Presidents of Community Colleges and the administrators who reported directly to them were the subjects for this study based on the Four Frame Leadership Theory of Bolman and Deal (1990b). The Leadership Orientation (Self) Survey (LOS) was mailed to 169 community college presidents and administrators in the presidents' direct report teams. The final usable response rate of 69.82% to the survey fell within the acceptable range for education as defined by Boser and Green (1997). In addition, the subjects were asked to write about the most difficult challenge they had faced in their current position and how they handled that challenge. The purpose of this study was to determine (a) the usage of leadership frames from both groups; presidents and their administrative teams, (b) if gender or years of experience in their current positions were factors in leadership frame usage in each group, and (c) if there was a relationship between a president's frame usage and the frame usage of the members of the direct report team. The major findings were: 1. The presidents and administrators displayed the highest mean scores for the human resource frame with the mean scores of the three remaining frames (structural, political, and symbolic) clustering as a second unit of responses. In the narrative segment of the survey, the most frequently rated central theme among the presidents and the direct reports was the political frame. 2. The results from statistical analysis of the responses from both groups (presidents and the administrators who directly reported to them) did not show any statistically significant difference among frame use based on gender or number of years of experience in their positions. 3. The correlation coefficients did not indicate that there was a relationship in either direction regarding leadership style between the two groups (presidents and administrators). A phenomenological analysis of the scenario statements from these two groups indicated that presidents who used the political frame as a central theme tended to have administrators who also used the political frame as one or as a pair of central themes. Presidents who used the symbolic frame as a central theme tended to have administrators who used all four frames as central themes in their narratives. 4. A fourth finding was the discrepancy in the ability of the leaders to use multiple frames as demonstrated in the results from the quantitative and qualitative findings. The quantitative data suggested that these leaders were practicing the techniques of multi-framing more than one-half of the time. Contrary to this finding, the qualitative data showed that 5 of 30 scenario statements showed paired frames being used as central frames. 5. One additional finding based on the qualitative statements by presidents and their administrators revealed much thought and intentional practice in the leaders' ability to build teams.

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This thesis defines wide phenomenon of popular culture and follows the way it is represented in current Czech press. The initial part of the thesis defines popular culture based on the main theoretical grounds. After that popular culture is put in context of the mass society media audiences and emphasize the delimitation of pop culture versus high culture. The theoretical part of the thesis is closed by chapter concerning the role of the press in the process of defining the popular culture in current society. The main focus of the empirical part lies on frame analysis across the spectrum of Czech dailies (Blesk, Lidové noviny, Mladá fronta Dnes) and weeklies (Instinkt, Kulturní týdeník A2, Reflex) that examines how the popular culture is presented to the current readership. The analysed articles were published at the time of broadcasting of the first series of the examined pop cultural event represented by a TV show "StarDance…Když hvězdy tančí". The discovered framework is interpreted in context of the theoretical concepts and subsequently it is confronted with a point of view of the current journalists (by means of semi-structured interviews), who write about popular culture on everyday basis and who in a sense represent a cultural elite themselves. The main goal is to find out (in connection...

Thesis advisor: Marilyn Cochran-Smith / In 2002, voters in Massachusetts passed a referendum, commonly referred to as "Question 2," requiring that, "All children in Massachusetts public schools shall be taught English by being taught in English and all children shall be placed in English language classrooms" (M.G.L.c.71A§4). This dissertation investigates the system of education for secondary bilingual learners and their teachers resulting from the passage of Question 2 by examining assumptions and ideologies about race, culture, and language across policy and practice. Drawing on critical race theory (CRT) and the construct of majoritarian stories, two distinct and complimentary analyses were conducted: a critical policy analysis of state level laws, regulations, and policy tools, and a critically conscious longitudinal case study of one teacher candidate who was prepared to work with bilingual learners and then taught bilingual learners during her first three years of teaching. The critical policy analysis, conducted as a frame analysis, exposes that legally sanctioned racism and linguicism are institutionalized and codified through Massachusetts state policy. Additionally, Massachusetts state policy consistently and strongly promotes four common majoritarian stories regarding the education of secondary bilingual learners and their teachers: there is no story about race, difference is deficit, meritocracy is appropriate, and English is all that matters. The longitudinal case study demonstrates the power of these majoritarian stories in classroom practice and how they limit the opportunities of bilingual learners and their teachers while also perpetuating institutionalized racism and linguicism. Taken together, the two analyses that make up this dissertation reveal a problematic system deeply affected by majoritarian stories that obscure the role white privilege and white normativity play in perpetuating issues of inequity for secondary bilingual learners and teachers. This dissertation argues that in order to disrupt institutionalized racism and linguicism, these stories must be consistently, proactively, and powerfully challenged across all levels of policy and practice. / Thesis (PhD) — Boston College, 2010. / Submitted to: Boston College. Lynch School of Education. / Discipline: Teacher Education, Special Education, Curriculum and Instruction.

In this thesis, I explore how performance storytellers create intense focus on imaginal realities through language—a phenomenon sometimes called “transport” or “realm-shift.” To this end, recordings of performances by two professional storytellers were transcribed and examined through the lens of frame theory and discourse analysis. Examination of these transcripts shows that storytellers employ clusters of linguistic involvement strategies around frame transitions, facilitating realm-shift. Additionally, it shows that throughout a telling, tellers shape discourse around frame shifts that draw attention to significant elements, particularly those that establish a story’s relevance to the occasion of its telling and those that contribute to meaningful story interpretation. This research highlights the ways that meaningful interpretation of a story depends on successful navigation of frames, revealing that the power of a storytelling event depends largely on the connections between realms of discourse.

This thesis sheds light on the ways in which audiences are made through the relationships between organisational policy and news production practice. It explores the relationships between news practitioners� perceptions and definitions of audiences, production, and organisational policies, using the radio news service of the Australian national public broadcaster, the Australian Broadcasting Corporation (ABC). In so doing, the thesis demonstrates that production, in its institutional context, is a crucial site for the creation of audiences in the study of news journalism. In the process, it illuminates the role of public service broadcasting, in a world of digital media The conceptual framework utilises a new approach to framing analysis. Framing has been used to examine the news "agenda" and to identify the salient aspects of news events. This thesis demonstrates ways in which framing can be used to research important processes in news production at different levels, from policy level to that of professional culture, and generate insights to the relationship between them. The accumulated evidence of the bulletin analysis - using structural and rhetorical frames of news - field observation and interviews, shows that a specific and coherent audience can be constructed as a result of newsroom work practices in combination with organisational policies. The thesis has increased knowledge and understanding both of how news workers create images of their audiences and what the institutional factors are that influence the manufacture of audiences as they appear in the text of news bulletins.

While previous research into understandings of climate change has usually examined general public perceptions and mainstream media representations, this thesis offers an audience-specific departure point by analysing climate change frames and frame formation in Swedish agriculture. The empirical material consists of Swedish farm magazines’ reporting on climate change, as well as eight focus group discussions among Swedish farmers on the topic of climate change and climate change information. The analysis demonstrates that while Swedish farm magazines frame climate change in terms of conflict, scientific uncertainty, and economic burden, farmers in the focus groups tended to concentrate on whether climate change was a natural or human-induced phenomenon, and viewed climate change communication as an issue of credibility. It was found that farm magazines use metaphorical representations of war and games to form the overall frames of climate change. In contrast, the farmers’  frames of natural versus human-induced climate change were formed primarily using experience-based and non-experience-based arguments, both supported with analogies, distinctions, keywords, metaphors, and prototypical examples. Furthermore, discussions of what constitutes credible climate information centred on conflict-versus consensus-oriented frames of climate change communication along with different views of the extent to which knowledge of climate change is and should be practically or analytically based. This analysis of climate change communication in the Swedish agricultural sector proposes that the sense-making processes of climate change are complex, involving associative thinking and experience-based knowledge that form interpretations of climate change and climate change information. / Den här avhandlingen studerar uppfattningar om klimatförändringar och bidrar med sin målgruppsorienterade utgångspunkt till tidigare forskning kring hur klimatförändringar kan förstås och uppfattas. Avhandlingen studerar klimatkommunikation inom den svenska lantbrukssektorn genom analyser av 10 års klimatrapportering i tidningarna ATL samt Land Lantbruk, samt åtta fokusgruppsdiskussioner med svenska lantbrukare. Analysen visar att medan svensk lantbruksmedia ramade in klimatförändringar som en fråga om konflikter, vetenskaplig osäkerhet och ekonomisk börda, rörde lantbrukarnas diskussioner om klimatförändringar (i) dess orsaker; naturliga eller antropogena, (ii) olika faktorer som påverkar huruvida klimatinformation anses trovärdig. Därtill visar avhandlingen att lantbrukstidningar använde krigs- och spelmetaforer för att gestalta klimatförändringar medan lantbrukarna formade klimatinramningar genom analogier, distinktioner, nyckelord, metaforer och prototypiska exempel. Tillsammans med lantbrukarnas upplevda erfarenheter bildade dessa kommunikativa verktyg olika gestaltningar av klimatförändringar. Lantbrukarna visade på olika uppfattningar kring trovärdighet och klimatinformation. Vanligen efterfrågades ett informationslandskap karaktäriserat av en mångfald av perspektiv. Återkommande i materialet var också uppfattningen att kunskap om klimatförändringar borde vara praktiskt baserad snarare än teoretisk hållen för att öka i trovärdighet. Denna avhandling kring klimatkommunikation inom den svenska lantbrukssektorn pekar på komplexiteten i tolkningsprocesser och visar att associativt tänkande och erfarenhetsbaserad kunskap tillsammans utgör grunden för hur klimatförändringar och klimatinformation uppfattas.