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Image and voice in adult literacySoleil, Naome January 2002 (has links)
This qualitative research study explores the use of television as text in
adult literacy as a means of bridging orality and literacy. The reason for selecting
television as an educational tool was to provide equal access to stories for both
non-readers and readers of print, and the 22 research participants were required
to complete a survey and participate in four 2-hour workshops, and a taped
interview. During the workshops, participants learned to actively engage with
the texts that were edited stories from the Canadian television series North of 60.
The researcher included reading strategies to encourage the participants'
interaction with the texts as active "readers" (see Fiske, 1987; Buckingham, 1993;
Bianculli, 1992) and brainstorming to increase their vocabulary prior to writing
reflective responses.
First, how television as text influences an adult literacy student's ability to
transfer information from oral texts into print texts is analyzed. The findings
indicate that television allows non-readers, reluctant readers, and delayed
readers of English to learn literary terms and conventions that apply to print
stories and practise four domains of language acquisition - listening, speaking,
reading, and writing. A selection of each participant's written responses to the
stories and interview fragments have been analyzed. Whenever possible, the
selection is based on a participant's favorite story or personal connection to a
character.
Second, the effect of brainstorming on written responses has been
examined. This technique is a pre-writing strategy the researcher used not only
to assist the participants in recording vocabulary relevant to the story, but also to
provide opportunities for sharing ideas in the construction of meaning. Based on
data collected during the interviews, individuals with short-term memory
problems indicate that repetition of vocabulary through brainstorming, note-taking,
and discussion reinforces memory retention, and second language
learners gain knowledge of pronunciation by hearing and rehearsing vocabulary
from the stories.
Third, factors contributing to the participants' reflective oral and written
responses to the television stories have been analyzed. The main factors
contributing to reflective thinking and writing involve the research pedagogy
and the development of reflective skills through practice. The researcher's
reflective methodology combines phenomenology, critical ethnography, and
emancipatory practice from the diverse perspectives of van Manen (1990), Haig-
Brown and Archibald (1996), and Freire (1974,1994,1997,1998) who have
informed this study together with other researchers in the respective fields. This
method situates the research participants and the researcher in a partnership in
which everyone contributes through dialogue to the learning process. / Education, Faculty of / Language and Literacy Education (LLED), Department of / Graduate
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A Content Analysis of Art and Art-Related Vocabulary on Selected Children's Educational Television ProgramsMcCollum, Shirley Jean 12 1900 (has links)
The problem of this study was a content analysis of art and art-related vocabulary utilized in selected children's leisure time television viewing. Three programs (Misterogers Neighborhood, Sesame Street, and The Electric Company) were selected for the analysis. Audio tapes were made, transcribed, and analyzed for the art and artrelated words based on contextual usage. The analysis of the resulting 223-page tapescript revealed 467 art and art-related words which occurred a total of 3,668 times. The identified art and art-related words were subsequently sorted into five categories by systematically applying specific criteria. The conclusion was that television is limiting in art and art-related vocabulary as a viable language source.
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An evaluation of ETV teaching materials in the integrated science subjectNg, Po-mo., 吳寶武. January 1996 (has links)
published_or_final_version / Education / Master / Master of Education
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A Comparison Between the Programming Processes of the Instructional Services Division, KERA-TV, Dallas, and the Instructional Television Center, IsraelMolad, Clarisse 08 1900 (has links)
This paper compares the different approaches to programming taken by KERA--TV Instructional Services Division and by Israel's Instructional Television Center This study first examines the historical development of instructional television in the United States, particularly in Dallas, and in Israel, Next examined are the differences and the similarities between the stations' programming processes. Finally, the study examines the perceived achievements of programming goals set by each station. This report concludes that the stations' differences in their approach to programming are rooted in their historical developments, and discusses the opposite directions which the stations' programming processes are currently developing,
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Effective utilization of E.T.V. resources in Hong Kong secondary schools /Lau, Yiu-fai. January 1979 (has links)
Thesis (M. Ed.)--University of Hong Kong, 1980. / Includes bibliographical references (leaf 92-94).
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Effective utilization of E.T.V. resources in Hong Kong secondary schoolsLau, Yiu-fai. January 1979 (has links)
Thesis (M.Ed.)--University of Hong Kong, 1980. / Includes bibliographical references (leaf 92-94). Also available in print.
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TV- en videogeletterdheid in skole20 November 2014 (has links)
M.Ed. (Education) / Please refer to full text to view abstract
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Television and Its Applications to Education with Special Reference to Industrial ArtsElkins, Claude C. 06 1900 (has links)
It is the purpose of this study to determine if there are any ways and means by which television may be used effectively as an instructional aid in programs of education, and special attention will be given to ways and means of using television in the teaching of industrial arts.
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The Effect of Teaching Beginning College Mathematics by TelevisionBackens, Vern W. (Vern William) 08 1900 (has links)
The purposes of this study were (1) to compare the achievement levels of students enrolled in a beginning college mathematics course when taught by (a) closed-circuit television followed by student-assisted study periods, (b) closed circuit television followed by access to videotape replay with no supervised study periods, (c) closed-circuit television followed by unsupervised study and discussion, and (d) regular lecture-recitation methods conducted by the television instructor, and (2) to ascertain the students' attitudes toward their instructor, course, and method of instruction.
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An Approach to Teaching Adults to Play Beginning Piano through the Use of Educational TelevisionFore, Katherine Ellen Moser 08 1900 (has links)
The purpose of this paper is to establish a need for more accessible fine arts courses offered to adults and more specifically in music, to design a series of programs that would give an introduction to beginning functional piano through the use of educational television. The paper includes ten lesson outlines for thirty minute program segments including a pilot script. This educational television series is designed to stimulate the student's continued playing of the piano with guided instruction through class or private lessons. A particular method of piano pedagogy used for educational television is explored. Procedures followed in order to be able to film the project are also covered, It is suggested that a survey in the particular viewing audience area be conducted and tests given to a cross-section of adults before implementation of the program.
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