their Grade Two learners. This case study describes and analyses the feedback strategies of the three teachers. The radio learning programmes have been developed to provide teachers with an effective interactive set of materials to assist their learners in the acquisition of English. These audio materials also provide teachers with opportunities to be creative and responsive to their learners' specific needs. The feedback strategies described in this study are the teachers' use of their learners' mother tongue, correction oflearner error, and use of praise and encouragement during the three Teacher-Led Activity (TLA) segments of the radio programmes. These TLAs give teachers approximately 12 minutes per lesson during which they are called on to manage the materials according to their learners' specific needs. The TLAs are specifically designed to give learners the opportunity to use and respond to English in particular contexts. This study examines three teachers' feedback to their learners in order to find out what kind of feedback has been made. An attempt has also been made to analyse the nature of the feedback. It was found, from the description and analysis of the teachers' feedback, that when teachers used their learners' mother tongue this was more often used to translate words or phrases which were part of the radio narrator's instructions to the learners and these translations were then repeated in English. Teachers corrected very few learner errors. The most common form of correction was to model the correct form and have the learners repeat this. In spite of claiming that correction of errors was important and all three teachers said they did correct their learners' errors, there was very little evidence of this practice in the sample described in this study. The use of praise and encouragement was a strategy that all three teachers claimed they practised but almost no instances of the use of praise were described. The three teachers used only the word "good" to praise any of their learners' efforts and, in fact, all three used this only twice in each of the three lessons described in this study. In terms of language learning a number of factors have been compared. Some of these include teachers' repetition oflearners' answers and their correction oflearner responses by modelling. They were also observed allowing a variety of learner response as well as ensuring a number of individual learners were able to respond. These factors appear to have enhanced the language learning in the classrooms. However, it was also observed that the teachers needed more support in order to develop more explicit strategies to use their learners' mother tongue, to praise learners and to correct learner error purposefully in their classroom practice. There is a need for guidance to be given teachers in the development and use of open-ended questions and strategies which could encourage the development of higher order language skills in their learners. These findings will influence OLSET's teacher development curriculum. It is envisaged that strategies and activities designed to provide teachers with opportunities to reflect on their own practice with regard to the feedback they provide will be incorporated into the workshops and teacher support systems provided by OLSET's teacher development team.

Dissertation / This study investigates the role of radio in South African education, with Phalaphala FM as a case study. The aim was to investigate the extent to which Phalaphala FM's programmes include educational material and the extent to which the respondents listen to Phalaphala FM to satisfy their educational needs. Phalaphala FM as a regional radio station predominantly serves rural listeners, as they often do not have access to alternative forms of media. The theoretical point of departure is the uses and gratifications with its emphasis on the active audience concept. Content analysis of Phalaphala FM' s programme schedule was conducted to determine the amount of educational material. Focus group interviews and survey research were used to determine the respondents' media usage patterns. The results indicate that entertainment programmes are given more time on Phalaphala FM and that the respondents prefer entertainment programmes, to informational and educational programmes. / Educational Studies / M.A. (Communication)

Este trabalho tem como meta mapear o contexto e os principais fatos ligados à história da Rádio-Escola Municipal do Distrito Federal, fundada em 1934. Para tanto são descritas e analisadas as transformações culturais, as propostas educacionais e os projetos políticos contemporâneos à implantação da emissora estudada, buscando compreender o quanto influenciaram em sua concepção e consecução. O trabalho também apresenta outros projetos e publicações elaborados no decorrer das décadas de 1920 a 1940, referentes à utilização do rádio como veículo para educar. O presente trabalho analisou a atuação da emissora estudada até 1945. Porém, dados sobre outros períodos são apresentados, permitindo a visualização de um quadro geral das principais transformações ocorridas na estação, que, em 1946, passa a se chamar Rádio Roquette Pinto. / This research aims to map the context and the main facts related to the history of Municipal Scholl Radio of the Federal District, founded in 1934. To reach this goal, the cultural changes, the educational proposals and the political projects contemporary to the studied radio station implementation are described and analyzed, trying to understand how much they influenced its conception and achievement. The work also presents other projects and publications, produced during the decades of 1920 until 1940, which are related to the use of radio as a means of education. This study examined the role of the studied broadcast until 1945. However, data on the other periods are presented, conveying na overview of the main changes in the statios, which, in 1946, is to be called Radio Roquette Pinto.