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Dissertations / Theses on the topic 'Educational television'

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Published: 4 June 2021
Last updated: 19 February 2022

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1

Neptune, Nordahl Christian. "A televisão pública no Brasil." [s.n.], 2011. http://repositorio.unicamp.br/jspui/handle/REPOSIP/284400.

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Orientador: Adilson José Ruiz
Tese (doutorado) - Universidade Estadual de Campinas, Instituto de Artes
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Resumo: A televisão pública no Brasil constitui o objeto central da Tese. O objetivo é avaliar possíveis alternativas que viabilizem sua sustentabilidade econômica e cultural; modelos de negócio, formas de financiamento e fomento. Um marco histórico para a televisão brasileira foi a criação, em 2007, da EBC - Empresa Brasil de Comunicação, a qual é subordinada a TV Brasil, cuja missão é coordenar, efetivamente, a primeira Rede Nacional de Televisão Pública (RNTP), composta por emissoras do campo público federal, estadual e municipal. Os Decretos e Leis da Constituição Federal, que regem o sistema público de radiodifusão no País são insuficientes e a maioria obsoleta. Além de ampla revisão no marco regulatório do setor, é necessário definir com clareza as regras de gestão, modelos e funções para os três sistemas televisivos: o estatal, o público e o privado. Entre os recursos utilizados na metodologia da pesquisa estão os registros orais (congressos, seminários, palestras, fóruns), os textuais (revisão de literatura, livros, revistas, jornais, anais, teses, dissertações, artigos, decretos, leis e pesquisas a documentos recentes) e os audiovisuais (TV, vídeo e internet)
Abstract: Public Television in Brazil is the central subject of the Thesis. The objective is to evaluate possible alternatives that enable its economic and cultural sustainability; business models, ways of financing and promotion. A milestone in the history of Brazilian television was the creation in 2007, of EBC - Empresa Brasil de Comunicação, witch is subject to TV Brasil, whose mission is to coordinate effectively the first Rede Nacional de Televisão Pública (RNTP), consisting of broadcasting stations at the level of country, state and county. Decrees and Laws of the Federal Constitution, governing the public broadcasting system in the country are insufficiently and the majority obsolete. In addition to extensive revision in the regulatory sector, it is necessary to clearly define the management rules, models and functions for the three television systems: the state, public and private. Among the resources used in the research methodology are the oral (records courses, congress, seminars, lectures, forums, workshops), the textual (e-mails interviews, literature review, books, magazines, journals, annals, theses, dissertations, articles, decrees, laws and searches of recent documents) and the audiovisual (TV, video and internet)
Doutorado
Artes Visuais
Doutor em Artes
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2

Chaves, Ian M. "Crime Drama Television Programs: Educational or Not?" Youngstown State University / OhioLINK, 2011. http://rave.ohiolink.edu/etdc/view?acc_num=ysu1322858428.

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3

Cowan, William Douglas. "Photovoltaics for educational television in rural schools." Master's thesis, University of Cape Town, 1989. http://hdl.handle.net/11427/21136.

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One application for photovoltaic (PV) technology is in providing electricity for educational aids, in developing areas remote from grid supply. Technical, social and economic aspects of this option are investigated, in local context, by examining the use of small PV systems to power educational television and video in secondary schools in Bophuthatswana. Technical performance was assessed through monitoring PV system behaviour and climatic variables over an extended period, using remote data-capture techniques at a demonstration site. Modelling provided for further prediction of performance in nonobserved conditions. Social and educational aspects of the schools television project were investigated through interviews with educationists, planners, project administrators and a limited sample of teachers and pupils in Bophuthatswana. Overall conclusions are that PV systems can provide a reliable and technically appropriate solution to the problem of powering light electrical loads in off-grid schools. Levelised unit energy costs can be acceptable if PV systems are critically sized, and if there is close match between designed capacity and actual load energy demand. If this is not the case - as in Bophuthatswana school systems - unit energy costs may be very high. Organisational features of project implementation and inadequate central resources, particularly for delivering appropriate educational software to schools, have impaired the potential of the project, and the equipment in schools is under-utilised. Proceeding from an inductive performance analysis of the monitored system, a PV system performance model was developed, in order to assess the optimum sizing of components in small stand-alone photovoltaic systems in such applications, and to judge the sizing of the systems installed. The model is based upon critical runs of adverse weather, leading to-wards system loss of power to load. It predicts the minimum insolation required to avoid system loss of power to load over runs of days, and compares this with percentiles for plane-of-array insolation over runs of days, derived from long term · hourly weather station records. The approach allows development of a loss of power probability (LOPP) sizing methodology which preserves the run-length characteristics of local climatic data. Sizing predictions from this method are compared with other sizing methodologies, and are used to indicate design savings possible for the monitored systems. The proposed critical-run LOPP sizing method has potential for incorporation in a microcomputer-based sizing tool, suitable for more accurate design of photovoltaic systems with battery storage in local applications.
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4

Schroeder, Jamie Christine. "Children's perceptions of the educational dimension of television." Thesis, University of Cambridge, 2002. http://ethos.bl.uk/OrderDetails.do?uin=uk.bl.ethos.620389.

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5

Peruso, Bernard A. "A case study examining the process of engaging multi-ability high school students in a cross academic disciplines project to produce a teleplay." Instructions for remote access. Click here to access this electronic resource. Access available to Kutztown University faculty, staff, and students only, 1999. http://www.kutztown.edu/library/services/remote_access.asp.

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Thesis (M.S.)--Kutztown University of Pennsylvania, 1999.
Source: Masters Abstracts International, Volume: 45-06, page: 2809. Typescript. Abstract precedes thesis as 2 preliminary leaves. Includes bibliographical references (leaves 55-56).
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6

Sacrini, Marcelo. "Televisão digital: atributos tecnológicos e princípios pedagógicos para implementação no contexto escolar." Universidade de São Paulo, 2008. http://www.teses.usp.br/teses/disponiveis/48/48134/tde-16062008-144218/.

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Esta pesquisa apresenta uma reflexão sobre a televisão digital como forma de ampliação do acesso da sociedade a informações relevantes para sua formação cultural e promoção da cidadania e o cenário de sua inserção nos contextos escolares e educativos brasileiros. O trabalho fornece subsídios teóricos, conceituais e históricos necessários para os debates de educadores e agentes dos sistemas de educação sobre a implementação e uso da televisão digital no cotidiano escolar. Resgata experiências anteriores de utilização da televisão na escola no período pós-LDB, além de mapear as pesquisas sobre o tema. Estão agrupadas informações sobre a origem e a história da televisão convencional analógica, sobre o computador e sobre a televisão digital apresentando os preceitos técnicos e teóricos relacionados com a integração dessas três tecnologias. Em seguida, desenvolve uma reflexão que articula os conceitos, o contexto e as perspectivas para uso educativo da televisão digital no Brasil com base em implicações pedagógicas constatadas na revisão de estudos anteriores. São propostos tópicos específicos relacionados à prospecção e ao desenvolvimento dos futuros projetos de implementação da tecnologia no contexto educativo contemporâneo nos domínios da televisão digital e dos recursos computacionais. A metodologia se desenvolveu na esfera da pesquisa bibliográfica e documental por meio do método da documentação indireta, predominantemente, embora também baseada em documentos de fontes primarias (documentação direta), em menor escala. A investigação infere que alguns dos princípios norteadores para a implementação e uso da televisão digital nos contextos escolares são a criação de condições de acesso dos alunos e professores à tecnologia para expansão da construção coletiva de conhecimentos; a concepção de meios para o desenvolvimento de competências e habilidades que valorizem a formação dos agentes da educação; o desenvolvimento de uma rede universal constituída por diferentes agrupamentos sociais; e integração do uso com os programas curriculares. A incorporação da televisão digital na escola numa perspectiva inovadora requer uma revisão dos projetos político-pedagogicos; uma ampliação dos recursos financeiros para capacitação técnico-pedagógica de seus usuários do contexto escolar; fomento para o desenvolvimento de experiências que explorem suas possibilidades pedagógicas; e criação de oportunidades para o desenvolvimento do trabalho autoral cooperativo e colaborativo.
The article treats a reflection on the digital television as a tool to expand the society access to information for its cultural formation and promotion of the citizenship as well as the role of its insertion in both educational and school Brazilian contexts. This study supplies the required theoretical, conceptual and historical support necessary to the debates among educationalists and agents of the educational system on the implantation and use of the digital television within the school daily life. It recovers previous experiences of use of the television within the school during the post LDB period, besides tracking other research on the theme. The study gathers information on the origin and history of the conventional analogical television, the computer and the digital television, presenting the technical and theoretical precepts related to the integration of these three mentioned technologies. Afterwards, it develops a reflection which articulates the concepts, the context and the prospects for the educational use of the Digital Television in Brazil. It also proposes specific topics related to the marketing and development of further projects of implementation of the technology in the contemporary educational contexts in the domains of the Digital Television and computational resources. The methodology used was based on the literature, mainly by the secondary documentation method although primary documentation was required in lesser scale. The research shows that some of the guiding principles for the implementation and use of the digital television within the school contexts are the creation of conditions of access of the students and teachers to the technology for expansion of the collective construction of knowledge; the stance of means for the competences and abilities development which value the formation of the educational agents; the development of a universal network formed by different social groupings; integration of the use with the current curricular programs. The incorporation of the digital television in the school in an innovative perspective requires a revision of the political-pedagogical projects; extension of the investments for the technical-pedagogical qualification of its users in the school context; promotion for the development of experiences which explore its pedagogical possibilities; and creation of opportunities for the development of the cooperative and collaborative work.
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7

Lackner, Tamara M. (Tamara Magda) 1975. "Enhancing children's educational television with design rationales and justifications." Thesis, Massachusetts Institute of Technology, 2000. http://hdl.handle.net/1721.1/16751.

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Thesis (S.M.)--Massachusetts Institute of Technology, School of Architecture and Planning, Program in Media Arts and Sciences, 2000.
Includes bibliographical references (leaves 57-60).
This electronic version was submitted by the student author. The certified thesis is available in the Institute Archives and Special Collections.
This research involves creating a system that provides parents with tools and information to help children learn from television. Children who converse with their parents during television viewing are better able to evaluate and make sense of content. However, children might learn more if they are encouraged to go from simply understanding content to generating questions and problem solving strategies. To do this, we need to deliver teaching and learning strategies to parents so they can initiate dialogues with their children around television. This research describes a system, called the Parent Trap, which sends messages to parents about the television shows that their children watch. The information in the messages tries to model dialogues that promote more frequent and longer conversations, which include inquiry and explanation. These conversations might facilitate additional learning from television and encourage further discourse between parents and children around other programs and activities. In the thesis, I suggest ways that television shows can be augmented with additional, digital information to help parents learn strategies for conversing with their children. I also present preliminary evaluations to show that developing these strategies may help television producers change the ways that they think about the educational value of their content.
Tamara M. Lackner.
S.M.
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8

Vida, Ron A. "A class act, educational television viewing as an interpersonal process." Thesis, National Library of Canada = Bibliothèque nationale du Canada, 1999. http://www.collectionscanada.ca/obj/s4/f2/dsk1/tape9/PQDD_0021/MQ51493.pdf.

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9

Ng, Po-mo. "An evaluation of ETV teaching materials in the integrated science subject." Click to view the E-thesis via HKUTO, 1996. http://sunzi.lib.hku.hk/hkuto/record/B42574523.

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10

Butcher, Margaret Miller. "McLuhan revisited : adaptive instructional strategies for interactive television /." free to MU campus, to others for purchase, 2002. http://wwwlib.umi.com/cr/mo/fullcit?p3074382.

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11

Guide, Antonio Marcos de. "TPA - o modelo de tv pública de Angola." Universidade de São Paulo, 2007. http://www.teses.usp.br/teses/disponiveis/27/27153/tde-21072009-201835/.

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Este trabalho apresenta uma análise da TPA - TV Pública de Angola fazendo-se um paralelo com outros modelos de TV pública no Brasil, na Alemanha, nos Estados Unidos e na Inglaterra. Para atingir o objetivo da pesquisa, a presente dissertação começa com uma pesquisa sobre a história de Angola, desde antes da colonização portuguesa até os dias de hoje. Em seguida relatamos a evolução dos meios de comunicação naquele país africano, dos jornais à Internet, com maior ênfase na TPA. Os capítulos seguintes relatam características de programação, capacitação profissional e relações com a sociedade da TV pública angolana. A conclusão estabelece um paralelo entre a TV de Angola e outros modelos de TV pública.
This dissertation analyses the TPA TV Pública de Angola Public Television of Angola, building a parallel with different standards of public TV in Brasil, Germany, United States of America and England. To arrive at the main object of the research, the text starts with a research abour Angolass history, since before Portuguese domination until nowadays. Just after that, we present a evolution of Angolas mass communication midia, from newspapers to Internet, given more emphasis on TPA. The following chapters explain about program board, crews professional capacitation and relationship with Angolass society. The conclusion make a parallel betwen the TPA and different standards of public TV around the world.
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Clark, P. "The predominant ideologies of television transmissions watched by children." Thesis, University of Bristol, 1986. http://ethos.bl.uk/OrderDetails.do?uin=uk.bl.ethos.375013.

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Krutoff, Alissa. "Student leadership : the influence of television and film on today's student leaders /." Full text available online, 2009. http://www.lib.rowan.edu/find/theses.

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Rowan, Courtney. "Greater New Orleans Educational Television Foundation (WYES-TV): An Internship Academic Report." ScholarWorks@UNO, 2016. http://scholarworks.uno.edu/aa_rpts/205.

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This report provides a detailed account of an internship with the Greater New Orleans Educational Television Foundation’s development department. For the purposes of this paper, I will be referring to the non-profit as WYES-TV. The internship began in January of 2016 and continued through April of 2016. Throughout this paper, I will provide an overview of the organization’s history, mission, budget, special events and program services, as well as a description of my internship and experience. This report will also include an analysis of the strengths, weaknesses, opportunities and threats of the organization. It will discuss best practices for addressing current challenges and opportunities. Lastly, it will provide a section for recommendations and suggestions for improvements.
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Nemnich, Mary B. "Television and education: Channel One in context." CSUSB ScholarWorks, 1995. https://scholarworks.lib.csusb.edu/etd-project/1230.

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Hawk, Clement Lee. "Northern Minnesota Public Television: a Historical Perspective." Thesis, University of North Texas, 1989. https://digital.library.unt.edu/ark:/67531/metadc332346/.

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Northern Minnesota Public Television is an independent, non-profit corporation operating as KAWE television on the campus of Bemidji State University in Bemidji, Minnesota. This study focuses on the lack of educational/public television in the northern section of Minnesota and develops a historical perspective of Northern Minnesota Public Television from an idea of two men until sign-on in 1980. The study describes the early beginnings, organizational structure, problems encountered, and educational philosophy. KAWE television operates on Channel 9 with a satellite station in Brainerd, Minnesota, operating on Channel 22.
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Malone, Caitlin E. "Changing Definitions of 'Educational' in Children's Television from ABC/123 to I Love You/You Love Me: The Unintended Consequences of the Three-Hour Rule." Ohio : Ohio University, 2008. http://www.ohiolink.edu/etd/view.cgi?ohiou1218647261.

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McTaggart, G. B., and n/a. "An investigation of attitudes and perceptions of Diploma of Education Studies (Tertiary) students to educational television in Papua New Guinea." University of Canberra. Education, 1988. http://erl.canberra.edu.au./public/adt-AUC20061016.144314.

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The purpose of this study was to examine the perceptions and attitudes of the Diploma of Educational Studies (Tertiary) students towards Educational Television. The subjects of the study were compared with a group of teachers college lecturers who had not studied overseas. The Diploma of Educational Studies (Tertiary) students who came to Canberra, Australia, to study, were surveyed at three different stages, (i) Three Weeks in Australia, (ii) Ten Months in Australia, and (iii) After twelve months back in Papua New Guinea. The statistical analysis of individual questions showed no statistical difference in the attitudes and perceptions, based on the questions asked, while the statistical analysis of the groups , based upon the questionnaires, also showed that the sample groups were not statistically different from each other. As this study was a pilot no firm conclusions can be drawn as to the difference in attitudes and perceptions of the D.E.S. (Tertiary) lecturers about Educational Television in Papua New Guinea. Areas of disagreement identified , were compared to those problems that emerged from the investigation of Educational Television in American Samoa and The Ivory Coast. Issues that required possible further investigation were then identified.
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Ossinger, Jessica. "Electronic Access to Courtrooms: Television as an Educational Socializing Agent on the Judiciary." Fogler Library, University of Maine, 2006. http://www.library.umaine.edu/theses/pdf/OssingerJ2006.pdf.

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Al-Okely, Jihad Kadhim Daher. "Educational television lessons in Iraq : a sociological analysis based on Baghdad secondary schools." Thesis, Keele University, 1991. http://ethos.bl.uk/OrderDetails.do?uin=uk.bl.ethos.303956.

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Zorrilla, Abascal Maria Luisa. "Educational television beyond the TV set : educational media convergence in the UK and a proposal for the Mexican model." Thesis, University of East Anglia, 2008. http://ethos.bl.uk/OrderDetails.do?uin=uk.bl.ethos.490668.

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This thesis is about the convergent production and use of educational resources, particularly content for television and the internet. This is the result of an enquiry framed by Cultural Studies and New Media Studies, on how educational television and websites are converging in an era in which the boundaries between different media are disappearing. The vision leading this project assumes that convergence should be about transforming the televisual text across media, promoting meaningful connections (intertextualities) among different modalities, and not merely relocating and adapting a single content to different technological devices. The case that better reflects this understanding of educational TV-Internet convergence is BBG Schools in the United Kingdom, which includes television series and corresponding websites. The project is structured following three main lines of enquiry: a) Content generation (institutional sphere), b) Content itself (intertextual dimension) and c) Content users (teachers and children in the classroom), these three addressed through a multimethodological strategy. The methodological approach for the content generation line was based on interviews with BBC key actors and documentary sources. The text analysis was approached through an instrument developed following Literary theory, around . the concept of intertextuality. The uses and users line was explored through media sessions in British schools, with six different age groups using observation, participant observation, interviews, questionnaires and learning activities. Some concepts and issues explored through this investigation are: media regulations, organisational culture in media industries, production models, types of transplatform intertextualities and the cultures of media use in the classroom (roles, practices, settings, assumptions and perceptions). The findings of the three phases co-flow in a proposal for educational media to be implemented in Mexico and/or in similar contexts.
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Schott, Tracy L. "A formative research study of the effectiveness of Animal rap a children's educational television program /." Instructions for remote access. Click here to access this electronic resource. Access available to Kutztown University faculty, staff, and students only, 2000. http://www.kutztown.edu/library/services/remote_access.asp.

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Thesis (M.S.)--Kutztown University of Pennsylvania, 2000.
Source: Masters Abstracts International, Volume: 45-06, page: 2810. Typescript. Abstract precedes thesis title page as [2] preliminary leaves. Thesis includes original television script written by the author. Copy 2 in Main Collection. Includes bibliographical references (leaves 63-68).
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Ranta-aho, Riikka-Helena. "En granskning av Utbildningsradions program ur ett mångfaldsperspektiv : En kvantitativ innehållsanalys av 50 program för årskurser 0-3." Thesis, Södertörns högskola, Lärarutbildningen, 2011. http://urn.kb.se/resolve?urn=urn:nbn:se:sh:diva-14743.

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Utbildningsradion (Swedish Educational Broadcasting Company) is a public service broadcaster with a mandate to produce and distribute educational programmes. 80% of Swedish teachers use its products either during lessons or for professional development. Utbildningsradion’s guidelines, set by the Swedish parliament and government, state that the company’s programmes should meet the interests of the country’s whole population, regardless of their background. The purpose of this study is to examine how Utbildningsradion’s products that are intended to be used in a classroom setting for ages 6 to 9 represent the variety of children that live in Sweden and thus reflect the aforementioned guidelines. The main focus of this research project was further defined to only include the company’s television programmes produced in Sweden between 2006 and 2011 that do not have social issues as the main subject. 50 programmes were analyzed using quantitative content analysis and the following results were further interpreted using mainly Kydd’s and Snead’s models for discussing representation. The findings indicated that girls are overrepresented in the material studied as the cast of 116 children consists of 74% young actresses and 26% young actors. 46 of the programs have a child as the main character, but it is a boy in only three cases . Children with disabilities are almost non-existent in the programmes. Also, children from ethnic minorities have few roles. Most of the programmes studied take place in an urban setting, while four of the 50 feature countryside. When it comes to the child characters’ families, fathers are the ones who are seen the most frequently. They are shown 21 times in the programme material, while siblings are shown eight times and mothers six times.
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Awotona, Dinah A. "An examination of the use of educational television in southern Nigeria its post independence status, with a proposal for advancement /." Instructions for remote access. Click here to access this electronic resource. Access available to Kutztown University faculty, staff, and students only, 1999. http://www.kutztown.edu/library/services/remote_access.asp.

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Thesis (M.S.)--Kutztown University of Pennsylvania, 1999.
Source: Masters Abstracts International, Volume: 45-06, page: 2704. Typescript. Abstract precedes thesis as preliminary leaves. Includes bibliographical references (leaves 34-35).
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Santella, Steen Sheila. "The Potential of Television Programming as a Resource to Facilitate Academic Progress for Students who have a Specific Learning Disability in Reading." Thesis, The George Washington University, 2017. http://pqdtopen.proquest.com/#viewpdf?dispub=10254442.

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Television has been perceived as a possible instructional tool. Research, however, has been unable to determine the television industry’s ability to meet children’s needs despite federal government’s efforts to regulate programming through policy.

Television’s ability to impact learning needs closer examination especially considering that younger audiences are becoming increasingly diverse. The National Center for Education Statistics (NCES) found that the percentage of students with disabilities was approximately 13% by the 2008-09 school year with students having a specific learning disability representing the largest group. Reading, in particular, was an identified area of deficiency in 80% of the millions of students with learning disabilities (Therrien & Hughes, 2008).

This qualitative study’s objective was to examine current children’s television programming’s ability to foster reading skill development in students who have a specific learning disability in reading. Using Anderson and Lorch’s (1979) active viewing theory as a lens, I conducted a content analysis of three episodes for each of the following shows for program visual and audio elements that may foster an educational learning environment and for demonstrated use of proven classroom teaching strategies: a) SuperWHY!, b) Martha Speaks, c) WORDGIRL , d) The Electric Company, e) WordWorld , and f) Between the Lions.

All shows’ episodes contained proven classroom teaching strategies. Common to all six shows was the strategy of teacher modeling. SuperWHY! demonstrated every research-based strategy in every episode with the most-used strategies being questioning, teacher modeling, and accessing prior knowledge. With regards to the shows’ ability to promote a multimedia learning environment, results per show varied. Across its three episodes, SuperWHY!, however, had evidence of the most regular use of effective audio and visual elements.

This study provides an examination of television’s ability to serve as an instructional tool for students with a specific learning disability in reading. Its findings have implications for further investigation in television’s ability to reach this population as well as other learning disabled populations. This study’s results also provide implications for practice as well as policy in ensuring the creation and delivery of quality educational programming that meets the needs of a widely diverse audience.

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Dow, Gayle T. "An investigation of the influence of media modality (text, radio, and television) on creativity, problem solving, and recall an information processing perspective /." [Bloomington, Ind.] : Indiana University, 2008. http://gateway.proquest.com/openurl?url_ver=Z39.88-2004&rft_val_fmt=info:ofi/fmt:kev:mtx:dissertation&res_dat=xri:pqdiss&rft_dat=xri:pqdiss:3315915.

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Thesis (Ph.D.)--Indiana University, Dept. of Counseling and Educational Psychology, 2008.
Title from PDF t.p. (viewed on May 7, 2009). Source: Dissertation Abstracts International, Volume: 69-07, Section: A, page: 2601. Adviser: Jonathan A. Plucker.
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Kakembo, Frederick. "How youth in Uganda experience televised HIV and AIDS education." Thesis, University of Pretoria, 2010. http://hdl.handle.net/2263/27327.

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This study investigates how youth in Uganda experience televised HIV and AIDS educational programmes. Television is the medium that can be used to address the resurgence of HIV and AIDS in Uganda. The factors responsible for the resurgence include prevention fatigue and the saturation of HIV and AIDS messages in the media. The audio-visual component of television makes it possible to convey HIV and AIDS messages innovatively through education-entertainment. Despite its potential, television has not played a leading role in conveying HIV-related knowledge, skills, and attitudes to urban youths. The study required looking at the televised HIV and AIDS educational programmes from the perspective of young people. In line with the interpretivist and social constructivist framework, the primary source of information about the programmes is the experiences of young people who are the target audience. A qualitative research approach was used in the study and an instrumental case design in particular was employed in data collection. Data were collected through focus group discussions, personal interviews, document analyses and participant observations. Findings have revealed that young people can learn about HIV and AIDS from both educational programmes and television soaps. While they undergo sexual socialisation through television soaps, they have the capacity to distinguish between fiction, fantasy and reality. However, they dislike the didactic and authoritarian approaches that are used in the educational programmes. An important finding is that communication gaps characterise televised HIV and AIDS educational programmes. Some of the prevention messages and the values propagated by television HIV and AIDS education are detached from the experiences and world views of the youths. This could be attributed to insufficient knowledge on the part of HIV and AIDS educators regarding the way in which youth experience televised HIV and AIDS programmes.
Thesis (PhD)--University of Pretoria, 2010.
Early Childhood Education
unrestricted
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Pereira, Liana Maria Milanez. "Instabilidades recorrentes da TV pública: estudo de caso: Brasil e Colômbia." Universidade de São Paulo, 2017. http://www.teses.usp.br/teses/disponiveis/84/84131/tde-06092018-114848/.

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Esta tese procura fazer um breve percurso na história de duas emissoras públicas latinoamericanas a TV Brasil e a Señal Colombia -, com ênfase nas mudanças de gestão, decorrentes de suas vinculações aos governos. Pesquisamos suas trajetórias para demonstrar as descontinuidades nos processos de gestão e buscamos entender, em uma revisão bibliográfica, a noção de televisão pública, um conceito em crise e em disputa. Por se definirem como emissoras educativas e culturais, investigamos o que representa esse binômio e como estas se apresentam institucionalmente, usando esses significados como indispensáveis na formação da cidadania. Optamos por traçar paralelos, apontando diferenças e similaridades entre as duas emissoras, ao invés de um estudo comparativo, respeitando as diferenças socioculturais e históricas de cada país.
This thesis aims to review the history of two Latin American public broadcasters - TV Brasil and Señal Colombia focusing on management changes related to their attachment to governments. We searched its trajectories to demonstrate the discontinuities in themanagement processes, and we tried to understand, in a bibliographical review, the notion of public television, a concept in crisis and indispute. By defining themselves as educational and cultural broadcasters, we investigate what this binomial represents and how they appear institutionally, using those indispensable meanings for the formation of citizenship. We chose to draw parallels, pointing out differences and similarities between the two broadcasters, rather than a comparative study, respecting the socio-cultural and historical differences of each country.
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Hodge-hardin, Sherri L. "Interactive Television in the Classroom: A Comparison of Student Math Achievement Among Three Instructional Settings." Digital Commons @ East Tennessee State University, 1995. https://dc.etsu.edu/etd/2921.

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A dramatic expansion of distance learning through the use of interactive television (ITV) is allowing colleges and universities to offer students potentially unlimited access to educational and training opportunities. While the expanding information age beckons us to consider mechanisms for using communication technologies for the benefit of meeting the needs of learners in a variety of locations, the question may be raised--Is ITV an effective medium of instruction? This study examined the effectiveness of using an interactive television system to broadcast developmental algebra classes at East Tennessee State University. The purpose of this study was to determine if there were differences in math achievement of students taught in an ITV class setting with the instructor present (host site), students receiving instruction via television at an off-campus location (remote site), and students taught in a traditional classroom setting. This study also examined student attitudes toward enrolling in future ITV courses. Results showed no significant differences in math achievement among the three groups. There were also no differences in student attitudes toward enrolling in future ITV courses when comparing the host site with the remote site. Students in both television settings had positive attitudes toward future ITV course participation. The results of this study show that in developmental algebra students at the distance learning sites are learning as well as those students in the traditional classrooms. Thus, it was concluded that interactive television should be considered as an adequate method of providing developmental algebra instruction beyond the campus.
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Costa, Martha Benevides da. "Texto televisivo e educação infantil: conhecimento cotidiano e trabalho pedagógico na educação física." reponame:Repositório Institucional da UFBA, 2007. http://www.repositorio.ufba.br/ri/handle/ri/11776.

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A pesquisa trata do texto televisivo e de possibilidades pedagógicas para tematizá-lo na realidade da Educação Física infantil. Para tanto, o trabalho foi construído a partir de duas questões orientadoras: que sentidos as crianças produzem para a Educação Física a partir das mensagens televisivas sobre a cultura corporal? Que implicações pedagógicas tais sentidos geram nas aulas? Os pressupostos teóricos da pesquisa apoiaram-se em quatro pontos: a infância, compreendida como categoria social; a Educação Infantil, concebida como espaço de cuidado e educação e cujo currículo deve garantir a aproximação de conhecimentos científicos e culturais traduzidos em diferentes linguagens, numa perspectiva dialógica; os meios de comunicação, em cuja discussão assumi a perspectiva da escola Latino-Americana, as considerações gramscianas sobre a imprensa, a hegemonia e a contra-hegemonia e a perspectiva de linguagem de Bakhtin (2004); e, a Educação Física como prática pedagógica. A partir disto foi realizado um estudo de caso, com base nos princípios da pesquisa participante, cujos procedimentos foram entrevistas semi-estruturada.com docentes da escola pesquisada, oficinas com as crianças, observações das aulas de Educação Física, além da devolução sistemática daquilo que era encontrado para debater com os sujeitos da escola sobre possibilidades de ação pedagógica. Conclui que as possibilidades que se apresentam nesse processo de pesquisa são a ampliação dos temas tratados pela Educação Física na escola e o trabalho pedagógico desenvolvido a partir de projetos interdisciplinares.
Salvador
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31

Lo, Pao. "A phenomenological study focused on the lived experiences of cable television executives surrounding the phenomenon of candor with their teams." Thesis, Pepperdine University, 2015. http://pqdtopen.proquest.com/#viewpdf?dispub=3738974.

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This dissertation study examines how cable television executives are able to experience the phenomenon of candor with their teams. The research used a phenomenological research framework to gain an understanding of how cable executives are able to experience candor. Face to face interviews was the method and tool used to obtain the data. The cable executives were purposefully selected from the researcher’s professional network to participate.

The research analyzed the data to reveal any common themes or undertones in how the phenomenon of candor is experienced. The research discovered that cable executives do experience candor and the environment to foster candor is a determining factor. Further analysis unveiled areas where the cable executives can influence the environment by building relationships, trust, and modeling the desired behavior. The environment influences feedback and employee performance. The research did find that cable executives do implement a level of discretion when dealing with confidential information. Discretionary candor varies and is dependent on the nature of the information in terms of the level of disclosure and nature of the relationship.

The research provides areas that warrant further research; how leaders create the environment and atmosphere that foster candor; is there a difference in how male and female leaders create an environment for candor; what are the human characteristics of leaders that accelerate the atmosphere and environment that foster candor; what are the human characteristics, emotional or mental state that followers and team members need to have to accept and contribute into a candid environment; and how candor contributes to employee retention. The areas for further research can assist new or existing managers and leaders accelerate the creation of the environment conducive to experiencing the phenomenon of candor.

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32

Alade, Fashina. "What preschoolers bring to the show: The effects of cognitive abilities and viewer characteristics on children’s learning from educational television." The Ohio State University, 2013. http://rave.ohiolink.edu/etdc/view?acc_num=osu1366286271.

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Stevens, M. Carla Schenone Palmer James C. "Perception of learners regarding the influence of technology on interaction in a two-way, video/audio distance education television class." Normal, Ill. : Illinois State University, 2002. http://wwwlib.umi.com/cr/ilstu/fullcit?p3088033.

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Thesis (Ph. D.)--Illinois State University, 2002.
Title from title page screen, viewed Aug. 24, 2004. Dissertation Committee: James C. Palmer (chair), George Padavil, Albert T. Azinger, Mohamed Nur-Awaleh. Includes bibliographical references (leaves 155-162) and abstract. Also available in print.
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Lo, Chang Yuke-ling Anne. "The effectiveness of educational television as a teaching aid in the junior secondary science curriculum in Hong Kong teacher perceptions and student responses /." Click to view the E-thesis via HKUTO, 1988. http://sunzi.lib.hku.hk/HKUTO/record/B38626998.

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35

Queiroz, Anna Carolina Muller. "As concepções de leitura envolvidas nos programas infantis de televisão." Universidade de São Paulo, 2013. http://www.teses.usp.br/teses/disponiveis/47/47131/tde-30082013-162532/.

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A presente pesquisa identificou as concepções de leitura em programas televisivos que manipulam oral e visualmente a linguagem em português voltados ao público infantil de 0 a 7 anos de idade veiculados na programação televisiva da cidade de São Paulo e em DVDs vendidos em lojas de porte nacional. Pesquisaramse os programas de televisão voltados ao público infantil por meio da programação dos canais transmitidos na cidade de São Paulo e identificaram-se os DVDs infantis vendidos nas lojas virtuais Americanas.com e Submarino.com. Informações para identificação da manipulação da linguagem oral e visual em português e sobre a produção dos programas infantis foram levantadas no site de televisão de veiculação do mesmo e no caso de DVDs, no site de vendas. Dos 211 programas veiculados na televisão gratuita e paga e aproximadamente dos 2000 títulos de DVDs levantados que são voltados ao público infantil, apenas 1 programa de televisão e 2 séries de DVDs apresentaram manipulação visual e oral da linguagem em português. Estes programas foram analisados com base nas duas principais concepções teóricas de leitura Construtivista e da Psicologia Cognitiva, identificando-se em seu conteúdo a presença de uma ou dessas duas (mista) concepções. O programa de televisão Vila Sésamo, de acordo com sua produtora é baseado nas concepções da Psicologia Cognitiva, dado que foi confirmado por meio desta pesquisa. As séries Galinha Pintadinha e Xuxa só para baixinhos apresentaram a manipulação visual em português no formato de legendas, estilo close caption. Apresentaram concepção mista de leitura os 3 volumes do DVD Galinha Pintadinha e os volumes 4 a 11 da série Xuxa só para baixinhos. Os volumes 1 a 3 de Xuxa só para baixinhos apresentaram concepção construtivista de leitura. As produtoras de Galinha Pintadinha e Xuxa só para baixinhos não descrevem se utilizaram alguma concepção de leitura para a criação dos programas. Conclui-se que a programação infantil com manipulação visual da linguagem em português é escassa e que apenas a produtora do programa Vila Sésamo identifica a concepção de leitura utilizada para sua criação com intuito de auxiliar o desenvolvimento de habilidades necessárias à aquisição de leitura pelas crianças
This research identified the conceptions of reading in television programs that manipulate oral and visual language in Portuguese geared to children 0-7 years of age aired on television programming in the city of São Paulo and through DVDs sold in national scale stores. Television programs focused on children were surveyed through the schedule program of channels transmitted in São Paulo and identified through the DVDs for children that were sold in virtual stores \"Americanas.com\" and \"Submarino.com.\" Information identifying the manipulation of visual and oral language in Portuguese on the production of children\'s programs were surveyed on site serving the television and in the case of DVDs, the sales site. Of the 211 programs available on free and cable television and the 1906 DVD titles that were surveyed that are directed to children, only 1 television show and 2 DVDs series demonstrated manipulation of visual and oral language in Portuguese. These programs were analyzed based on the concepts of constructivist and cognitive psychology reading literature and its contents was identified in the presence of one or two of these (mixed) conceptions. The television program \"Sesame Street,\" according to its producer is based on the concepts of Cognitive Psychology, as was confirmed by this research. The series \"Galinha Pintadinha\" and \"Xuxa só para baixinhos\" presented visual manipulation of Portuguese on subtitles format, style \"closed captioning\". The 3 volumes of the DVD \"Galinha Pintadinha\" and volumes 4 - 8 of the series \"Xuxa só para baixinhos\" showed mixed concepts of reading. Volumes 1-3 and 9-11 of \"Xuxa só para baixinhos\" presented constructivist conception of reading. The producers of \"Galinha Pintadinha\" and \"Xuxa só para baixinhos\" did not report if there was any conception of reading basing the creation of the programs. We conclude that tv show programing for children with oral and visual manipulation of language in Portuguese is scarce. It was verified also that only the producer of the program \"Sesame Street\" identifies the conception of reading basing its creation which is assisting the development of skills necessary reading acquisition by children
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36

Van, Ryneveld Linda. "Surviving the game interaction in an adult online learning community /." Pretoria : [s.n.], 2004. http://upetd.up.ac.za/thesis/available/etd-03082005-220804/.

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37

Crabtree, Donna Sue. "A study of students' learning styles in ITV broadcast, remote, and traditional classrooms at East Tennessee State University." [Johnson City, Tenn. : East Tennessee State University], 2003. http://etd-submit.etsu.edu/etd/theses/available/etd-0318103-213844/unrestricted/CrabtreeD032703f.pdf.

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Thesis (Ed. D.)--East Tennessee State University, 2003.
Title from electronic submission form. ETSU ETD database URN: etd-0318103-213844. Includes bibliographical references. Also available via Internet at the UMI web site.
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38

Dougherty, Susan Marie. "Explanation in mother-child discourse across contexts: shared book reading, co-viewing of educational television, collaborative block play, and mealtime." Thesis, Boston University, 2009. https://hdl.handle.net/2144/31967.

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Thesis (Ed.D.)--Boston University
PLEASE NOTE: Boston University Libraries did not receive an Authorization To Manage form for this thesis or dissertation. It is therefore not openly accessible, though it may be available by request. If you are the author or principal advisor of this work and would like to request open access for it, please contact us at open-help@bu.edu. Thank you.
Home-based explanatory discourse supports linguistic and conceptual development, and is an important precursor to school-based learning. This study aimed to increase understanding of this topic by describing the distribution of explanations across five contexts in the home environments of preschool-aged children. The conversations of five highly educated, middle class mothers and their 2 1/2- to 3-year-old children were recorded as they read narrative and expository texts, viewed educational television, played with blocks, and ate meals together. The transcripts of these conversations were analyzed to determine: (1) the characteristics of mothers' explanations; (2) the characteristics of their children's explanations; (3) the ways the mothers provided scaffolds for their children's attempts to explain; and (4) the extent to which science concepts were discussed. Coding of parent-child discussions was based on Beals' (1993) nine categories of explanation, revised in response to data gathered in this study. Three intentional categories in Beals' coding scheme were collapsed, and two categories, identification and event , were added. The addition of these two categories of explanation afforded a richer picture of how mothers support the linguistic and cognitive development of their children across contexts. Explanation types identified in mothers' discourse in order of frequency were: identification, definitional/descriptive, causal, event, procedure, internal, intention , and consequence . Across the five contexts, the children heard an average of 3.2 explanations for every 10 turns spoken by their mothers. While certain contexts displayed a greater density of particular explanation types, each context offered opportunities for a range of types of explanation. Evidence that mothers have different explanatory "styles" was also found. Children's explanations were most often identification and event explanations. Mothers supported the children's attempts at explanation by extending their children's utterances, providing hints and information, and redirecting questions. Discussion of scientific concepts was also found across all contexts, but most frequently during the reading of expository text. The results indicate that a range of home activities support preschool-aged children's exposure to explanatory discourse and that those working with families to support early literacy should look beyond traditional book reading tasks as sources of talk that builds children's linguistic and conceptual knowledge.
2031-01-02
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Fenn, Raymond C. "Student attitudes, learning effectiveness, and costs/benefits pertaining to military logistics courses offered in the residence, on-site, and satellite television modes of instruction." W&M ScholarWorks, 1995. https://scholarworks.wm.edu/etd/1539618719.

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Using period newspapers and books, mercantile correspondence, Spanish imperial archives, and the colonial records of the Caracas City Council, Consulado, and Venezuelan Intendancy, this dissertation highlights the enterprises of those who profited from sustaining the Spanish Empire in its frail and debilitated state. Whether they had prospered from or merely survived the commercial revolutions that shook the Atlantic World after 1789, all merchants and traders calculated the economic consequences of South American independence and encouraged their contemporaries to do so too.
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40

Maury, Donna Lynne, and Mary Ann Burke. "Educational use of video tape and cable to communicate information." CSUSB ScholarWorks, 1998. https://scholarworks.lib.csusb.edu/etd-project/1450.

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As educators, communicating timely, important information to parents and to the community is a challenge. By using video technology, the ability to convey such information is not only possible but rather simple. Taking it one step further, utilizing cable television allows for the transmission of a variety of information to every living room in our community.
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Ng, Po-mo, and 吳寶武. "An evaluation of ETV teaching materials in the integrated science subject." Thesis, The University of Hong Kong (Pokfulam, Hong Kong), 1996. http://hub.hku.hk/bib/B42574523.

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Sandefur, Sarah Jo. "Beyond "Sesame Street": Early literacy development in educational television programs from Australia, New Zealand, the United Kingdom, and the United States." Diss., The University of Arizona, 1995. http://hdl.handle.net/10150/187434.

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This study addresses the potential of preschool educational television programs to contribute to the literacy development of young children. Unlike the vast majority of television-related research undertaken in the United States, this examination is not limited to nationally-produced programming, but looks to other English-speaking countries for an international perspective on the problems and possibilities of literacy series developed for young children. Ten preschool educational television programs from Australia, New Zealand, the United Kingdom, and the United States are examined via a videotape content analysis to determine the literacy potential of these program "texts." The literacy potential of children's broadcast texts has been determined within a broad framework of holistic language and learning theories developed by such researchers as Cambourne, Dewey, Eisner, Goodman, Harste, Holdaway, Rosenblatt, Smith, Vygotsky, and others. By composing a narrative of each sample episode; analyzing each program's use of visual, formic, and linguistic codes; constructing an argument for the applicability of holistic theories to television texts; and ultimately examining each sample episode through a holistic lens, a view of literacy-directed programming as it presently exists in four English-speaking countries is developed. The findings suggest that holistic learning principles applied to television texts hold great potential in providing valuable literacy-focused television events to children. Elements in the sample programs such as thematic integrity, explorations of ideas and concepts through sign systems, emphasis on child participation, language and ethnic diversity, regular inclusion of print on the screen from a variety of quality children's literature, and frequent inclusion of literacy events with children and adults demonstrated holistic principles in the sample episodes and contributed to the literacy potential of preschool programming. Characteristics of the episodes such as randomness, isolation of language subsystems from language wholes, failure to present literacy demonstrations, and exclusion of children from the visual text suggested ineffective television texts from which children had little opportunity to construct meaning. Concluding remarks explore the development of a prototypical holistic television program for preschoolers and suggest the benefits of such broadcast programs for children, their parents, media researchers/producers, and educators.
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43

Sadler, Joel A., and Mika A. Tomczak. "Designing episode content for Design Squad, a new educational engineering children's television program : the human powered water pump as a design challenge." Thesis, Massachusetts Institute of Technology, 2006. http://hdl.handle.net/1721.1/36704.

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Thesis (S.B.)--Massachusetts Institute of Technology, Dept. of Mechanical Engineering, 2006.
Includes bibliographical references (p. 53).
In recent years, problems have emerged in the realm of engineering and engineering education in the United States. Technology literacy is low, there are insufficient numbers of engineering students, and there are misconceptions surrounding the engineering profession. To remedy these problems, WGBH Boston and MIT have created a reality-style engineering-based television program for 9- to 13-year-old children, entitled Design Squad. One episode of the show will challenge the 8 child contestants to build a human-powered waterslide pump, to be used at a community swimming pool. 'Two potential design solutions are proposed for the design challenge: a ball-and-chain pump and a positive-displacement plunger pump. The design process of each solution and an evaluation of each solution's feasibility are presented. Criteria for a successful episode of the show are discussed in relation to the challenge. Prototype experimentation and analysis suggest that the human-powered waterslide challenge will invoke an engaging episode of Design Squad.
by Joel A. Sadder [and] Mika A. Tomczak.
S.B.
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44

Lo, Chang Yuke-ling Anne, and 羅張毓齡. "The effectiveness of educational television as a teaching aid in the junior secondary science curriculum in Hong Kong: teacher perceptions and student responses." Thesis, The University of Hong Kong (Pokfulam, Hong Kong), 1988. http://hub.hku.hk/bib/B38626998.

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45

Shaw, Nancy (Nancy Alison) 1962. "Modern art, media pedagogy and cultural citizenship : the Museum of Modern Art's television project, 1952-1955." Thesis, McGill University, 2000. http://digitool.Library.McGill.CA:80/R/?func=dbin-jump-full&object_id=36790.

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The Museum of Modern Art's television project sponsored by the Rockefeller Brother's Fund between 1952 and 1955 was designed to educate a democratic and cultured citizenry through the principles and practices of modern art and liberal humanism. Through a close reading of four television programs, related policy documents and exhibitions, as well as critical, educational and promotional literature, this study will show how within the context of the MoMA's mandate and history, the television project was a decisive, yet highly troubled attempt to forge cultural citizenship through the burgeoning media of modern art and television. This exploration will establish how the television project was an integral aspect of the MoMA's efforts since World War II to situate modern art as essential to the formation of an international polity shaped around the promise of universality, yet dependent on upholding the primacy of free and creative individuals. In addressing such a challenge, this dissertation will contend that television was not necessarily antithetical to modernism, rather it was just one among an array of struggling forces falling within the rubric of the modern. Moreover, this analysis will consider the importance of culture in logics of liberal governance. In order to elucidate the dimensions of cultural democracy as they emerged through the MoMA's television project, this study will be shaped around a discussion of three components crucial to the formation and maintenance of citizenly conduct---civic education, democratic cultural communications, and cross-cultural governance. To these ends, a range of sources from the disciplines of Communications, Cultural Studies and Critical Artistic Studies will be drawn on in order to investigate the provisional links forged between modern art, media pedagogy, and cultural citizenship in the Cold War period.
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Parks, Virginia Carol. "A comparative study to determine the difference in reading achievement test scores of first graders using a combination of educational television and basal reader approach." DigitalCommons@Robert W. Woodruff Library, Atlanta University Center, 1988. http://digitalcommons.auctr.edu/dissertations/2756.

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The purpose of this study was to determine if there is a difference between the reading achievement test scores of first graders who have had reading instruction using a combination of structured educational television and the basal reader approach and the test scored of first graders who have had reading instruction using a combination of non-structured educational television and the basal reader approach. Two groups of first graders, a control group and an experimental group, comprising of twenty-three students in each group, were used in this study. The control group and the experimental group were taught using the basal reader approach and were exposed to television. The experimental group had follow-up lessons. Both groups were tested after eight weeks with the use of the Georgia Criterion-Referenced Test (reading scores). Findings from the posttest data revealed that there was not a significant difference in the reading achievement of students in the two groups.
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Ramsey, Joy M. "Teacher Perceptions of Channel One's Influence on Middle School Students in Sullivan County, Tennessee." Digital Commons @ East Tennessee State University, 1997. https://dc.etsu.edu/etd/2965.

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This study examines Channel One's influence on middle schools in Sullivan County, Tennessee. The purpose of the study is to investigate the views, feelings, and opinions of Sullivan County middle school teachers regarding the use of Channel One in their classrooms. The study utilizes data gathered from surveys and personal interviews from five middle schools in Sullivan County, Tennessee that subscribe to Channel One. Areas of data presentation include the uses of Channel One in each teaching classroom, the positive and negative consequences Sullivan County middle school teachers perceive Channel One has on their students, the effects of Channel One's advertising upon their students, and the overall satisfaction of teachers who use Channel One in their curriculum. Conclusions of the study emphasize the need for more teacher in-service training specifically for teachers who have Channel One in their classroom.
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Williams, Nancye C. "The relationship of home environment and kindergarten readiness." [Johnson City, Tenn. : East Tennessee State University], 2002. http://etd-submit.etsu.edu/etd/theses/available/etd-0815102-175930/unrestricted/WilliamsN082302a.pdf.

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49

Ponono, Mvuzo. "The influence of viewing context on meaning making : a reception study of the popular drama series Intersexions in Ginsberg township." Thesis, Rhodes University, 2014. http://hdl.handle.net/10962/d1013093.

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This study examines the home as a context of viewing for the television programme Intersexions in the township of Ginsberg in the Eastern Cape. The central question asked is whether the household influences the interpretation of the programme. The research was mainly conducted through ethnographical methods of participant observation and focus group interviews. Six families were observed and six gender-based focus groups convened. Drawing from the work of Morley (1986) and Lull (1990) that argues that the home be taken more seriously as a context of viewing; this study posits that the home is a rule-bound micro-society that influences the interpretation of media messages. As a starting point, this study contends with the arguments that the South African government has been slow to acknowledge the extent of the problem presented by the HIV/AIDS pandemic. Much has been written about the inefficiency of state efforts to educate the public, with some pundits suggesting that government communications strategies have largely been outdated and thus resisted by audiences (Treffry-Goatley, Mahlinza & Imrie, 2013). To counter the pandemic, a large number of independent educational television serials have been launched in South Africa, and met with popular appeal since 1994. Furthermore, this development is in line with global trends of high audience ratings for Entertainment- Education (EE) programmes (Singhal et al., 1993). To investigate complex issue of EE reception by audiences in this burgeoning area of study, the programme at the centre of this study, Intersexions, is a good example. The serial, which concluded its second season in August 2013, is second to only the established soap opera, Generations, in television ratings in South Africa. Therefore, the impressive ratings garnered by educational serials in South Africa are a chance for audience studies to study audiences in context. This research investigates Intersexions using the understanding that television audiences must be analysed in "cultural and historic specific" sites because the struggle to make meanings of texts takes place at the moment when the text and subject meet (Fiske, 1987). This research investigates the assumption that the meanings made by audiences depend not just on the text, but also on environment. This means that the research delves into the situational context in which media are used and interpreted. Therefore, the central aim of this study is to analyse television viewing of the entertainment education programme, Intersexions, in the natural setting of the home, which is in line with analysing television viewers in cultural and historically specific sites.
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Escudero, i. Royo Avelina. "Programes educatius a TV3." Doctoral thesis, Universitat de Barcelona, 1990. http://hdl.handle.net/10803/670436.

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Tesis de carácter documental que contiene cinco índices, que forman el núcleo del trabajo: I. Índice general por series programáticas: ofrece una relación ordenada diacrónicamente sin, en principio, hacer ninguna clasificación sobre los programas que pueden servir para la enseñanza. El número de series relacionadas es de 138, que se desglosan de 4.102 programas. II. Índice temático: Presenta una relación de los programas educativo-culturales por temas o materias (26 apartados temáticos), indicando qué programas o series de programas corresponden a cada tema. III. Índice conceptual: hace referencia a los conceptos, a las ideas de carácter educativo y cultural (unos 1.500 conceptos), que se relacionan con los programas ya mencionados. IV. Índice pedagógico: ofrece una relación de carácter pedagógico o educativo en un sentido estricto, en una doble dirección: a) programas de carácter pedagógico-general, institucional y didáctico y b) programas de carácter cultural-informativo. V. Índice cronológico: presenta una relación cronológica estricta de los programas educativo-culturales de TV3.
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