The problem with which this investigation is concerned is that of determining the effects of videotaping and subsequent playback on the communication performance of introverted and extroverted individuals. The principal method of determining these effects is the subjective judgment of a panel of qualified speech instructors who viewed videotaped speeches made by the subjects. All subjects were repeatedly subjected to videotaping, and half were exposed to playback. Statistically, by using one-way analysis of covariance, the effects of playback were measured: The speaking scores achieved by the experimental introverts and extroverts were compared with the speaking scores of the control introverts and extroverts. Sixty-four subjects were used; these were limited to college students enrolled in the teacher-education program. To carry out the purposes of the study, the following hypotheses were tested: 1. There will be a significant difference between the scores of introverted trainees who are videotaped and exposed to playback and the scores of introverted trainees who are videotaped but not exposed to playback. 2. There will be a significant difference in the scores of extroverted trainees who are videotaped and exposed to playback and the scores of extroverted trainees who are videotaped but not exposed to playback.

The problem of this study was to determine the effects of videotape feedback upon teachers' classroom verbal and nonverbal behavior, objectives, methods, and expressed attitudes about teaching.

This study used an experimental design and a direct test of recall to provide data about teacher immediacy and student cognitive learning. Four hypotheses and a research question addressed two research problems: first, how verbal and nonverbal immediacy function together and/or separately to enhance learning; and second, how immediacy affects cognitive learning in relation to student motivation. These questions were examined in the context of video instruction to provide insight into distance learning processes and to ensure maximum control over experimental manipulations. Participants (N = 347) were drawn from university students in an undergraduate communication course. Students were randomly assigned to groups, completed a measure of state motivation, and viewed a 15-minute video lecture containing part of the usual course content delivered by a guest instructor. Participants were unaware that the video instructor was actually performing one of four scripted manipulations reflecting higher and lower combinations of specific verbal and nonverbal cues, representing the four cells of the 2x2 research design. Immediately after the lecture, students completed a recall measure, consisting of portions of the video text with blanks in the place of key words. Participants were to fill in the blanks with exact words they recalled from the videotape. Findings strengthened previous research associating teacher nonverbal immediacy with enhanced cognitive learning outcomes. However, higher verbal immediacy, in the presence of higher and lower nonverbal immediacy, was not shown to produce greater learning among participants in this experiment. No interaction effects were found between higher and lower levels of verbal and nonverbal immediacy. Recall scores were comparatively low in the presence of higher verbal and lower nonverbal immediacy, suggesting that nonverbal expectancy violations may have hindered cognitive learning. Student motivation was not found to be a significant source of error in measuring immediacy's effects, and no interaction effects were detected between levels of student motivation, teacher verbal immediacy, and teacher nonverbal immediacy.

Orientador: Regina Célia Baptista Belluzzo / Banca: Francisco Rolfsen Belda / Banca: Ricardo Alexino Ferreira / Resumo: Devido ao fluxo informacional intenso, somado às tendências tecnológicas, de controle, armazenamento e distribuição, a gestão da informação é considerada como fator primordial possibilitando dinamismo e competências para gerir e direcionar essa matéria prima que é a informação. Nesse cenário, encontra-se a mídia televisiva que utiliza, principalmente, a imagem como informação, enquanto linguagem determinante para o setor audiovisual. No telejornalismo a imagem é apresentada para retratar e cobrir suas notícias. O objeto de estudo desta dissertação é a gestão de imagens em movimento de matérias jornalísticas, considerando-se que essa informação atingirá seu objetivo se a mesma for beneficiada e gerida no banco de dados, seguindo uma sequência e favorecendo a distribuição e uso desta informação a seus usuários de forma rápida e precisa. A questão central que norteou os estudos e pesquisa refere-se ao tratamento da imagem em movimento e como ela deverá pautar para que haja a precisão na recuperação. Assim, objetivou-se, de modo geral, a otimização nas atividades que envolvem a gestão da informação de imagens em movimento, de matérias jornalísticas em uma emissora regional de televisão e oferecer contribuição teórico-prático de modo a proporcionar condutas de gestão para essa área na Televisão Digital. Os objtivos específicos estipulados resultaram na construção de um referencial teórico de apoio, que na sequência culminou em realização de estudo exploratório junto ao Centro de Documentação - CEDOC, da emissora TV TEM, afiliada à Rede Globo e que congrega as cidades de Sorocaba, Bauru, São José do Rio Preto e Itapetininga, a fim de apresentar parâmetros norteadores às condutas de gestão de imagens em movimento junto aos bancos de dados em ambiência de TV Digital. Os procedimentos metodológicos para atingir os objetivos estabelecidos foram operacionalizados mediante o... / Abstract: Due to the intense information flow, together with the techonological trends of control, storage and distribution, information management is considered as a key factor enabling dynamism and skills to manage and direct this raw material that is information. In this scenario, is the television media that uses mainly the image as information while determining language for the audiovisual sector. Television journalism the image appears to portray and cover your news. The study object of this thesis is the management of movement of news stories in images, considering that this information will reach its goal if it is processed and managed in the database, following a following and promoting the distribution and use of this information its users to quickly and accurately. The central question that guided the studies and research refers to the treatment of the moving image and how it should be guided so that there is accuracy in recovery. Thus, if the objective was, in general, the optimization in activities involving information management movement of news stories in pictures in a regional television station offer theoretical and practical contribution to provide management practices for this area Digital Television. The required specific objectives resulted in the construction of a theoretical framework to support that following culminated in conducting exploratory study by the Documentation Centre - CEDOC, the broadcaster TV TEM, affiliated to Rede Globo and brinding together the cities of Sorocaba, Bauru, São Jose do Rio Preto and Itapetininga, to present guiding parameters to the moving image management conduct with the databases in Digital TV ambience. The methodological procedures to achieve the established objectives were operationalized through the development of exploratory research, with the steps of the research/literature review; field research that split into information retrieval, enabling the characterization of TEM TV and CEDOC... / Mestre

This research examined the validity of videotaped analyses of clinical sessions in comparison to direct (live) observations. The subjects were eleven student clinicians and their respective clients, enrolled Fall Term, 1979, in Portland State University's Speech and Hearing Sciences Articulation and Language and Urban Language Clinics. The Boone-Prescott Interactional Analysis System, a numerically coded system, was used to record clinician/ client interactions. Data were obtained for a randomly selected five-minute period from each of thirty clinical sessions.

Thesis (M.S.)--Kutztown University of Pennsylvania, 2000. / Source: Masters Abstracts International, Volume: 45-06, page: 2708. Typescript. Abstract precedes thesis as, preliminary leaves i-ii.

Thesis (Ed. D.)--University of Missouri--St. Louis, 1989. / eContent provider-neutral record in process. Description based on print version record. Includes bibliographical references.

Understanding nature of science (NOS) is an important learning objective of the science curricula in many countries. However, research shows that there is a large gap between the curriculum emphasis and classroom practice. There have been calls for more studies on how teachers can be better prepared for teaching NOS. This study examines what teachers have learned, how they have learned it and the factors affecting their learning in a teacher professional development (TPD) programme to prepare them to teach NOS. The study was conducted in 2008-10, when the new Hong Kong Senior Secondary Biology curriculum, with its emphasis on NOS, was introduced. Three of the 18 teachers participating in the programme were chosen for in-depth case studies to illuminate their process of learning to teach NOS. Over a 20-month period, the teachers worked collaboratively to learn how to teach NOS in study group settings. Initially, the teachers were given curriculum materials designed for the explicit and reflective teaching of NOS. They selected, adapted and refined the curriculum materials to suit their own students. They then taught NOS to their students using the modified curriculum materials in their classroom, and the lessons were videotaped. These videos were later shared and analyzed collaboratively in study group meetings and workshops. To monitor their learning, the teachers were asked to complete reflection tasks and follow-up interviews after participating in each of the TPD activities, including the trial teaching of NOS in their own classroom, reflecting on the lesson, reflecting on the lesson video, and discussing the lesson video with their peers. Using an interpretive approach, other data sources, including field notes from classroom observations, transcripts of teacher discussions in meetings and workshops, and interviews with individual teachers before and after the programme on their confidence and concerns about NOS teaching, were also collected for triangulation purposes, and for the production of individual case reports for each teacher. It was found that the teachers had improved their NOS knowledge, NOS teaching skills, confidence as well as intention to teach NOS after participating in the programme. The process of learning to teach NOS can be characterized as lengthy, recursive and closely embedded in authentic classroom practices. Four major factors related to the TPD programme were identified as contributory to teachers’ learning to teach NOS. They are: (1) the formation of a community of practice with a shared goal to improve NOS teaching, (2) the provision of educative curriculum resources for explicit and reflective teaching of NOS, (3) first-hand experience of teaching NOS in authentic classroom settings, and (4) video-based discussions on NOS teaching in meetings and workshops. Based on the findings, an emergent model of effective use of video for learning to teach NOS was also proposed. The implications of the findings on the design of effective TPD programmes for learning to teach NOS were discussed. / published_or_final_version / Education / Doctoral / Doctor of Philosophy

Thesis (M.S.)--Kutztown University, 1989. / Source: Masters Abstracts International, Volume: 45-06, page: 2807. Abstract precedes title page. Typescript. Includes bibliographical references (leaves 50-51).

Thesis (D. Min.)--Ashland Theological Seminary, 1989. / Abstract. Includes bibliographical references (leaves 103-106).