Dissertations / Theses: 'Instructional Media Centre'

1

Wong, Chi-chung Max. "Christian media centre." Hong Kong : University of Hong Kong, 1995. http://sunzi.lib.hku.hk/hkuto/record.jsp?B25949652.

Full text

APA, Harvard, Vancouver, ISO, and other styles

2

Bevan, Blanche. "Centre for media and image." Pretoria : [s.n.], 2000. http://upetd.up.ac.za/thesis/available/etd-10122006-121826.

Full text

APA, Harvard, Vancouver, ISO, and other styles

3

Wong, Chi-chung Max, and 黃至中. "Christian media centre." Thesis, The University of Hong Kong (Pokfulam, Hong Kong), 1995. http://hub.hku.hk/bib/B3198261X.

Full text

APA, Harvard, Vancouver, ISO, and other styles

4

Olivier, Charleine. "School libraries in former model c high schools – the case of the Framesby high school media centre." Thesis, Nelson Mandela Metropolitan University, 2017. http://hdl.handle.net/10948/19795.

Full text

Abstract:

The study explored the changing role of libraries/media centres at ex-Model C (now Section 21) high schools in the Nelson Mandela Metropole (NMM), focussing on a case study of the Framesby High School (FHS) media centre in Port Elizabeth. Model C schools originated in the 1990s, just before the transition to democratic rule in 1994, when White, or House of Assembly schools were given a choice of three school governing models, namely, fully-private Model A schools, Model B state schools and semi-private Model C schools. Model C schools would receive state subsidies of about 50%, with the balance raised through school fees. A major research purpose was to present a comprehensive description of the current ex- Model C school library context and how these influenced the service orientation and intended core functions of school librarians, such as teaching information literacy, providing academic support and promoting general literacy and reading. The FHS media centre service was further described with an aim of providing functional library/media centre management guidelines, applicable to high school libraries/media centres in similar ex-Model C school situations, or any libraries that could find such guidelines useful. This qualitative FHS media centre case study was based on the FHS media centre manager’s personal observation as participative action researcher and further supported by literature, an interview and questionnaire feedback from FHS educators and respondents from selected NMM ex-Model C high school libraries. By comparing historical and existing national and provincial school library issues, conclusions were reached regarding macro- and micro-school library contexts, for example, the effect of having no national policy, the support roles of school management and governing bodies, the influence of digital media and the position of school librarians. School librarian concerns, including their roles, qualifications, service conditions and professional status, especially within Section 21 schools, were considered with the high school library and librarian’s contribution towards curriculum outcomes and life-long learning. With specific reference to ex-Model C schools, the absence of a library policy also resulted in diverse levels of school management and school governing body recognition of the school library/media centre. This impacted on the school librarian’s role in curriculum support and information literacy teaching as well as the availability of funds, infrastructure and resources. It is recommended that government should address the supply of library facilities, services and posts for school librarians and assistants. Lack of governmental action is maintaining the growing divide between ex-Model C schools and disadvantaged schools, while the lack of school library services also has a negative influence on literacy and pass rates, especially in poorer regions, like the Eastern Cape. In the light of the vast difference between the results of ex-Model C schools and other schools in the Eastern Cape, these schools and their library services could provide a benchmark towards improving educational contexts in the province.

APA, Harvard, Vancouver, ISO, and other styles

5

Bedford, Janet D. McCarthy John R. "The utilization of the microcomputer in the administration of a media center in higher education institutions." Normal, Ill. Illinois State University, 1985. http://wwwlib.umi.com/cr/ilstu/fullcit?p8608946.

Full text

Abstract:

Thesis (Ph. D.)--Illinois State University, 1985.
Title from title page screen, viewed June 29, 2005. Dissertation Committee: John McCarthy (chair), John Brickell, Timothy Duffy, Kenneth Strand, Clayton Thomas. Includes bibliographical references (leaves 118-123) and abstract. Also available in print.

APA, Harvard, Vancouver, ISO, and other styles

6

Sorbie, Jill I. "Exploring Teacher Perceptions of Blended Learning." ScholarWorks, 2015. https://scholarworks.waldenu.edu/dissertations/1866.

Full text

Abstract:

Although research supports the blended learning methodology as a way to personalize and engage students, research also documents the widespread hesitation among educators when it comes to embracing technology. District leaders believe that such is the case in an upper Midwest school district where all high school students are provided devices, yet these leaders note that few teachers are fully exploiting the tools. Framed by the connectivism and social constructivism theories, this qualitative case study focused on teachers' views of blended learning, its influence on their teaching practices, and how they see it helping students to learn. The guiding research questions addressed the successes and challenges of blended learning, including how Moodle was used for formative e-assessment. Data were collected from 12 purposefully selected high school teachers by a questionnaire, 3 different observations in each of their classrooms, computer screenshots provided by participants, and 3 semi-structured interviews per teacher. Open coding produced common themes during the data analysis. Findings show that these teachers believe that blended learning promotes individualization, collaboration, organization, engagement, real-world relevance, and student-centered learning. While they agreed that blended learning supported their practice, challenges were cited such as students disengaging in the learning process, device and infrastructure concerns, and the time to integrate technology effectively. Based upon these findings, professional learning communities were designed to improve teacher pedagogy for using blended learning. This study may serve as a model for staff from other schools who are integrating higher levels of technologies as they try to level the playing field and prepare students to be global citizens with the necessary 21st century skills.

APA, Harvard, Vancouver, ISO, and other styles

7

Kaplan, Allison G. "Benign neglect principals' knowledge of and attitudes towards school library media specialists /." Access to citation, abstract and download form provided by ProQuest Information and Learning Company; downloadable PDF file 0.52 Mb., 126 p, 2006. http://gateway.proquest.com/openurl?url_ver=Z39.88-2004&res_dat=xri:pqdiss&rft_val_fmt=info:ofi/fmt:kev:mtx:dissertation&rft_dat=xri:pqdiss:3220729.

Full text

APA, Harvard, Vancouver, ISO, and other styles

8

Hayes, Kristi Lynn. "Effects of Professional Development on Using Differentiated Instruction with Gifted and Talented Students in the Library Media Center." TopSCHOLAR®, 2011. http://digitalcommons.wku.edu/theses/1116.

Full text

Abstract:

Library media specialists (LMSs) have a unique position within a school, which is the opportunity to reach out to every student, especially to gifted and talented students who can benefit from having more advocates within their learning communities. Collaborating with other education professionals is beneficial to all students and many library media specialists already make this a normal part of their job responsibilities. The LMSs who are participants of Project CATALYST (Collaboration among Teachers and Librarians Yields Successful Teaching) are required to collaborate with classroom teachers in order to provide more enriching opportunities for students when they come to the library media center. So, the purpose of this project was to introduce gifted and talented terminology and strategies that focus on differentiated instruction for gifted and talented students to LMSs participating in Project CATALYST grant through the Ohio Valley Educational Cooperative (OVEC). This will meet two specific needs: providing the LMSs opportunities to collaborate with classroom teachers while becoming another resource for gifted and talented students that can enhance their learning beyond the classroom. The LMSs who participate in Project CATALYST were introduced to specific gifted and talented terminology and strategies that focus on differentiated instruction for gifted and talented students through a three-hour professional development. The participants completed an online pre-survey that identified the specific needs of the group and the professional development was designed with these needs in mind. After participating in the professional development, the participants were asked to complete an online post-survey to determine if the professional development was effective in changing the awareness and instructional practices of the participants when working with gifted and talented students. The pre- and post-surveys were analyzed to validate the effectiveness of the project and found that there was positive response by library media specialists to professional development on using differentiated instruction with gifted and talented students in the library media center. The small changes in instructional practices by 70 percent of the participants validate the effectiveness of the project in enlightening educators in the needs of gifted and talented students and the need to collaborate with other educators to provide enriching and challenging learning activities for these unique students.

APA, Harvard, Vancouver, ISO, and other styles

9

Hulme, Stephen D. "Evaluating the Ethics and Issues in Media Case Studies." BYU ScholarsArchive, 2012. https://scholarsarchive.byu.edu/etd/3154.

Full text

Abstract:

Ethics and Issues in Media is an interactive case-study software that allows communications students to make ethical decisions based on real-life case studies. The evaluation of Ethics and Issues in Media focused on whether or not Ethics and Issues in Media 1) was easy to use, 2) allowed students to make real-life ethical decisions in realistic contexts, 3) enabled students to think about ethical issues in new ways, 4) enabled students to think through and determine potential courses of action to realistic ethical issues and 5) enabled students to understand the consequences of others' ethical decisions. A focus group discussion was held with the creator of Ethics and Issues in Media and with the students who had used it. Students' comments regarding Ethics and Issues in Media were generally positive. Ethics and Issues in Media proved to be successful in the ways that it enabled students to think through ethical issues for themselves, understand the consequences of others' ethical decisions, and think about ethical issues in new ways. Some students found Ethics and Issues in Media to be difficult to navigate, and many had trouble trusting that their answers were saved or submitted properly. The students recommended that the instructor expand the number and type of case studies included in Ethics and Issues in Media. Additionally, I recommend a more thorough orientation to Ethics and Issues in Media prior to implementation as a final exam.

APA, Harvard, Vancouver, ISO, and other styles

10

Bell, Michael David 1943. "Elementary School Climate Factors and Personality and Status Variables Associated with School Library Media Specialists Chosen by Classroom Teachers for Cooperation on Instructional Problems." Thesis, University of North Texas, 1990. https://digital.library.unt.edu/ark:/67531/metadc332312/.

Full text

Abstract:

This study investigated relationships between the extent to which elementary classroom teachers tend to choose school library media specialists for cooperation on instructional problems and several school climate and faculty related characteristics including the general academic effectiveness of the school, the overall cohesion and cooperativeness of the teaching faculty on instructional matters, and the propensity of the group and individual faculty to seek cooperation to solve instructional problems. The instructional choice status of the school library media specialist was also studied in relation to various individual personality factors, as measured by Cattell's 16 Personality Factor Questionnaire, as well as school media specialist status variables including degreed or non-degreed status, total years of experience as a school library media specialist, years of experience on campus as a school library media specialist, and total number of years of experience in the field of education. The instructional status of the school library media specialist was also examined in relationship to the size of the school served. The study included 1,079 elementary classroom teachers and thirty-nine school library media specialists from thirty-nine Texas elementary schools similar in important wealth, size, and student demographic characteristics. Twenty of the schools ranked in the bottom 25% of all schools in the state as to how well their students performed on the 1988 Texas Educational Assessment of Minimum Skills (TEAMS) test. Nineteen schools ranked among the top 25%of all schools in the state in academic effectiveness. As compared to the low academic schools, the high academic schools were found to be significantly more instructionally cohesive, and classroom teachers in those schools were significantly more disposed to choose the school library media specialist to cooperate with them on instructional problems. No significant relationships were discovered between the instructional choice status of the school media specialist and his or her measured personality characteristics.

APA, Harvard, Vancouver, ISO, and other styles

11

Everett, Inez Celeste. "Web accessibility: Ensuring access to online course instruction for students with disabilities." CSUSB ScholarWorks, 2003. https://scholarworks.lib.csusb.edu/etd-project/2367.

Full text

Abstract:

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.

APA, Harvard, Vancouver, ISO, and other styles

12

Mukenge, Tshimpo C. "Suburban High School Teachers' Teaching Styles, Teaching Experiences, and Acceptance of Edmodo." ScholarWorks, 2019. https://scholarworks.waldenu.edu/dissertations/7411.

Full text

Abstract:

Southern U.S. teachers at suburban high schools can use Edmodo; however, teachers prefer traditional teacher-centered teaching methods. This quantitative correlative study explored teachers' technology acceptance in relation to teaching styles and experiences. Framing acceptance by Davis's technology acceptance model (TAM), research questions addressed the direct and moderating relationships between teaching style and the TAM variables related to using Edmodo and the direct and moderating relationships between teaching experiences and TAM variables. From 240 teachers at the high school, 45 completed an online survey (response rate of 18.75%). Descriptive statistics, ANOVA, and regression analyzed data. TAM could be verified for the entire sample; however, no significant direct relationship between teaching style and the TAM variables was found. Teaching style moderated the relationships within the TAM; these were stronger for teachers with a teacher-centered teaching style. No significant direct relationship existed between teaching experiences and TAM variables; a moderating effect on the relationships existed within the TAM. Among experienced teachers, ease of use was the strongest acceptance predictor, whereas perceived use was the strongest predictor among less experienced teachers. Results indicated teachers might develop a more student-centered teaching style, thus concentrating on technology's ease of use, rather than its potential utility. A policy recommendation could ensure teachers efficiently used technology to support student-centered learning. The application of the recommended policies might lead to teachers' more effective use of instructional technology, which might affect student learning and motivation.

APA, Harvard, Vancouver, ISO, and other styles

13

Sharick, Sara. "Case Study on How High School Teachers Incorporate Technology in the Classroom to Meet 21st Century Student Learning Needs." ScholarWorks, 2016. https://scholarworks.waldenu.edu/dissertations/2887.

Full text

Abstract:

Students are not adequately prepared to contribute to the workforce or engage in global citizenship in the 21st century. Research indicates proper education of students cannot be accomplished without teachers' acceptance of technology in the classroom, engagement in effective professional development, and ability to transform their curricula. Although there is an abundance of research supporting the use of technology in the classroom, little research has examined how to incorporate the technology into student-centered learning. The research questions in this study examined teachers' use and acceptance of technology in the classroom and how teachers incorporate technology to meet the 21st century learning skills requirements. This qualitative case study used Bandura's social cognitive theory and the Partnership for 21st Century Learning Framework. The purposeful sample included 6 participants teaching in Grades 9-12. Data were gathered using a selection survey, interviews, and course documents. The data analysis included the organization of participant responses and development of 6 primary themes. The results indicated that a high level of technology self-efficacy drove these teachers' integration of technology into student-centered activities that built 21st century learning skills. The results also showed a lack of effective professional development provided to teachers that focused on incorporating technology into the curriculum. These findings are significant for educators to understand how to meet the learning needs of their students. Implications for positive change include providing educators with knowledge and understanding of the importance to design professional development opportunities for teachers that not only teach how to use the technologies available to them but to also teach how to effectively incorporate that technology into the learning process.

APA, Harvard, Vancouver, ISO, and other styles

14

Brent, Howard Jehu. "Middle School Teachers' Acceptance and Use of Edmodo to Sustain Networked Collaboration." Thesis, Walden University, 2019. http://pqdtopen.proquest.com/#viewpdf?dispub=13862679.

Full text

Abstract:

Although some middle school teachers integrate social media platforms into instruction, they generally use traditional and teacher-centered strategies rather than those that are innovative and student-centered. A gap exists in the literature on how teachers could use social media tools such as Edmodo to engage middle school students for innovative online collaboration. This qualitative case study explored the factors that contributed to the acceptance and use of Edmodo by middle school teachers in a Mid-Atlantic urban school district. Specifically, the research explored how teachers leveraged Edmodo to initiate and sustain networked collaboration with their students. The Unified Theory of Acceptance and Use of Technology 2 model, sociocultural development theory, and connectivism supported the conceptual framework. A criterion selection process was used to select 6 middle school teachers as participants. Data sources included 6 semi structured interviews, a focus group of 3 educational technology leaders, and school district documents. Data were analyzed using a priori codes based on the literature review and conceptual framework. Themes that emerged from the analysis included the following: acceptance and use of Edmodo as a communication platform, increased support of students’ organizational needs, enhancement of professional practice, initiation of networked collaboration, barriers and challenges in networked collaboration, and sustained networked collaboration. This research may contribute to positive social change by informing educational leaders and teachers on how to best leverage social media tools such as Edmodo in the middle school classroom to actively engage students in online collaboration, fostering a more student-centered learning environment.

APA, Harvard, Vancouver, ISO, and other styles

15

Harris, Gayle. "The agency of an independent primary school principal in the management of a media centre innovation." Thesis, 2007. http://hdl.handle.net/10413/864.

Full text

Abstract:

The agency or personal involvement of the principal within a school is perceived as being of vital importance to the success of innovations. Leadership is necessary, not only to manage the escalating changes in academia, but more importantly to inspire, protect and encourage educators. One of the current trends in education is the move towards self-management which is a decentralization of power control from the state to the school. Selfmanagement implies choice and this enables the principal to validate the opinions and ideas of everyone who is involved in the process of school governance. The success or failure of an innovation usually depends on the support of the stakeholders. Change can be stressful, and unless the principal is part of the process, the implementation may not be successful. The context of this study is an independent primary school which has recently undergone many changes, most of which appear to have been initiated and managed by the principal. Independent schools have more autonomy than public schools as they are usually self-funded. The principal is accountable not only to the Board of Governors, but also to the parent body which generally has high expectations of the school. This study investigates the impact of the principal’s agency on the development of a multi-media centre at the school. The extent of his involvement within the school and his leadership style was first established and then the implementation of a new innovation, that of the media centre, was explored. Case study methodology based on semi-structured interviews with selected participants from within the school was employed. These participants represented different perspectives on the principal’s leadership and management of the media centre. In addition, documents and photographs were analysed for triangulation purposes.
Thesis (M.Ed.)-University of KwaZulu-Natal, 2007.

APA, Harvard, Vancouver, ISO, and other styles

16

Porter, Melissa J. "Media specialists' perceptions of administration in censorship and access of information in school library media centers." 1997. http://catalog.hathitrust.org/api/volumes/oclc/39329818.html.

Full text

APA, Harvard, Vancouver, ISO, and other styles

17

Everhart, Nancy. "An analysis of the work activities of high school library media specialists in automated and non-automated library media centers using work sampling." 1990. http://books.google.com/books?id=XrTgAAAAMAAJ.

Full text

APA, Harvard, Vancouver, ISO, and other styles

18

Miao, Ya-chun, and 苗雅君. "A Study on the Development of Instructional Media Specialist Training Courses for Taipei Elementary School Instructional Resources Center." Thesis, 2004. http://ndltd.ncl.edu.tw/handle/33982403788962643997.

Full text

Abstract:

碩士
淡江大學
教育科技學系
92
This research aims to find out the competence indicator of the instructional media specialists of the instructional resources center in elementary schools and to define the content areas of the training courses for the instructional media specialists. The results of this research are expected to serve as a blueprint to implement the training courses for instructional media specialists in the future. The Delphi technique was used to conduct the research. Literature reviews, which helped the researcher draft a questionnaire, focused on the functions of instructional resources center as well as the required capacities of the instructional media specialists and librarians. Sixteen experts were invited to take part in the research. Their responses to a series of questionnaires (three times) were anonymous, and they were provided with a summary of opinions before answering the next questionnaire. The results of the three questionnaires, processed and analyzed through Arithmetic Mean, Quartile Deviation, and Standard Deviation, find out the capacities of the instructional media specialists of the resources center in elementary schools and the content areas of the training courses for the instructional media specialists. The research covers two major areas: (1) The competence indicator of instructional media specialists and, (2) the content areas of the training courses for the instructional media specialist. The conclusions of the research are summarized as follows: 1.The instructional media specialists should be armed with five types of capacities: (1) capacity of teaching and consulting, (2) capacity of providing information service, (3) capacity of offering media technology service, (4) capacity of administrating, and (5) capacity of pursuing professional development. 2.The training courses for cultivating the instructional media specialists should cover three aspects: (1) library information, (2) technological application, and (3) administration. 3.The forty-five items of the five major capacities are considered“very important”by the experts who answered the questionnaire. 4.The fifteen items of the three aspects for the training course are considered “very important”by the experts as well. Based on the research results, the researcher provided some suggestions for the authorities concerned and the schools which intent to transform their library into an instructional resources center. In addition, recommendations for further research are listed in the end. 1.Educational institutes are advised to (1) provide a model school which has a successful instructional resources center, (2) evaluate school libraries on the regular basis. 2.Schools which want to change their school library into a instructional resources center are advised to (1) refer to this research and prioritize the important courses proposed to train future media specialists, (2) find out the weakest capacities of the existing personnel in the library and design the training courses accordingly. 3.Recommendations for further research (1) Study the delivery approaches of the training courses for the instructional media specialists of instructional resources centers in elementary schools. (2) Explore the possibilities of a certificated system for the instructional media specialists of instructional resources centers in elementary schools.

APA, Harvard, Vancouver, ISO, and other styles

19

Lebele, Tshepi Helen. "Absence of operative media centres in black schools." Thesis, 2014. http://hdl.handle.net/10210/10163.

Full text

APA, Harvard, Vancouver, ISO, and other styles

20

Miller, David W. "Professional development and the diffusion of innovations in school library media centers." 1995. http://catalog.hathitrust.org/api/volumes/oclc/36454153.html.

Full text

Abstract:

Thesis (Ed. D.)--University of Missouri--St. Louis, 1995.
"UMI number: 9536432." eContent provider-neutral record in process. Description based on print version record. Includes bibliographical references (leaves 59-62).

APA, Harvard, Vancouver, ISO, and other styles

21

Wilson, Locordkenic Retroze Douglas. "An investigation of the differences between a flexibly scheduled media center and a traditionally scheduled elementary school media center and the effects on administration, faculty, and students." 1997. http://books.google.com/books?id=yajgAAAAMAAJ.

Full text

APA, Harvard, Vancouver, ISO, and other styles

22

Farrens, Emilie M. "An evaluation of Nebraska library media centers and programs." 1991. http://books.google.com/books?id=IrLgAAAAMAAJ.

Full text

APA, Harvard, Vancouver, ISO, and other styles

23

Cole, Paula G. "Self-regulation and the secondary school library media center a development project /." 1996. http://books.google.com/books?id=L7fgAAAAMAAJ.

Full text

APA, Harvard, Vancouver, ISO, and other styles

24

Angelo, Joseph William. "An analysis of school library media resources in Massachusetts as compared with state standards." 1994. http://books.google.com/books?id=avngAAAAMAAJ.

Full text

Abstract:

Thesis (Ed. D.)--Boston University, 1994.
Includes vita. "94-23441." eContent provider-neutral record in process. Description based on print version record. Includes bibliographical references (leaves 161-166).

APA, Harvard, Vancouver, ISO, and other styles

25

Jivan, Morar. "The departmental head as co-ordinator of media instruction in the senior primary phase at Indian primary schools." Thesis, 2014. http://hdl.handle.net/10210/9765.

Full text

APA, Harvard, Vancouver, ISO, and other styles

26

Kistan, Gana. "Perceptions and utilization of media centres in South Africa." Thesis, 1991. http://hdl.handle.net/10413/11403.

Full text

APA, Harvard, Vancouver, ISO, and other styles

27

Kreiser, Joy Latane Clark. "A comparative study of curriculum integrated and traditional school library media programs fifth grade students' reading and media program attitudes and utilization /." 1991. http://catalog.hathitrust.org/api/volumes/oclc/27136395.html.

Full text

APA, Harvard, Vancouver, ISO, and other styles

28

Lai, Yuangling. "The attitudes of public elementary school teachers and school library media specialists in three East Tennessee counties toward the instructional consultant role of the school library media specialist." 1995. http://books.google.com/books?id=OMPgAAAAMAAJ.

Full text

APA, Harvard, Vancouver, ISO, and other styles

29

Van, Deusen Jean Donham. "Effects of fixed versus flexible scheduling on curriculum involvement and skills integration in elementary school library media centers." 1991. http://books.google.com/books?id=S73gAAAAMAAJ.

Full text

APA, Harvard, Vancouver, ISO, and other styles

30

Cruzeiro, Patricia A. "Role and function attitudes of public school principals regarding the library media program." 1991. http://books.google.com/books?id=T2KcAAAAMAAJ.

Full text

APA, Harvard, Vancouver, ISO, and other styles

31

Kelley, Irene Gesiak. "Cooperation between public libraries and public school library/media centers in Massachusetts." 1992. http://books.google.com/books?id=S7_gAAAAMAAJ.

Full text

APA, Harvard, Vancouver, ISO, and other styles

32

Papo, William Duncan. "Media usage in teacher training." Thesis, 2014. http://hdl.handle.net/10210/9171.

Full text

APA, Harvard, Vancouver, ISO, and other styles

33

Bingham, Janice Elizabeth Mann. "A comparative study of curriculum integrated and traditional school library media programs achievement outcomes of sixth-grade student research papers /." 1993. http://books.google.com/books?id=P7LgAAAAMAAJ.

Full text

APA, Harvard, Vancouver, ISO, and other styles

34

邱昭閔. "A Study on Media Services of University and College in Digital Era :The Role and Relationship Between Library and Instructional Resources Center." Thesis, 2004. http://ndltd.ncl.edu.tw/handle/26644121828677907620.

Full text

APA, Harvard, Vancouver, ISO, and other styles

35

Steelman, Marjory Kay. "A study of the effects of a media outreach library on the achievement of Chapter I students a record of study /." 1994. http://catalog.hathitrust.org/api/volumes/oclc/35695343.html.

Full text

Abstract:

Thesis (Ed. D.)--Texas A & M University, 1994.
Includes vita and abstract. eContent provider-neutral record in process. Description based on print version record. Includes bibliographical references (leaves 80-84).

APA, Harvard, Vancouver, ISO, and other styles

36

"The implementation of educational media by biology teachers in the Thohoyandou area." Thesis, 2012. http://hdl.handle.net/10210/5598.

Full text

Abstract:

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).

APA, Harvard, Vancouver, ISO, and other styles

37

Hannis, E. Marilyn. "Assessment of the management strategies for learning resources in Vancouver schools." Thesis, 1996. http://hdl.handle.net/2429/6020.

Full text

Abstract:

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.

APA, Harvard, Vancouver, ISO, and other styles

38

Lesame, Ntombizandile Carol. "The impact of information and communication technologies (ICTs) on development : a case study of the influence of telecentres on the education of users." Thesis, 2008. http://hdl.handle.net/10500/4160.

Full text

Abstract:

This study investigates the use of telecentres for educational purposes in telecommunications under-serviced regions of South Africa. The problem addressed by this research has both equity and efficiency aspects. In particular, the thesis examines the impact of telecentres on the formal and non-formal education outcomes of recipient communities - four telecentres, two in townships and two in rural areas. The urban telecentres are Siyabonga in Orange Farm near Johannesburg and Mamelodi Communication and Information Services (MACIS), in Mamelodi township, near Pretoria in Gauteng Province. The rural telecentres are Tombo near Port St Johns in the Eastern Cape Province and Hoxani near Bushbuckridge on the Mpumalanga-Limpopo Province border. The main aim of the research is to conduct a quantitative survey of the telecentre users’ use of telecentres in the above mentioned locations. On the basis of this, the thesis seeks to come to some conclusions about the use and effectiveness of the South African telecentre program. The quantitative analysis of users is supported by a qualitative report and analysis of data gathered through personal interviews of telecentre operators and employees. The thesis reports on the outputs of the centres, limitations in their function, inhibitors to their economic performance, and recommendations for improving their operations. Some of the findings are that telecentres established through public-private partnership (PPP) funding are more effective and successful, computer literacy is a major resource offered, Hoxani telecentre offers outcomes-based education management skills training for local teachers, while Tombo, MACIS and Siyabonga telecentres offer additional business and electronic courses. The thesis also reviews the South African telecentre program against the background of similar programs in selected Asian and Latin American countries, Australia, Canada, and Europe and against the background of an analysis of South African post-apartheid telecommunications sector reforms (1996 to 2007). Insights into the unique nature of challenges facing geographically located telecentres as well as a new model for understanding telecentre operations in South Africa are offered.
Communication Science
D.Litt. et Phil.(Communication Science)

APA, Harvard, Vancouver, ISO, and other styles

Dissertations / Theses on the topic 'Instructional Media Centre'

Create a spot-on reference in APA, MLA, Chicago, Harvard, and other styles