Economic retrenchment, social shifts, and technological changes endanger journalism's democratic role. Journalism education faces parallel threats. I review the state of journalism and education, linking the crisis to society's loss of story, framed philosophically by the Dewey-critical theory split over journalism and power. I explore the potential for renewing journalism and education with Carey's ritual model and Postman's restoration of storytelling. I then summarize existing major academic programs and suggest a new interdisciplinary curriculum for environmental journalism, a specialty well suited to experimental, democracy-centered education. The curriculum uses as pedagogy active and conversational learning and reflection. A graduate introductory course is detailed, followed by additional suggested classes that could form the basis of a graduate certificate program or, with further expansion, a graduate degree concentration.

The purpose of this study is to understand culture as a factor in the motivation of heritage speakers of Spanish to study Spanish at the college level in South Florida. 59 participants divided into three groups of heritage speakers of Spanish at Florida Atlantic University at Boca Raton participated in a questionnaire survey, for a combination of quantitative and qualitative analyses. Subjects were grouped according to the degree of involvement in Spanish-related activities at the college-level. The instrument was a combination of Likert-scale questions as well as open-ended questions aimed at clarifying or expanding on topics presented during the Likert-scale part of the questionnaire. The findings of this study indicate that most heritage speakers understood culture as a part of their identity. Students who were enrolled in Spanish classes were not just looking to expand their Spanish knowledge, but to re-connect and re-establish links with their cultural heritage. Finally, those who chose not to study Spanish cite as their most important reason a dislike for the Spanish language. The results revealed the following implications for the heritage speaker curriculum: the need to address the unique demographic make-up of Spanish heritage speakers in South Florida; the necessity for a consistent and reliable methodology for the identification of heritage speakers, and; the importance of instructors' sensitivity to regional and social dialect variation. / by Carolina M. Seiden. / Table of Contents lists pg. 258 as Vita, but that page is the last page of the bibliography. / University Library's copy lacks signatures of the Supervisory Committee. / Thesis (Ph.D.)--Florida Atlantic University, 2008. / Includes bibliography. / Electronic reproduction. Boca Raton, FL : 2008 Mode of access: World Wide Web.

Since China's open-door policy of 1978, an increasing number of Western language teachers have entered the People's Republic. Numerous reports criticizing Chinese teaching methods, books, curricula, and students have been written by teachers of English, the cause of which can, in many cases, be related back to teachers' different expectations about language curricula. Dubin and Olshtain's (1986) curriculum framework was utilized in this study to examine the premises of language learning and teaching in China. A questionnaire was sent to teachers and students at seven schools in the People's Republic of China. The questionnaire included a brief needs analysis and questions related to views about language, language learning and education. Data from the 347 student respondents and 34 teacher respondents were used to discuss (i) the priorities of English language teachers and learners in China, and (ii) whether Western methodologies were suitable for use in China. The conclusions drawn from the study were, firstly, that Chinese language teachers and learners rank product over process. Linked to this was the conclusion that no one Western methodology was particularly suitable or unsuitable for use in China. Secondly, it appeared that students in China prioritize passive language skills and passive ways of learning over active language skills and active methods of learning.

No abstract. / Thesis (M.Ed.)-University of KwaZulu-Natal, Durban, 2011.

With the introduction in 2006 of the school subject Mathematical Literacy (ML) in the further Education and Training band, there have been expectations that such a subject might develop responsible citizens, contributing workers and self-managing people. The extent to which the subject can meet these aims is dependent on the ways in which the subject is taught and assessed, which influences the focus of ML in the classrooms. One of the differences between the respective subjects of Mathematics and Mathematical Literacy is that when it comes to the latter, there has been less emphasis on carrying out algebraic procedures, and a greater focus on working with contexts. However, algebraic skills can be advantageous even when solving problems set within contexts. One area, which surfaces the distinction between arithmetic and algebraic skills, is in the substitution and computation of a formula, as compared to the solution of equations. In this study, I focus on this distinction by examining Grade 11 ML learner skills in solving both result-unknown problems and start-unknown problems, where the former involves substituting and computing the result of a formula or equation for which the input is given. The latter involves re-arranging the equation or formula in order to solve for the input when the output is given. With this in mind, this study sets out to explore the strategies used by Grade 11 learners to solve result-unknown and start-unknown problems set in real life contexts. This is a qualitative study, carried out with three hundred and forty Grade 11 Mathematical Literacy learners from rural and urban school in North Durban. Data was gathered from a document analysis of 340 learners’ written responses to the research instrument, along with interviews with ten of these learners. There were four tasks in the research instrument, each of which had a result-unknown, a start-unknown and a reflection question. In the four tasks with the exception of Question 1.2.1 and 1.2.2 in tasks one, were set around a linear equation, while Question 1.2.1 and 1.2.2 involved a hyperbolic equation. Semi-structured interviews were conducted individually with ten learners and the audio recorded. The purpose of the interviews was to explore some of the factors that influenced their written responses. The findings revealed the solving of start-unknown questions to be a serious problem for learners. On average, the success rate at result-unknown questions was 75%, while it was 26% for start-unknown questions. For start-unknown questions based on linear equations only, the success rate was a mere 19 percent. Some strategies used by learners in responding to start-unknown questions included number grabbing, systematic guess and test, conjoining, symbol manipulation and working backwards. On average, over the four tasks based on linear equations, only nine percent of learners successfully used strategies based on algebraic skill. Most learners who obtained correct answers in the start-unknown questions used the guess and test strategy. Strategies identified in result-unknown questions included direct arithmetic strategy. The study recommends that for ML learners, teachers need to impress upon learners that the location of the formula in the question is not an indication that certain questions would be answered using the formula, because the formula is placed next to them. It also recommends that teachers create opportunities for learners to continue to practice the algebraic skills they learned in the GET band, particularly in the area of transforming and solving simple linear equations. / M. Ed. University of KwaZulu-Natal, Durban 2013.

The purpose of this study was to investigate the views of students and lecturers at the University of Namibia about teaching and learning. The study specifically determined the views of students and lectures in relation to language, teaching, learning and assessment as well as what we might learn from analysis of these views to assist in improving teaching, learning and assessment.

No description available.

No description available.

Thesis (MTech(Education)--Cape Technikon, Cape Town, 2001 / This study presents a theoretical evaluative framework for information literacy initiatives. The evaluative framework is based on a holistic behavioural taxonomic approach incorporating affective, cognitive, and physical domains. In this study the behavioural taxonomic approach was applied to the evaluation of a historical information literacy initiative, the IFYE (Integrated First Year Experience), developed by the Cape T echnikon in 1997, South Africa. The motivating factor behind the evaluation was to determine whether it would be suitable as an implementable initiative at other institutions in the Western Cape. This coincided with the aims of Infolit, who had invited institutions of Higher Education to submit pilot projects on information literacy in a drive to promote information literacy throughout the Western Cape. Although the IFYE initiative may not have realised its full potential, information literacy has drawn continued interest and other initiatives have since been developed. Application of two eXlsttng taxonomles, demonstrated distinct limitations in their application and a new taxonomy was developed within the South African educational context. The new taxonomy was applied to the theoretical evaluation of an innovative elearning information literacy initiative developed by the Cape Technikon in 2000, which has been accepted by Infolit for wider implementation throughout the Western Cape. The final section of the study presents recommendations based on the evaluation of the elearning initiative, information literacy initiatives in general, and structural changes to the developed taxonomy. Areas for further research are also discussed.

M.A. / A review of research titles produced since 1985 at RAU indicates that no formal research has been conducted on the evaluation of the counselling psychology curriculum. An overview of the literature in this field indicates that the profession has not consolidated a unique identity, and its evolution continues since its inception in approximately 1890 together with the origination of the general field of psychology. It thus becomes difficult to define a standard counselling psychology curriculum in this changing growth process, and this study examines only a single curriculum while attempting to determine efficiency, effectiveness and relevance within the changing South African context. Thus while the literature and existing theoretical models served to provide some bench marks in the evaluation process in terms of current trends, the related needs of a diverse and changing South African population were also utilised. It was anticipated that this evaluation process would provide the training system with relevant feedback to be used for possible future implementation. Given the limitations of a dissertation the aim was not to conduct an empirical study, but rather to obtain as much useful information as possible by using a questionnaire with rating scales and open ended questions in order to best determine efficiency, effectiveness and relevance of the training curriculum. While the analysis of the results appears to show that students experienced overall satisfaction with training, except for some modules, a trend is also noted where the programme itself has evolved by better meeting the needs of students. However, it is indicated that the programme does not adequately prepare students for the demands of private practice, and that the emphasis is too academic and less applied, which results in producing adequate knowledge but inadequate skills. Serious consideration is found to be needed regarding the relevance of the curriculum in terms of the broader South African community and needs.