The purpose of this study is to determine the types of audio-visual aids that are being used in the junior high schools of Texas, the extent of their use, the evaluation by teachers in service of various audio-visual aids, the needs recognized by the teachers in service for additional audio-visual aids in the respective schools, and the needs of teachers in service for aid and instructions in the use of such aids. It is hoped that, with this information and additional information from professional literature, conclusions can be drawn and recommendations made that will aid teachers in the Texas junior high schools to use available audio-visual aids to a much greater advantage than is now being evidenced.

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The problem of this study was a comparison of the responses of students to three techniques of teaching literature. From this comparison, the most effective technique of teaching literature was identified. The three techniques selected for the study were silent reading, Readers Theatre, and videotape Readers Theatre. These three techniques were compared on achievement and attitude response. Effectiveness of each technique was examined by noting each grade level and the pooled-technique effectiveness scores. Also, black and white video-tape scores were examined in comparison to scores from the presentation of color video-tape. The analysis of data revealed that Readers Theatre resulted in significantly higher mean scores on attitude-scale tests than either of the other two techniques. The teaching technique of silent reading produced significantly higher mean comprehension scores than did either Readers Theatre or black and white video-tape, although Readers Theatre resulted in higher mean comprehension scores than did black and white video-tape. Silent reading produced a higher mean score than did black and white video-tape on the attitude-scale tests. Since silent reading produced significantly higher scores on comprehension of literature, it was concluded that silent reading is the most effective method for achieving comprehension. However, it was also concluded that Readers Theatre is of importance in the domain of attitude and affect. This study isolated Readers Theatre as the most effective teaching technique for attitude response toward literature.

One purpose of this study was to determine whether any differences in immediate achievement or retention existed between students using manipulatives and students not using manipulatives. Also addressed in this study is whether or not the use of manipulatives is more beneficial for girls than boys and whether the use of manipulatives is more beneficial for low-ability students than for high-ability students. Students selected for this study were from a large suburban school district in Texas. The students were from eight intact classes, four of which were designated as the experimental group and the other four as the control group. The sample consisted of one hundred eighty-seven students. All students were tested with a test developed by the researcher. This same test was administered as a pretest, posttest, and retention test. The following supplemental data were also gathered on the students: mathematics scores from the California Test of Basic Skills and scores from the mathematics section of the Texas Educational Assessment of Minimum Skills test. Analysis of the data revealed no statistical difference in the mean scores of students instructed with or without manipulatives when the test was administered immediately after instruction. Nor was there any statistical difference in the mean scores when the test was administered two months after instruction. There was no statistical difference in the mean gain scores from the pretest to the posttest between boys and girls or between high- and low-achieving students. Nor was there any statistical difference between the mean gain scores from the pretest to the retention test between boys and girls or between high- and low-achieving students. It is recommended that further studies be conducted to investigate achievement and retention of students using manipulatives at the secondary level. It is also recommended that variables other than achievement be studied to determine the effects of manipulatives on secondary students.

Anthropological film and videomakers use their media for both research and education. In both cases, a formal technique of observational camerawork is required. In this thesis, appropriate continuity methods and a model of decision-making in camerawork are proposed, which are designed to deal with the certainties and uncertainties encountered in the observational type of ethnographic film. The ethnographic context of the research is the community in the Shixini area of the Transkei, where the author made video-recordings of a number of ritual and everyday events between 1981 and 1984. The model is tested on the case study of a "small event". There is an extensive amount of video material of a four-day mortuary ritual. The model is examined through a first-person account of the influences on decisions during shooting, and through formal analysis. Both of these examinations refer in detail to the unedited video material which accompanies the thesis, and assess how the decisions deal with time and space: with regard to the ritual markers and the continuity method. The thesis concludes that the model of camera work can be used to provide a coherent observation of the small event. The suitability of the model for editing is then tested. The unedited material of the case study is compared with an edited version. The ritual is represented in a narrative segment within a longer documentary, "Shixini December: Responses to Poverty in the Transkei". The complexity of editing operations is examined in detail by a variety of methods, and refers closely to the longer documentary. The fit between continuity in the unedited camera work and the edited version is established. A video copy of this documentary also accompanies the thesis. The unedited observational material is then tested for its use in research. An anthropologist screened the unedited material to ritual participants to elicit their responses, and with the results wrote a dissertation combining interpretation and ethnography. The detail of the ethnography and the consistency of the interpretation demonstrates the value of an observational video record. It does not conclusively demonstrate its validity for research, because the effect of video on memory needs further exploration. Instead of stimulating memory of off-camera action as may be expected, the video seems to anaesthetise it. Continuity methods can provide a clear but partial and fragmented observational record. This record has formal characteristics which are a necessary but not sufficient condition for editing into narrative. Continuity methods may provide a video record that is useful for research. If the video is used for reflexive validation, then a possible effect on the memory of off-camera events must be taken into account. The continuity characteristics of unedited video which result from in-camera editing can, but need not be, evident in subsequent texts based on them.

Made available in DSpace on 2015-03-03T11:52:28Z (GMT). No. of bitstreams: 0 Previous issue date: 2013-10-29Bitstream added on 2015-03-03T12:06:41Z : No. of bitstreams: 1 000805824_20200331.pdf: 472916 bytes, checksum: a792c329d54ab29e3122d5600990261c (MD5) / Conselho Nacional de Desenvolvimento Científico e Tecnológico (CNPq) / Coordenação de Aperfeiçoamento de Pessoal de Nível Superior (CAPES) / Esta tese objetivou criar uma proposta teórico-metodológica para análise de inserções parentéticas em textos escritos – aplicável a textos escritos –, a partir dos fundamentos teórico-analíticos da Gramática Textual-Interativa (GTI), tomando como base um corpus escrito – chat educacional escrito em espanhol como língua estrangeira – e, na sequência, aplicar a mencionada proposta nesse corpus, além de outros aspectos teóricos. Para isso, inicialmente, elaboramos e definimos – tendo como base o referido corpus – uma Unidade de Análise e um Critério de Seleção, de Identificação, de Delimitação e de Reconhecimento de inserção parentética para, em uma etapa posterior, proceder a uma análise da parentetização – nesse mesmo corpus – em contexto de Comunicação Mediada por Computador (CMC) em situação de ensino e aprendizagem de língua estrangeira, e, mais especificamente, em chat educacional voltado para o ensino de espanhol para brasileiros. A parentetização foi descrita e analisada em sessões de chat educacional de um curso de espanhol com fins específicos, intitulado “Español para Turismo” (EPT), ministrado totalmente a distância, sem o uso de recursos de áudio e vídeo. Essas sessões de chat educacional foram realizadas essencialmente por escrito, em tempo real (síncrono), em língua espanhola por participantes brasileiros. Além disso, como desdobramento do próprio trabalho da tese, elaboramos uma definição de um gênero de chat considerado mais “geral”, que denominamos de Chat Geral, e uma definição do Chat Educacional. Especificamente, esta tese: (a) Define uma Unidade de Análise, de caráter discursivo, para uma análise de inserções parentéticas tanto no corpus como também aplicável a outros textos escritos; (b) Define um Critério de Seleção, de Identificação, de Delimitação e de Reconhecimento (CRISIDER) de inserção parentética tanto no corpus como também ... / The aim of this thesis is to present a theoretical and methodological approach for analysis of parenthetical insertions in written texts – applicable to written texts – from theoretical and analytical grounds of Textual-Interactive Grammar (TIG), considering an educational chat written in Spanish as a foreign language as a written corpus. For this, we first elaborated and defined a Unit of Analysis and a Criterion of Selection, Identification, Delimitation and Recognition of parenthetical insertion. Later, we carried out a parenthetical analysis – in the same corpus – in a Computer Mediated Communication (CMC) method, regarding to foreign language teaching-learning process – more specifically, in an educational chat to teach Spanish to Brazilians. The parenthetical insertions were described and analysed in educational chat sessions of a Spanish course for specific purposes „Spanish for Tourism" (SFT), totally taught online, without audio and videos features. These educational chat sessions were in real time (synchronous), being essentially developed in written Spanish by Brazilian participants. Moreover, as a development from the thesis itself, we established a definition of a chat type considered mostly as „general", named General Chat, and a concept of Educational Chat. This thesis specifically: (a) Define a Unit of Analysis, a discursive unit to analyse parenthetical insertions not only in the corpus but also applicable to other written texts; (b) Define a Criterion of Selection, Identification, Delimitation and Recognition of parenthetical insertions in the corpus and other written texts; (c) Once items (a) and (b) were completed, we examined parenthetical insertions applying the Unit of Analysis and Criterion of Selection. Also, these parenthetical expressions were analysed according to the segmentation proposed by Delomier and Morel (1986), and some concepts by Jubran ... / El objetivo de esta tesis ha sido crear una propuesta teórico-metodológica para el análisis de inserciones parentéticas en textos escritos – aplicable a textos escritos –, a partir de los fundamentos teórico-analíticos de la Gramática Textual-Interactiva (GTI), adoptando como base un corpus escrito – chat educacional escrito en español como lengua extranjera – y, enseguida, aplicar la referida propuesta en ese corpus, además de otros aspectos teóricos. Para ello, inicialmente, elaboramos y definimos – teniendo como base el dicho corpus – una Unidad de Análisis y un Criterio de Selección, de Identificación, de Delimitación y de Reconocimiento de inserción parentética para, en una etapa posterior, proceder a un análisis de las inserciones parentéticas – en ese mismo corpus – en un contexto de Comunicación Mediada por Ordenador (CMO) en situación de enseñanza y aprendizaje de lengua extranjera, y, más específicamente, en un chat educacional dirigido a la enseñanza de español para brasileños. Las inserciones parentéticas han sido descritas y analizadas en sesiones de chat educacional de un curso de español con fines específicos, intitulado “Español para Turismo” (EPT), administrado totalmente a distancia, sin los recursos de audio y video. Esas sesiones de chat educacional fueron realizadas esencialmente por escrito, en tiempo real (síncrono), en lengua española por participantes brasileños. Además, como desdoblamiento de este trabajo de tesis, elaboramos una definición de un género considerado más “general”, que denominamos de Chat General, y de una definición de Chat Educacional. Específicamente, esta tesis: a) Define una Unidad de Análisis, de carácter discursivo, para un análisis de inserciones parentéticas tanto en el corpus como también aplicable a otros textos escritos; b) Define un Criterio de Selección, de Identificación, de Delimitación y de Reconocimiento ...

Films have been used with varying degrees of success to influence the attitudes of pupils of different ages and interests. Little has been done, however, to measure the attitudes of girls in high school homemaking classes. It is the purpose of this study to use films as an integral part of a group relationships unit and to determine what attitude changes, if any, are directly attributable to film content.

The purpose of this study is to determine the possibilities of visual aids as an aid to the learning process in the social studies of the intermediate grades of the Denton public schools, with particular emphasis on the moving picture films and film strips available for use as visual aids in the social studies subjects.

For this project the brain-based theory of learning, an eclectic theory that incorporates the cognitive and humanistic views was researched. Multimedia, a technology which supports the principles of brain-based learning, was then selected as the vehicle to present historical materials to students.

Orientador: Anise de Abreu Gonçalves D'Orange Ferreira / Co-orientador: Mercedes Marcos Sánchez / Banca: Nildicea Aparecida Rocha / Banca: Isadora Valencise Gregolin / Banca: Fabiana Cristina Komesu / Resumo: Esta tese objetivou criar uma proposta teórico-metodológica para análise de inserções parentéticas em textos escritos - aplicável a textos escritos -, a partir dos fundamentos teórico-analíticos da Gramática Textual-Interativa (GTI), tomando como base um corpus escrito - chat educacional escrito em espanhol como língua estrangeira - e, na sequência, aplicar a mencionada proposta nesse corpus, além de outros aspectos teóricos. Para isso, inicialmente, elaboramos e definimos - tendo como base o referido corpus - uma Unidade de Análise e um Critério de Seleção, de Identificação, de Delimitação e de Reconhecimento de inserção parentética para, em uma etapa posterior, proceder a uma análise da parentetização - nesse mesmo corpus - em contexto de Comunicação Mediada por Computador (CMC) em situação de ensino e aprendizagem de língua estrangeira, e, mais especificamente, em chat educacional voltado para o ensino de espanhol para brasileiros. A parentetização foi descrita e analisada em sessões de chat educacional de um curso de espanhol com fins específicos, intitulado "Español para Turismo" (EPT), ministrado totalmente a distância, sem o uso de recursos de áudio e vídeo. Essas sessões de chat educacional foram realizadas essencialmente por escrito, em tempo real (síncrono), em língua espanhola por participantes brasileiros. Além disso, como desdobramento do próprio trabalho da tese, elaboramos uma definição de um gênero de chat considerado mais "geral", que denominamos de Chat Geral, e uma definição do Chat Educacional. Especificamente, esta tese: (a) Define uma Unidade de Análise, de caráter discursivo, para uma análise de inserções parentéticas tanto no corpus como também aplicável a outros textos escritos; (b) Define um Critério de Seleção, de Identificação, de Delimitação e de Reconhecimento (CRISIDER) de inserção parentética tanto no corpus como também ... / Abstract: The aim of this thesis is to present a theoretical and methodological approach for analysis of parenthetical insertions in written texts - applicable to written texts - from theoretical and analytical grounds of Textual-Interactive Grammar (TIG), considering an educational chat written in Spanish as a foreign language as a written corpus. For this, we first elaborated and defined a Unit of Analysis and a Criterion of Selection, Identification, Delimitation and Recognition of parenthetical insertion. Later, we carried out a parenthetical analysis - in the same corpus - in a Computer Mediated Communication (CMC) method, regarding to foreign language teaching-learning process - more specifically, in an educational chat to teach Spanish to Brazilians. The parenthetical insertions were described and analysed in educational chat sessions of a Spanish course for specific purposes „Spanish for Tourism‟ (SFT), totally taught online, without audio and videos features. These educational chat sessions were in real time (synchronous), being essentially developed in written Spanish by Brazilian participants. Moreover, as a development from the thesis itself, we established a definition of a chat type considered mostly as „general‟, named General Chat, and a concept of Educational Chat. This thesis specifically: (a) Define a Unit of Analysis, a discursive unit to analyse parenthetical insertions not only in the corpus but also applicable to other written texts; (b) Define a Criterion of Selection, Identification, Delimitation and Recognition of parenthetical insertions in the corpus and other written texts; (c) Once items (a) and (b) were completed, we examined parenthetical insertions applying the Unit of Analysis and Criterion of Selection. Also, these parenthetical expressions were analysed according to the segmentation proposed by Delomier and Morel (1986), and some concepts by Jubran ... / Resumen: El objetivo de esta tesis ha sido crear una propuesta teórico-metodológica para el análisis de inserciones parentéticas en textos escritos - aplicable a textos escritos -, a partir de los fundamentos teórico-analíticos de la Gramática Textual-Interactiva (GTI), adoptando como base un corpus escrito - chat educacional escrito en español como lengua extranjera - y, enseguida, aplicar la referida propuesta en ese corpus, además de otros aspectos teóricos. Para ello, inicialmente, elaboramos y definimos - teniendo como base el dicho corpus - una Unidad de Análisis y un Criterio de Selección, de Identificación, de Delimitación y de Reconocimiento de inserción parentética para, en una etapa posterior, proceder a un análisis de las inserciones parentéticas - en ese mismo corpus - en un contexto de Comunicación Mediada por Ordenador (CMO) en situación de enseñanza y aprendizaje de lengua extranjera, y, más específicamente, en un chat educacional dirigido a la enseñanza de español para brasileños. Las inserciones parentéticas han sido descritas y analizadas en sesiones de chat educacional de un curso de español con fines específicos, intitulado "Español para Turismo" (EPT), administrado totalmente a distancia, sin los recursos de audio y video. Esas sesiones de chat educacional fueron realizadas esencialmente por escrito, en tiempo real (síncrono), en lengua española por participantes brasileños. Además, como desdoblamiento de este trabajo de tesis, elaboramos una definición de un género considerado más "general", que denominamos de Chat General, y de una definición de Chat Educacional. Específicamente, esta tesis: a) Define una Unidad de Análisis, de carácter discursivo, para un análisis de inserciones parentéticas tanto en el corpus como también aplicable a otros textos escritos; b) Define un Criterio de Selección, de Identificación, de Delimitación y de Reconocimiento ... / Doutor