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M.Ed. / Teaching and learning activity is characterised by effective communication. Teaching and learning as communication is successful when the learner has taken in new information with understanding. Effective teaching cannot take place unless effective communication takes place. On the other hand effective communication depends on media that are used in the teaching-learning activity (Heinich, et al, 1989: 13). In the teaching and learning of biology, educational media are important. The study of biology is a practical venture that requires the use of media e.g. realia, models, pictures and chemicals. Biology needs to be learnt through active participation, experience, observation and investigation by both the learner and the educator. This is not possible without the . use of media. In real life, the learner's senses are stimulated by media such as real objects, pictures, radio, television, books, etc. In the teaching of biology, the learner's senses must be equally stimulated. It is therefore necessary that the biology teacher be continuously reminded of the Chinese proverb which says, " I hear, and I forget; I see and I remember. I do, and I understand" (Dwyer, 1993: 194).

published_or_final_version / Architecture / Master / Master of Architecture

Significant changes to the British Columbia's educational system have been caused by new curriculums that are based on a resource-based learning and teaching model. The Ministry of Education evaluates learning resources and allocates funding to support the acquisition of learning resources at the district and school level. Learning resources selected for classroom use are to support the Principles of Learning: • learning requires the active participation of the student; • people learn in a variety of ways and at different rates; • learning is both an individual and a group process. The Ministry recommends that schools have a Learning Resource Committee to develop a school vision for learning resources, evaluate current school resources, establish selection priorities, evaluate resources and make recommendations for purchase, and identify learning resource management systems. A survey of Vancouver elementary and secondary schools indicates that 41% of the schools have Learning Resource Committees, but that their activities rarely include all the recommendations of the Ministry. The survey shows that only 25% of the Committees have an established procedure for selecting learning resources. This study includes an analysis of Learning Resources Committees at two secondary and one elementary school where interviews were done with administrators, teacher-librarians, teachers and staff assistants provide a picture of how learning resources are selected and managed and their impact on resource-based learning and teaching. This study found that systems for selecting and managing learning resources are in the developmental stage as teachers move from primarily print formats to a broad range of print and non-print learning resources.

The problem addressed in this study was the lack of long-range projections resulting from an absence of data in terms of functions, funding, administrative staffing, and collection of materials for the Louisiana Learning Resources System (LLRS) network of 1985. The purpose of this study was to make long-range projections in these areas. Based upon the findings and conclusions of this study, the following projections were made. 1. The LLRS of 1985 should be a local unit which would be specialized in function and operate on the same academic calendar as that of the local education agency. 2. The role of the LLRS Director of 1985 should continue to be that of a materials/media specialist. 3. The primary funding source of the LLRS of 1985 should be that of federal dollars. 4. The Ideal Collection of Materials for the LLRS of 1985 should include teacher oriented materials, student oriented materials, and hardware for use with special education materials.

Significant changes to the British Columbia's educational system have been caused by new curriculums that are based on a resource-based learning and teaching model. The Ministry of Education evaluates learning resources and allocates funding to support the acquisition of learning resources at the district and school level. Learning resources selected for classroom use are to support the Principles of Learning: • learning requires the active participation of the student; • people learn in a variety of ways and at different rates; • learning is both an individual and a group process. The Ministry recommends that schools have a Learning Resource Committee to develop a school vision for learning resources, evaluate current school resources, establish selection priorities, evaluate resources and make recommendations for purchase, and identify learning resource management systems. A survey of Vancouver elementary and secondary schools indicates that 41% of the schools have Learning Resource Committees, but that their activities rarely include all the recommendations of the Ministry. The survey shows that only 25% of the Committees have an established procedure for selecting learning resources. This study includes an analysis of Learning Resources Committees at two secondary and one elementary school where interviews were done with administrators, teacher-librarians, teachers and staff assistants provide a picture of how learning resources are selected and managed and their impact on resource-based learning and teaching. This study found that systems for selecting and managing learning resources are in the developmental stage as teachers move from primarily print formats to a broad range of print and non-print learning resources. / Education, Faculty of / Curriculum and Pedagogy (EDCP), Department of / Graduate

Given the importance of the ability to read, learners must have access to books in schools. The lack of functional school libraries in South Africa, especially in primary schools, is to the detriment of learners’ reading achievement. In the 2011 Progress in International Reading Literacy Study (PIRLS) study, Grades 4 and 5 children achieved the lowest scores in the reading comprehension tests of the 40 participating countries. The researcher proposes that one intervention that would help solve the low levels of reading literacy among learners would be for schools to have an official school library policy, and to have functional well-stocked school libraries. This study seeks to identify the self-reported reading attitudes of learners who took part in the PIRLS 2011 study using a secondary data analysis, and to investigate by means of a systematic literature review, materials published between 1994 and 2017 on the non-implementation of school library policies. This study recommends speeding up progress in meeting minimum norms for school infrastructure in order to create a space for functional school libraries in all schools. Secondly, it suggests that access to books for primary school learners should be improved, and lastly, that the national guidelines for school libraries on planning and reforming school libraries should be finalised and implemented. Key / Information Science / M. Inf. (Information Science)

Upon close examination of Education White Paper 6: Building an Inclusive Education System, it became evident that, special schools have a crucial role to play. EWP6 clearly outlines the roles of special schools as resource centres. This entails a paradigm shift from a medical to a social model.The purpose of this research was to investigate the role of resource centres in supporting learners who require high levels of support, in an inclusive education system in the Pietermaritzburg district. The study was conducted at a special school with 23 respondents. The triangulated data were collected through participant observations, open-ended questionnaire and interviews. This study revealed that not only are SSRCs totally committed to the paradigm shift but SSRCs are “leading " the way with regard to implementing inclusive strategies like SIAS process, the curriculum changes and alternate means of assessment. SSRCs are valuable resources that are currently under utilized. / Inclusive Education / M. Ed. (Inclusive Education)

Upon close examination of Education White Paper 6: Building an Inclusive Education System, it became evident that, special schools have a crucial role to play. EWP6 clearly outlines the roles of special schools as resource centres. This entails a paradigm shift from a medical to a social model.The purpose of this research was to investigate the role of resource centres in supporting learners who require high levels of support, in an inclusive education system in the Pietermaritzburg district. The study was conducted at a special school with 23 respondents. The triangulated data were collected through participant observations, open-ended questionnaire and interviews. This study revealed that not only are SSRCs totally committed to the paradigm shift but SSRCs are “leading " the way with regard to implementing inclusive strategies like SIAS process, the curriculum changes and alternate means of assessment. SSRCs are valuable resources that are currently under utilized. / Inclusive Education / M. Ed. (Inclusive Education)

The number of instructors introducing web-based elements in the course curriculum is growing and students need to be able to access content on the web to participate. As such, a campus website with accessibility design standards for course developers at California State University showed potential to greatly assist in equalizing the educational playing field for students with disabilities.