Дисертації: "Communication in education"

1

Hagemeier, Nicholas E. "Patient Communication and Education." Digital Commons @ East Tennessee State University, 2018. https://dc.etsu.edu/etsu-works/5434.

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2

Marks, Lori J. "Augmentative Communication." Digital Commons @ East Tennessee State University, 2002. https://dc.etsu.edu/etsu-works/3700.

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3

ANTUNES, FLAVIA LOBO DE CASTRO. "BUILDING CONTENT FOR EDUCATIONAL TV PROGRAMS: COMMUNICATION AND EDUCATION CHALLENGES." PONTIFÍCIA UNIVERSIDADE CATÓLICA DO RIO DE JANEIRO, 2015. http://www.maxwell.vrac.puc-rio.br/Busca_etds.php?strSecao=resultado&nrSeq=25441@1.

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PONTIFÍCIA UNIVERSIDADE CATÓLICA DO RIO DE JANEIRO
A dissertação trata das questões enfrentadas por profissionais de comunicação e educação, que trabalham na produção de conteúdo para TV educativa. O estudo de caso, desenvolvido com 10 produtores da MultiRio, no período de maio a julho de 2014, seguiu a abordagem qualitativa. O foco da análise é a percepção de conteúdo educativo compreendida por estes profissionais e como esta acepção norteia a produção destes programas. A TV educativa, lócus desta pesquisa, apresenta características comuns ao meio, como entretenimento e informação. Todavia, possuiu peculiaridades, constituindo o objetivo primeiro deste tipo de emissora: educar e formar a audiência. O presente trabalho desenvolve-se a partir da Pedagogia da Comunicação, desenvolvida por Mario Kaplún, no estudo da educação e da comunicação, configurando o que o autor chamou de educação informal, assumindo esta modalidade de TV seu papel na promoção do desenvolvimento humano. A MultiRio é a empresa municipal de multimeios, vinculada à Secretaria Municipal de Educação do Rio de Janeiro. Os objetivos da empresa são a articulação entre a sociedade e a educação, atuando ainda na capacitação continuada de professores e alunos da rede pública municipal. Desde sua criação, em 1993, foram mais de 4.200 programas produzidos e veiculados em sistema aberto e fechado de televisão. As considerações do estudo demonstram a existência de conflito entre as duas áreas, evidenciando uma tensão entre aprendizagem e entretenimento, sugerindo que este conflito pode ter origem na percepção sobre o papel da escola e do ensino na sociedade e desta através da TV.
This dissertation brings questions which are faced by communication and education professionals who work with content production for educational TV. This is a case study that has a qualitative approach. It was developed from May to July of 2014 with ten producers who work at MultiRio. The focus of this analysis is to perceive how these professionals comprehend educational content and also to understand how this perception influences the production of these programs. Educational TV has its own characteristics such as entertainment and information. However, it has its peculiarities. The first goal of this kind of station is educating and achieving viewership. This research was developed within the studies of Mario Kaplún on Pedagogy of communication. This author brought the concept of informal education assuming that this type of TV plays a role in promoting human development. MultiRio is a city government company which is connected to the Educational Secretary of the city. The company goals are mainly to articulate society and education as well as promoting continued formation for students and teachers from public schools. Since its creation, the company has produced and aired more than 4.200 programs both on open and paid TV. This study found out that there is a conflict between the two fields which showed a tension between learning and entertaining. It suggests that this conflict may have been originated in the perception about the role of the school and the role of teaching in the society and through TV.

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4

Diodato, Denielle. "Speech and language disorders in preschool age children : Picture exchange communication system (PECS), a strategy a regular classroom teacher can implement to improve communication skills /." Staten Island, N.Y. : [s.n.], 2007. http://library.wagner.edu/theses/education/2007/thesis_edu_2007_dioda_speec.pdf.

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5

Buckner, Marjorie M. "Parents' Expressed Educational Dissent in Middle School Education Systems." UKnowledge, 2015. http://uknowledge.uky.edu/comm_etds/38.

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Hoy and Miskel (2008) and Weick (1976) conceptualize schools as organizational systems of which parents comprise part of the organization. Specifically, parent involvement includes such behaviors as assisting students with homework, participating in policy decisions, and providing feedback (Barge & Loges, 2003). Parent involvement is largely championed in K12 education and particularly in middle schools (e.g., Coalition of Essential Schools, 1993; Texas Education Agency, 1991). In fact, both parents and teachers value building positive parent-teacher relationships (Kalin & Steh, 2010) and may communicate regarding a variety of topics including student academic performance, classroom behavior, preparation, hostile peer interactions, and health (Thompson & Mazer, 2012). However, while parents and teachers report valuing positive parent-teacher interactions, Lasky (2000) found that “teachers and parents sometimes felt confused, powerless, and misunderstood as a result of their interactions” (p. 857). One specific type of parent-teacher communication that may lead to dissatisfying interactions is parent expressed educational dissent (PED). Similar to organizations and workplaces that do not value dissent as a feedback process increasing democratic discourse in the system, schools may actively attempt to avoid potentially negative or conflict-inducing communication such as dissent (Ehman, 1995). Scholars (e.g., Davies, 1987; Fine, 1993; Sarason, 1995) note the importance of dissent and parent involvement in education systems, and case studies espouse positive changes within education systems as a result of parental dissent (e.g., Ehman, 1997). In order to better understand PED, this dissertation project seeks to (a) examine why parents express dissent in educational systems, (b) identify how parents express dissent in educational systems, and (c) measure how PED affects members of the educational system. To accomplish these goals, the author conducted a series of focus groups with teachers and parents, developed a measure of PED, and disseminated a survey to both parents and teachers assessing the antecedents and possible outcomes affected by PED. The findings of this research aim to improve organizational communication within middle school education systems such that schools may develop prosocial strategies for (re)framing and addressing PED.

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6

Ramcharan, Aneel. "Managing human resources in education : applying organisational communication in educational management." Thesis, University of Zululand, 2004. http://hdl.handle.net/10530/321.

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A thesis submitted in fulfilment of the requirements for the Degree of D.Litt in Communication Science, University of Zululand, 2004.
Human Resource Management has become one of the most discussed approaches to the practice and analysis of employment relationship in our modern society. In this thesis I present my recommendations that organisations will function more effectively and efficiently if the people who work in them are encouraged to develop professionally and to use that approach to undertake organisational tasks. Increasingly human resource management is being recognised as crucial, not only to the individual but also to the promotion of effective and efficient organisations. In this thesis I will focus on educational management in two ways — from the perspective of the individual and from the perspective of the organisation. Educational management is a diverse and complex range of activities calling on the exercise of considerable knowledge, skill and judgement by individuals, but its practice is dependent on the culture of particular organisational settings. I focus on this constant interplay between individual capability and organisational requirements, which make human resource management for educational managers both challenging and exciting. In this thesis I will examine how the concepts, skills and insights gained through professional development can be applied by educational managers to specific organisational tasks and systems. At best this thesis encourages school managers to ask questions about their own organisations and to develop their own solutions appropriate to their organisations. My research involves a mixture of theory and practical examples, which it is envisaged will spur students of learning and educational managers to apply and refine in the future. In the final phase of my research I reveal how the concepts, skills and insights gained through professional development can be applied bv educational managers to specific organisational tasks and systems in the effective use of human resources.

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7

Fullerton, Lindsay K. Barton Matthew. "Curriculum & program change manual." [Cedar City, Utah : Southern Utah University], 2009. http://unicorn.li.suu.edu/ScholarArchive/Communication/FullertonLindsay.pdf.

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Thesis (M.S.)--Southern Utah University, 2009.
Title from PDF title page. "March 12, 2009." "In partial fulfillment of the requirement for the degree [of] Master of Arts in Professional Communication." "A capstone project presented to the faculty of the Communication Department at Southern Utah University." Dr. Matthew Barton, Thesis Supervisor Includes bibliographical references (p. 95-98).

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8

Radford, Benjamin. "Misinformation in eating disorder communications| Implications for science communication policy." Thesis, State University of New York at Buffalo, 2013. http://pqdtopen.proquest.com/#viewpdf?dispub=1546959.

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Though eating disorders are a serious public health threat, misinformation about these potentially deadly diseases is widespread. This study examines eating disorder information from a wide variety of sources including medical journals, news reports, and popular social activist authors. Examples of misinformation were identified, and three aspects of eating disorders (prevalence, mortality, and etiology) were chosen as key indicators of scientific illiteracy about those illnesses. A case study approach was then adopted to trace examples of misinformation to their original sources whenever possible. A dozen examples include best-selling books, national eating disorder information clearinghouses; the news media; documentary feature films; and a PBS television Nova documentary program. The results provide an overview of the ways in which valid information becomes flawed, including poor journalism, lack of fact-checking, plagiarism, and typographical errors. Less obvious—and perhaps even more important—much of the misinformation results from scientific research being co-opted to promote specific sociopolitical agendas. These results highlight a significant gap in science communication between researchers, the medical community, and the public regarding these diseases, and recommendations to address the problem are offered.

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9

Rugbeer, Hemduth. "Communicating by ordering electrons : the development of electronic communication as part of a secondary school Communication Science curriculum in the Language, Literacy and Communication learning area." Thesis, University of Zululand, 2001. http://hdl.handle.net/10530/314.

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A thesis submitted in fulfilment of the requirements for the Degree of MA in Communication Science, University of Zululand, 2001.
In this thesis I focus on the introduction of Electronic Cornmunication as part of an envisaged Communication Science curriculum in the Language, Literacy and Communication Learning area of the Further Education and Training band. In the course of my thesis I will show that the requisite elements of verbal and written cornmunication are dispersed throughout the Language, Literacy and Communication learning area in the General Education and Training band, and that they can be utilised as basis for formally introducing Communication Science, as a subject in the Language, literacy and Communication learning area in the Further Education and Train¬ing band. I also show that electronic communication will form a crucial area of study in such a Communication Science curriculum. I argue that due to the diversity of cultures in South Africa, cross-cultural cornmunication is required in such a curriculum. I also argue that by the very na¬ture of Outcomes-Based Education it is necessary to have a subject into our school curriculum that will form an interface with conceptual learning and experiential learning, that will contextu-alise language study within the more comprehensive scope of forms of human communication, and that will form an interface between the humanities and science to prevent the humanities from becoming soft options in Further Education and Training band learning programmes. To this effect I focus on the crucial role of Constructivism as integrating theory to account for vari¬ous approaches to motivational learning, the primary form of learning required in Outcomes-Based Education. I examine the principles of curriculum construction in OBE and its associated culture of learn¬ing against the backdrop of the theory of Situated Cognition. This presents a platform to argue the case for Electronic Communication as part of Communication Science in the Further Edu¬cation and Training band curricula in South African schools.
National Research Foundation

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10

Marks, Lori J., and M. L. McMurray. "Core Vocabulary in Augmentative Communication." Digital Commons @ East Tennessee State University, 2007. https://dc.etsu.edu/etsu-works/3539.

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11

Marks, Lori J. "Supporting Communication Using Pictures and Symbols." Digital Commons @ East Tennessee State University, 2006. https://dc.etsu.edu/etsu-works/3676.

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12

Wakefield, Curt Ryan Larson Suzanne. "Self-disclosure and cohesion in the religious classroom." [Cedar City, Utah : Southern Utah University], 2009. http://unicorn.li.suu.edu/ScholarArchive/Communication/WakefieldCurt.pdf.

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Thesis (M.S.)--Southern Utah University, 2009.
Title from PDF title page. "July 2009." "In partial fulfillment of the requirement for the degree [of] Master of Arts in Professional Communication." "A thesis presented to the faculty of the Communication Department at Southern Utah University." Dr. Suzanne Larson, Thesis Supervisor Includes bibliographical references (p. 30-34).

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13

Whyte, Andrew. "Building design team communication : practice and education." Thesis, Robert Gordon University, 1996. http://hdl.handle.net/10059/575.

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This study examined three propositions: - (i) there are problems in the building design team created by difficulties of communication between different professional disciplines, (ii) communication difficulties are primarily a function of cultural differences instilled by vocational education, and (iii) communication gaps require educational initiatives able to bridge cultural differences instilled by vocational traditions in the educational process. To achieve the most efficient process and ultimately a more effective product, building design team professionals must maximise their capacity for integrated activity and inter-professional communication. The nature of inter-professional relationships, and their development through the group formation process, is presented as a central consideration in the analysis of building design team communication. The rationale and methodological development of the study seeks to understand whether differences in inter-professional interaction are largely a matter of values and attitudes, and whether these can be modified by training to improve communication in the building design team. Research examines whether influencing positively professional attitudes at the formative stage addresses inter-disciplinary dissonance. This study establishes a link between education for the construction industry, and the adverse affects of perceived professional discord. This study goes beyond current conflictual opinion regarding the structure of specialised education for construction, and presents evidence that, handled correctly, future tertiary education can provide the most suitable antecedent for a more efficiently integrated building industry.

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14

Redford, Morag. "Interprofessional communication in education : a case study." Thesis, University of Stirling, 2013. http://hdl.handle.net/1893/13177.

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This thesis is concerned with communication in interprofessional practice, an issue which is identified as a ‘difficulty’ but ‘essential’ in the literature. The research is based on a case study focusing on the communication between professionals in a series of planning meetings held to support the transition of a child with additional support needs from playgroup into the nursery class of a primary school in Scotland. The study explores the dynamics and complexities of communication through the theoretical frameworks of ethnography of communication and Dewey’s concept of communication as participative action. This joint analysis illustrates the way in which the group worked together to make something in common and the extent of commonality that was needed for them to work actively together. The findings show the interprofessional group functioning as a speech community with a bounding feature of working with the child. The soft-shell of this community illustrates a flexibility of practice and the ability of the group to expand or contract to meet the needs of the child and family. The way in which the participants worked together to agree the outcomes they were working towards is an illustration of Deweyan communication, making something in common between them. This process included the recognition of the competence and responsibility of individual professions. The study demonstrates that the doctors who were members of the interprofessional group were recognised as holding more power than the other members of the group and were bound by the outcomes and procedures of their own profession. This difference affected the dynamics of communication within the interprofessional team. The findings add to our understanding of the complexities of communication in an interprofessional team and show that communication in a Deweyan sense can strengthen the work of an interprofessional group and develop their support for the child or family they are working with.

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15

Hegarty, Kelly, and Cydney Marrs. "Perspectives on Interprofessional Education: Communication and Culture." The University of Arizona, 2010. http://hdl.handle.net/10150/623881.

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Class of 2010 Abstract
OBJECTIVES: To examine the potential differences in attitudes between the colleges of pharmacy, nursing, medicine, and social work relating to the “Culture and Communication” IPE activity at the University of Arizona in 2007. METHODS: This was a retrospective study comparing the opinions and attitudes of different groups of healthcare students concerning the IPE activity “Culture and Communication” at the University of Arizona. The independent variable in this study was academic discipline: medicine, pharmacy, nursing, law, or social work. The dependent variables were the attitudes and opinions of the effectiveness of this IPE activity on Culture and Communication. RESULTS: A total of 589 questionnaires (medicine=119, pharmacy=89, nursing=77, social work=21) were completed and included in 2007. Overall, students felt the Culture and Communication IPE activity improved their knowledge of how to identify barriers to communication and reduce the likelihood of miscommunication with other healthcare professionals. The percent of students who believed they had a very high understanding of the barriers to effective communication among health care providers increased from 11.3% before the IPE activity to 34.5% after. The percent of students who believed they had a very high knowledge of how to reduce the likelihood of miscommunication increased from 6.6% before the IPE activity to 37.4% after. There were differences between the groups relating to the different questions that the questionnaire focused on. CONCLUSIONS: There were significant differences between the various healthcare professionals relating to the usefulness and effectiveness of the Culture and Communication IPE activities at the University of Arizona. Overall, students seemed to benefit from and enjoy the IPE activity and would recommend having future students participate in the activities. The majority of students felt the Culture and Communication IPE activity was benificial and allowed for the improvement of relationships and attitudes between the health care professions. There were similar responses between the medicine, nursing, pharmacy, and social work students.

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16

Voss, Ashley C. "Analysis of the impact of family literacy programming on emergent literates with communication deficits." Staten Island, N.Y. : [s.n.], 2007. http://library.wagner.edu/theses/education/2007/thesis_edu_2007_voss_analy.pdf.

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17

Varallo, Sharon M. "Communication, loneliness and intimacy /." The Ohio State University, 1997. http://rave.ohiolink.edu/etdc/view?acc_num=osu1487943610784164.

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18

Williams, Andrea Louise. "The rhetoric of corporate communication : A case study of an employee communication program /." The Ohio State University, 2002. http://rave.ohiolink.edu/etdc/view?acc_num=osu1287409250.

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19

Wermer, Lauryn. "Efficacy of Coaching a Paraprofessional to Promote Communication for a Student with Autism and Complex Communication Needs." The Ohio State University, 2016. http://rave.ohiolink.edu/etdc/view?acc_num=osu1461272022.

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20

Padilla, Anne Hardie. "ESL: Teaching for Communication." TopSCHOLAR®, 1987. http://digitalcommons.wku.edu/theses/1804.

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Although the field of English as a Second Language – ESL – is a relatively new field for study, it grows out of a long tradition of teaching foreign or second languages. However, even without formal instruction in a second language, people throughout history have been learning second – and sometimes third and fourth – languages for purposes of trade, business, politics, social acceptance and even survival. Entering the last quarter of the twentieth century second or foreign language teachers had used three primary methods or approaches in their instruction: the Grammar-Translation method, the Audio-Lingual method, and the Cognitive Code approach. The extent to which any of these methods was successful was determined largely by the individual’s definition of success. In the world of the late 1970’s and the 1980’s, success in foreign or second language teaching has been defined in terms of the students’ ability to speak and understand – to use – the language for purposes of communication or interaction with native speakers of the target language, and to use it appropriately within a given context, at the end of a course of study. In the last fifteen years many new methods and approaches have been introduced and tried in second language classrooms, methods and approaches for which the goal has been communicative competence. Among them are the Silent Way, Total Physical Response, Counseling Learning, Suggestopedia, the Notional-Functional or Communicative Language Teaching approach, and various approaches or methods which use dramatic techniques. Although there may be considerable differences from one method or approach to another, these communicative approaches do share a common core: they involve the whole person – intellectual, emotional and social; they recognize the importance of minimizing stress within the learning environment; and they emphasize the importance of using the language in order to attain communicative competence in that language. One of these methods and one approach – Total Physical Response and Communicative Language Teaching – will be looked at in some detail in order to determine the underlying assumptions, particularly regarding learning and language theory; objectives and goals; syllabus; instructional materials; classroom activities; and the learner and teacher roles. Then a text which purports to reflect the method or approach will be briefly examined to determine the extent to which it does, in fact, reflect the method or approach.

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21

Powell, Christine Carrington. "Communication In Support of Students with Disabilities Attending Career Technical Education." Thesis, California Lutheran University, 2017. http://pqdtopen.proquest.com/#viewpdf?dispub=10284759.

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This qualitative study investigated information sharing practices between two Southern California comprehensive high schools and an offsite career training (CT) school with a focus on students with disabilities (SWD). The case study approach examined how student information is communicated in support of new federal and state policies related to college and career preparedness. Bolman and Deal’s Four Frame Model served as the theoretical framework. The 12 participants included special education teachers, career technical teachers and administrators of curriculum and instruction. Findings included organizations operate separately, resulting in minimal teacher input in individual education plan (IEP) development and implementation, lack of targeted professional development for teachers at both organizations, and lowered expectations of SWD. Implications and suggestions for leadership to align structures and promote collaboration to facilitate SWD learning are examined.

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22

Lai, Constance Chunlan 1972. "Charles Eames and communication : from education to computers." Thesis, Massachusetts Institute of Technology, 1999. http://hdl.handle.net/1721.1/68350.

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Thesis (S.M.)--Massachusetts Institute of Technology, Dept. of Architecture, 1999.
Includes bibliographical references (p. 148-151).
This thesis looks at a variety of projects done by Charles and Ray Eames that emphasize their interest in communication leading up to their 1953 film A Communications Primer. The significance of this film is threefold: One, it is the first film the Eameses produced that showcased, albeit briefly, the modern digital computer. Two, it was made for an audience of architects to expose the profession to the concept of communication theory. Three, the Eameses's, and specifically Charles', interest in using computers in the architectural and city planning design processes can be traced back to this film. The Eameses's interest in computers and architecture has been documented previously but for the most part, as separate interests. This thesis contributes to the current knowledge of the Eameses by elaborating further on Charles' interest in computers in relation to architecture. It will also present original evidence in the form of a letter that Charles Eames wrote in 1954 to Ian McCallum. The letter is located at the Eames Archives at the Library of Congress in Washington, DC. The structure of this thesis traces the various nuances of the word "communication," and how these ideas either directly or indirectly influenced the making of the film A Communications Primer. First, parallels are drawn between John Dewey's philosophies on communication, education and democracy and the Eameses' earlier architectural proposals for "information centers" in which communication is encouraged. Second, the visual execution of the Eameses' educational projects is traced to the Bauhaus commitment to a universal visual language and Gyorgy Kepes' ideas of visual communication. Third, the parallels between the Eameses' hope for interdisciplinary exchange and the scientific movement, Cybernetics, are examined. Finally, the last definition of the word "communication" to be explored is the scientific and mathematical nuance of the word proposed by Claude Shannon's mathematical theory of communication and the various interpretations of it. This mathematical theory is of particular importance because it is the basis for the content of the film A Communication Primer.
by Constance Chunlan Lai.
S.M.

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23

Ekron, Christelle. "Learning to teach : communication skills in teacher education." Thesis, Stellenbosch : Stellenbosch University, 2015. http://hdl.handle.net/10019.1/96988.

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Thesis (PhD)--Stellenbosch University, 2015.
ENGLISH ABSTRACT: This study investigates the development of the classroom communication behaviours of Foundation Phase student teachers over the course of a B Ed degree programme at a South African university. It challenges the premise of conventional wisdom that classroom communication behaviours will develop through regular exposure to situated learning experiences. Whilst acknowledging that learning to teach is a long and challenging process of which the precise nature is seldom clear-cut and distinct, this study claims to make a humble contribution to teacher education curriculum development. Classroom communication from the perspective of this study involves communication at two levels: firstly, interpersonal communication behaviours, which are influenced by nonverbal immediacy, communication apprehension, willingness to communicate and self-perceived communication skills; and secondly, instructional communication behaviours, more specifically clarity and immediacy behaviours. There seems to be a general perception that effective classroom communication will develop naturally by exposure to situated learning experiences, such as teaching practice sessions. Although the relative importance of these specific classroom communication behaviours for quality teaching and learning is acknowledged, whether and how these develop is seldom explicitly monitored. This was the intention of this study. It utilised a longitudinal mixed methods approach to follow Foundation Phase students over the four years of the degree programme in order to answer the following research question: To what extent do perceptions related to the classroom communication behaviours of Foundation Phase student teachers change over the course of a B Ed degree programme? The quantitative phase collected data using various self-report surveys in order to investigate possible changes in the self-perceptions of Foundation Phase student teachers regarding their communication behaviours over the four-year period. The purpose of the qualitative phase was to investigate possible changes in the perceptions of external evaluators regarding the instructional communication behaviours of student teachers over the degree programme. The qualitative data was obtained from the evaluation reports written by external evaluators on various aspects of the observed lessons. Although some changes occurred during the course of the B Ed degree programme, they were not as substantial as anticipated. From an interpersonal communication perspective, there was one particularly noticeable change: the self-perceived communication competence of the Foundation Phase student teachers improved between the first and second years of the programme, however, thereafter no further changes occurred. From an instructional communication perspective, more noticeable changes occurred: Foundation Phase student teachers improved in some aspects related to clarity, however other aspects still remained challenging. However, there was positive development related to immediacy: the fourth year Foundation Phase student teachers displayed higher levels of immediacy behaviours at the end of the four-year degree programme. Bearing in mind that neither interpersonal nor instructional communication theory was explicitly included in this particular B Ed degree programme; these findings are particularly noteworthy. This study advances the argument that if teacher education intends to address the quality of the teacher graduates entering the profession, classroom communication needs to be included in teacher education curricula.
AFRIKAANSE OPSOMMING: Hierdie studie ondersoek die ontwikkeling van die klaskamer-kommunikasiegedrag van studentonderwysers in die Grondslagfase aan 'n Suid-Afrikaanse universiteit oor die verloop van 'n B Ed-graadprogram. Dit daag die konvensionele opvatting uit dat klaskamer-kommunikasiegedrag sal ontwikkel met gereelde blootstelling aan leerervarings in die praktyk. Alhoewel aanvaar word dat om te leer om te onderrig 'n lang en uitdagende proses is waarvan die presiese aard selde duidelik en onderskeibaar is, word daar met hierdie studie gepoog om 'n beskeie bydrae te lewer tot die ontwikkeling van onderwysersopleidingskurrikulums. Klaskamerkommunikasie behels vanuit die perspektief van hierdie studie twee vlakke: eerstens, interpersoonlike kommunikasiegedrag, wat beïnvloed word deur nie-verbale onmiddellikheid, kommunikasie-angstigheid, gewilligheid om te kommunikeer en self-persepsie van kommunikasievaardighede; en tweedens, onderrigkommunikasie-gedrag, meer spesifiek duidelikheid en onmiddellikheid. Die algemene persepsie bestaan dat doeltreffende klaskamerkommunikasie spontaan sal ontwikkel deur blootstelling aan praktiese ervaring in die klaskamer. Alhoewel die relatiewe belangrikheid van hierdie spesifieke klaskamer-kommunikasiegedrag algemeen erken word, word die ontwikkeling hiervan selde eksplesiet gemoniteer. Juis dít was die doel van hierdie studie. Longitudinale gemengde-metode navorsingsmetodologie is gebruik om Grondslagfase studente se kommunikasie-ontwikkeling oor die verloop van hul graadprogram te volg, met die doel om die volgende navorsingsvraag te beantwoord: Tot watter mate verander persepsies oor die klaskamer-kommunikasiegedrag van studentonderwysers in die Grondslagfase oor die verloop van die B Ed-graadprogram? Tydens die kwantitatiewe fase van die studie is data ingesamel deur die gebruik van 'n aantal self-rapporterende opnames ten einde moontlike veranderinge in die Grondslagfase studentonderwysers se selfpersepsie van hulle kommunikasiegedrag oor die tydperk van vier jaar te ondersoek. Die doel van die kwalitatiewe fase was om ondersoek in te stel na moontlike veranderinge in die persepsies van eksterne evalueerders wat betref die onderrig-kommunikasiegedrag van die studetonderwysers oor die verloop van die vier jaar van die kursus. Die kwalitatiewe data is verkry uit evalueringsverslae wat geskryf is deur eksterne evalueerders oor verskillende aspekte van die lesse wat geëvalueer is. Alhoewel daar sommige veranderinge plaasgevind het oor die verloop van die vier jaar van die B Ed-kursus, was hierdie veranderinge nie so substansieel as wat verwag is nie. Vanuit die oogpunt van interpersoonlike kommunikasie was daar slegs een merkbare verandering: die Grondslagfase-studente se selfpersepsie van hulle kommunikasievaardigheid het van die eerste na die tweede jaar verbeter, maar daarna het geen verdere veranderinge plaasgevind nie. Vanuit die oogpunt van onderrigkommunikasie het meer merkbare veranderinge egter plaasgevind: die Grondslagfase-studentonderwysers het verbeter ten opsigte van sommige aspekte wat betref duidelikheid, maar ander aspekte het steeds 'n uitdaging gebly. Daar was egter positiewe ontwikkeling wat betref onmiddellikheid: die Grondslagfase- studentonderwysers het in hulle vierde jaar hoër vlakke van onmiddellikheid getoon as aan die begin van hulle studies. Hierdie veranderings is veral opmerklik as is ag geneem word dat nie interpersoonlike kommunikasie of onderrigkommunkasie eksplesiet onderrig is in die spesifieke kursus nie. Hierdie studie voer aan dat as onderwysersopleiding 'n verskil wil maak aan die kwaliteit van onderwysgraduandi wat die beroep betree, moet onderrigkommunkasie ingesluit word by onderwysersopleiding-kurrikulums.

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Giap, Binh Nga. "Education for environment: A useful concept: Short communication." Technische Universität Dresden, 2014. https://tud.qucosa.de/id/qucosa%3A29095.

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By analyzing the relationship between sustainable development and education, the author developed the guidelines proposal for the practical work in environmental education and its application to guide instruction and research in Vietnam.
Trên cơ sở phân tích mối quan hệ tác động qua lại giữa giáo dục và sự phát triển bền vững cũng như tiếp cận những định nghĩa của một số tác giả khác về giáo dục môi trường. Tác giả đưa ra định hướng thực hành trong giáo dục môi trường. Định hướng này ứng dụng trong giảng dạy và nghiên cứu giáo dục môi trường tại Việt Nam.

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25

Weiss, Charles Tabor. "Use of Digital Technologies in Graphic Communication Education." Diss., Virginia Tech, 2009. http://hdl.handle.net/10919/27734.

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This study investigated the use of digital technologies in secondary and post-secondary graphic communication education. Specifically it investigated: 1) the extent to which graphic communication educators utilized digital technologies in conjunction with instruction; 2) how selected factors affected graphic communication teachersâ implementation of digital technologies in their instruction; and, 3) how selected factors affected teacher and learner-centered instructional practices. The Levels of Technology Implementation (LoTi) and â Technology Use Surveyâ instruments were administered to secondary and post-secondary graphic communication educators via the Web to assess: 1) the frequency of use of 17 different digital technologies; 2) the nature and level of digital technology implementation; 3) current instructional practices; and 4) demographic characteristics. Graphic communication educators (n = 191) responding to the survey utilized a wide variety of digital technologies as part of their instruction. The data indicated that most students in graphic communication classes use computers, page layout software, and the Internet (for accessing digital content) â almost daily.â Most graphic communication students were creating and/or editing vector and raster graphics â several times a week.â Most graphic communication teachers reported student use of digital still cameras, digital instructional tutorials and the Internet (to solve technical problems) was limited to â several times a month,â while most students were creating digital multimedia projects only â several times each year.â Most respondents chose â neverâ to describe studentsâ use of: digital video cameras, digital drawing tablets, creating and/or editing Web pages with a WYSIWYG or HTML editors, digital spreadsheets, digital databases, and digital animations. Findings from this study further indicate graphic communication educators demonstrate high to extremely high skill levels using computers for personal use and implement digital technologies in ways that begin to shift the learning environment from teacher-centered to student-centered, but may not be effectively updating their curriculum to reflect current graphic communication industry workforce needs.
Ph. D.

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26

Wade, Jeannette Marie. "Sex Education, Communication, and Life Satisfaction in Adolescence." University of Akron / OhioLINK, 2011. http://rave.ohiolink.edu/etdc/view?acc_num=akron1302828381.

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27

Epps, Susan Bramlett. "Communication for the RA." Digital Commons @ East Tennessee State University, 2012. https://dc.etsu.edu/etsu-works/2567.

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Lambert, Emma Jean Heard. "Parent-child communication and coorientation in four family communication pattern types : a journey in socialization /." The Ohio State University, 1990. http://rave.ohiolink.edu/etdc/view?acc_num=osu1487685204967184.

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Al, musaiteer Suliman Saleh. "The Saudi students' experience in intercultural communication." University of Akron / OhioLINK, 2015. http://rave.ohiolink.edu/etdc/view?acc_num=akron1439568586.

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30

Marks, Lori J., and M. L. McMurray. "Augmentative and Alternative Communication: A Continuum of Devices." Digital Commons @ East Tennessee State University, 2003. https://dc.etsu.edu/etsu-works/3551.

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31

Andzik, Natalie. "An Examination of Practitioners Implementation of Communication Intervention with Students with Complex Communication Needs." The Ohio State University, 2017. http://rave.ohiolink.edu/etdc/view?acc_num=osu1491929582760339.

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32

Ho, Mei-fun. "Communication in the mathematics classroom." Hong Kong : University of Hong Kong, 1996. http://sunzi.lib.hku.hk/hkuto/record.jsp?B18034056.

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33

Renner, Jasmine, and Yi Lin. "Intercultural Communication Competence and Intercultural Communication Apprehension among Chinese Students Studying in the USA." Digital Commons @ East Tennessee State University, 2012. https://dc.etsu.edu/etsu-works/3048.

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34

Sharma, Priti, James Lampley, and Donald W. Good. "Organizational Communication: Perceptions of Staff Members' Level of Communication Satisfaction and Job Satisfaction." Digital Commons @ East Tennessee State University, 2015. https://dc.etsu.edu/etsu-works/280.

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The purpose of this research study was to explore the topic of organizational communication in higher education and examine staff members’ perceptions about their level of communication and job satisfaction in their workplaces. This study was also designed to test the relationship between communication satisfaction and job satisfaction by analyzing the significance of different dimensions of Communication Satisfaction with the view that satisfaction is multifaceted. The results of the study indicated that gender differences and the number of years in service do not seem to make a significant difference in the level of satisfaction among staff members, but the level of education and job classification seem to make a significant difference in the level of satisfaction among staff members. There were strong positive relationships found among all 8 dimensions of Communication Satisfaction Questionnaire (CSQ ), which indicated that staff members when felt positive about 1 dimension of CSQ, also tended to feel positive about other dimensions of CSQ. A strong positive relationship and statistically significant correlation was found between overall communication satisfaction and job satisfaction scores, indicating that when staff members feel satisfied with communication in their workplace, they also tend to feel satisfied with their job in their workplace.

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35

Campbell, Kelly A. "Looking Inward| Higher Education Public Relations and Internal Communication." Thesis, Western Michigan University, 2019. http://pqdtopen.proquest.com/#viewpdf?dispub=13877001.

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There has been a decline in public good will toward institutions of higher education for nearly four decades. Resultantly, the public, media, and politicians call for greater transparency. It would be beneficial for institutions of higher education to utilize strategic means to communicate their stories, successes and brand directly to various publics. A critical, albeit often an overlooked public, are the employees of the university. They can serve as ambassadors for the university interacting with outside publics. In this capacity, not only do employees need to know information about their organization to function well at their positions, they also need to understand the strategic direction of the organization. Strategic communication of this nature can be accomplished with them via internal communication, and that falls under the domain of the public relations entity on campus.

This study seeks to examine how senior level public relations practitioners in higher education develop and carry out their internal communication responsibilities to employees. Understanding was sought regarding the practitioners’ beliefs and practices regarding: (a) public relations as a strategic management function; (b) the role of relationship management within public relations; and (c) whether symmetrical communication is used for cultivating relationships while maintaining a feedback mechanism to adjust public relations strategies based on publics and environment.

This study also looked at common and unique elements of practice, how higher education public relations practitioners define best practices, and whether they coordinate internal communication with other entities within their college or university and analyzes some demographic data regarding the career paths and education of the practitioners. It concludes that, while the participants in the study were operating with direct reporting to the president of their respective universities, and that all participants demonstrated working in a strategic capacity, none had documented communication processes with respect to internal audiences, and few had formal methods in place to evaluate the success of their efforts. In addition, none had well-formulated and strategic processes in place with respect to whether symmetrical communication is used for cultivating relationships while maintaining a feedback mechanism to adjust public relations strategies based on publics and environment.

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Cetinkaya, Yalcin. "Information And Communication Technology Education In Primary Schools: Students." Master's thesis, METU, 2008. http://etd.lib.metu.edu.tr/upload/12610180/index.pdf.

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This study aimed to provide a general picture of ICT education in primary schools. Through this aim, students&rsquo
perceived ICT competencies, their attitudes towards the ICT course, the characteristics of the teaching-learning process in the ICT course, the deficiencies of the IT classrooms and the effectiveness of the ICT Student Workbook were analyzed. This study was designed as a cross-sectional survey study. In order to collect the data, a self-reported questionnaire consisted of 63 items was developed by the researcher. The sample consisted of 442 Grade 8 students in 11 primary schools located in the metropolitan area of Izmit. Both descriptive and inferential statistics were utilized to analyze the data. Multivariate Analysis of Variances with Pillai&rsquo
s Trace test was employed to investigate whether the significant differences among dependent variables across independent variables existed. Results of the study indicated that primary school students generally perceived themselves competent in ICT tasks and they had favorable attitudes towards the ICT course. Significant differences were found in students&rsquo
perceived ICT competencies and attitudes with respect to gender, educational background of parents, computer ownership and availability of home assistance related to the ICT course. This study also revealed several obstacles which prevent taking full benefits of IT classrooms, and problems with the implementation of the new ICT program.

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37

Harkin, Joseph Charles. "The development of English and communication in further education." Thesis, University of Sussex, 1991. http://ethos.bl.uk/OrderDetails.do?uin=uk.bl.ethos.316787.

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38

Morrow, Norman C. "Communication as a focus in pharmacy education and practice." Thesis, Queen's University Belfast, 1986. http://ethos.bl.uk/OrderDetails.do?uin=uk.bl.ethos.254310.

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39

Ambigapathy, Shanthi. "Gender issues in communication education : a Malaysian case-study." Thesis, University of Leicester, 1995. http://hdl.handle.net/2381/35528.

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This study is concerned with the politics of gender formations and the role of communication media in the perpetuation of different and changing forms of patriarchal power and of women's oppression, and communication education as one crucial site for both professional socialisation into gendered values in mass communication practice and for re-visioning these values and assumptions that sustain hegemonic masculinity. The major argument here is that gender scholarship is essential to both understanding and undermining patriarchal devices which oppress women. In Malaysia, communication education is offered at the level of higher education - an important site for producing potential communication professionals. In this connection, it is important to examine communication education programmes to understand more precisely the gender composition of faculty staff, tutors' views towards gender issues and the significance accorded to the study of gender in communication courses. This study has advanced that the curriculum which forms the foundation of the educational system is socially constructed and that the relevant context has to give attention to both the socio-cultural and structural setting. At the socio-cultural level, this study has highlighted the 'state-centric' nature of Malaysia -- the ongoing interests of patriarchy, the functioning of global market forces and the collaboration of local and foreign governments that work in complex ways to perpetuate the subordination of women. It has further been observed that the Malaysian social-cultural milieu is one that grants ethnicity as a principle factor in the re-structuring of social relations and development activities. Gender criticism occupies a marginal position and the state development policies have not directly promoted the interests of women. At the structural level, taking the case-study of the USM Communication Programme, this study has revealed patterns of male domination within its formal organisation structure. A major problem arises in a general lack of understanding where most tutors still fail to appreciate the effects of gender oppression and differentiation, and perhaps more seriously, they often fail to recognise these issues as problematic. A study of communication courses has shown that gender issues are largely excluded from discussion through the choice of topics in course syllabus, in the selection of issues in examination papers and in the selection of reference materials. This has created a major gap in the curriculum -- a silence which leaves gender issues unheard in the study of communication. In the wake of the above findings, this study has attempted to outline some initial directions, immediate strategies and priorities for a gender agenda in communication education. In particular, the study has presented syllabus guidelines that chart some fruitful lines of inquiry that can contribute towards gender conscientisation and empowerment.

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40

Giblin, Patrick J. "Social media's impact on higher education crisis communication plans." Scholarly Commons, 2011. https://scholarlycommons.pacific.edu/uop_etds/776.

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Using case study methods, four crises that were reported in the past 36 months were examined to see if university officials modified established crisis communication plans to better respond to messages and rumors on social networking. Two of the crises dealt with safety issues and two were reputational crises designed to discredit the institution. Four communication professionals were also interviewed for their opinions about social networking use during crises. The study concludes that universities should adopt a social networking aspect into crisis communication plans, including preauthorizing specific types of messages to be released during the first few minutes of a crisis without review from higher administrators. A model of this new crisis communication plan is included. Social media use is also recommended during other stages of a crisis to better inform the community of what is happening on a campus.

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41

Babenko, O. V. "Contemporary communication and multimodal meaning-making in language education." Thesis, "Видавництво Людмила", 2021. https://er.knutd.edu.ua/handle/123456789/18983.

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The rapid development of the latest digital technologies, their total integration into the communication process raises the question of the multimodal nature of communication. Researchers emphasize a high degree of integration of various semiotic resources in the modern communicative process, when it is impossible to separate the verbal component from the paraverbal components.

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42

Territo, Peter A. "Communication skills activities utilized in Louisiana technology education programs /." The Ohio State University, 1993. http://rave.ohiolink.edu/etdc/view?acc_num=osu1487848531365364.

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43

Foor, Ryan M. "Job Satisfaction of Agricultural Communication, Agricultural Leadership, Agricultural Teacher Education, and Extension Education Faculty." The Ohio State University, 2009. http://rave.ohiolink.edu/etdc/view?acc_num=osu1235501317.

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44

Fleetwood, Jane R. "Teaching Communication Skills through Video Tape Productions." UNF Digital Commons, 1988. http://digitalcommons.unf.edu/etd/690.

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Motivating students to learn and practice effective communication skills has always been a dilemma for teachers of all grade levels. Video cameras and camcorders are now being used as teaching tools in many schools to not only motivate students to use and practice a variety of skills, but to stimulate their creativity, as well. Loretto Elementary School in Jacksonville, Florida, is developing a program which incorporates student-written video productions into its existing curriculum. Loretta's innovative program is a direct result of a 10-rninute informational video tape production done by graduate student Jane Fleetwood and Continental Cablevision, a local cable television company. This paper describes the step-by-step procedures involved in that production, the business education partnership which exists between the school and the cable company, and the school's plans for making video productions as integral part of its curriculum.

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45

Sharma, Priti R. "Organizational Communication: Perceptions of Staff Members’ Level of Communication Satisfaction and Job Satisfaction." Digital Commons @ East Tennessee State University, 2015. https://dc.etsu.edu/etd/2481.

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The purpose of this research study was to explore the topic of organizational communication in higher education and examine staff members’ perceptions about their level of communication and job satisfaction in their workplaces. This study was also designed to test the relationship between communication satisfaction and job satisfaction by analyzing the significance of different dimensions of Communication Satisfaction with the view that satisfaction is multifaceted. A total of 463 non-faculty staff members from different units of a single higher education institution participated in this study. This study included non-teaching staff, including student workers and both full-time and part-time staff members. A modified version of Communication Satisfaction Questionnaire (CSQ) developed by Downs and Hazen was used to collect data. The study used a Likert-type scale with a 7-point scale and had eight dimensions (personal feedback, relationship to supervisors, horizontal and informal communication, organizational integration, organizational perspective, communication climate, media quality, and job satisfaction). The statistical analyses of the data from eight research questions revealed some significant relationships and differences. The results found that staff members perceived their level of satisfaction with communication satisfaction dimensions personal feedback, relationship to supervisors, horizontal and informal communication, organizational integration, and media quality from somewhat satisfied to satisfied, and communication satisfaction dimensions organizational perspective and communication climate as somewhat satisfied. The results found significant differences among different dimensions of CSQ, indicating that communication satisfaction is multi-faceted. The staff members perceived their level of job satisfaction to be among somewhat satisfied to satisfied range. The results indicated that gender and number of years in service do not seem to make a significant difference among staff members’ level of satisfaction, but level of education and job classification does. There were strong positive relations found among all dimensions of CSQ. A strong positive relationship and statistically significant correlation was found between overall communication satisfaction and job satisfaction scores, indicating that when staff members feel satisfied with communication in their workplace, they also tend to feel satisfied with their job in their workplace.

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46

Thomas, Matthew J. W. "Virtual learning environments : the impact of information and communication technologies on a sustainable higher education /." Title page, contents and abstract only, 2000. http://web4.library.adelaide.edu.au/theses/09PH/09pht459.pdf.

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47

Reese, Pam Britton. "The Enculturation of Graduate Communication Disorder Students into Literacy as an Area of Clinical Education." Thesis, University of Louisiana at Lafayette, 2014. http://pqdtopen.proquest.com/#viewpdf?dispub=3615295.

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Graduate students in Communication Disorders were found to become enculturated in the use of a specific literacy strategy to help struggling young readers. Supervisors used four transmission modes: modeling, feedback, collaboration and humor as symbolic channels to transmit knowledge and actions (defined as mechanisms) that were needed for the enculturation process. Mechanisms included negotiating power, linking classroom to the clinic, employing reflection, planning, extending thinking, using contrastiveness, verification, affiliating, making positive acknowledgements, employing cognitive dissonance, highlighting, using recurrency, explicit contextualizing, and employing independence. Situated learning experience was also identified as a necessary aspect of enculturation. Powerful mechanisms for struggling students were identified as reflection, employing cognitive dissonance and peer sharing (employing independence).

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48

de, Souza Almeida Lilian Maria. "Understanding Industry’s Expectations of Engineering Communication Skills." DigitalCommons@USU, 2019. https://digitalcommons.usu.edu/etd/7493.

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The importance of communication in the engineering profession is widely acknowledged by various stakeholders, including industry, academia, professional engineers, and engineering students. Even though alternative strategies to help students improve their ability to communicate professionally have been approached by many engineering programs across the country, research indicates a continued dissatisfaction of employers when it comes to the performance of engineers as communicators in the workplace. This perspective suggests efforts to improve students’ communication skills in universities may be inconsistent with workplace needs, revealing an apparent gap between what is taught and what is expected from engineering professionals. This gap provides an opportunity for additional research to identify the specific communication competencies required for engineers to succeed in the workplace. Particularly, the requirements of industry concerning engineers’ communication skills need to be understood more deeply, so that new educational interventions may be carefully tailored according to employers’ expectations and that both communication and engineering faculty can revisit their strategies to teach students to become better communicators. In order to obtain a deeper understanding of industry’s expectations concerning engineering communication skills, a qualitative research study was implemented to provide a detailed description of the communication skills practicing engineers need while working in industry. The exclusive focus on industry was pursued through the development of case studies. Four industrial segments (High-Tech, Automotive, Aerospace, and Manufacturing) that employ a significant percentage of engineers in the U.S. were selected. Engineers in leadership positions from each of the selected industrial segments participated in in-depth interviews and discussed about the expected engineering communication skills in industry. The results revealed that: 1) oral communication is prevalent in the engineering profession; 2) engineers need to tailor their messages to multiple audiences and to select the most appropriate type of communication medium; 3) written communication is expected to be clear, concise, and precise; 4) global communication is an increasingly demanded requirement in industry.

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49

Basso, Jeremy J. "The Dynamics of Student-to-Student Interpersonal Communication Motives and Communication Styles in Asynchronous Higher Education Environments." Thesis, Union Institute and University, 2018. http://pqdtopen.proquest.com/#viewpdf?dispub=10797861.

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This research study examines the dynamics of student-to-student interpersonal mediated communication motives within asynchronous discussion forums. The objective is to determine the interpersonal mediated communication motives and communicator style of students enrolled in fully asynchronous community college courses with the intention to supplement, enhance, and refine the existing research in online education through the application of relevant theories and methods from the field of communication studies. Specifically, the study seeks to determine students' communication motives for consensus-building and agonistic oriented purposes. A mixed methods approach has been utilized through the implementation of a 5-point Likert scale survey, comprised of forty questions, which was provided towards the end of a traditional 16 week semester to 125 students enrolled in five fully asynchronous courses. In an attempt to discover whether students respond to their classmates' asynchronous discussion forum posts for consensus-building motives or for purposes of engaging in agonistic confrontations, a discourse analysis of various forum responses was performed after completion of the asynchronous courses. Previous studies of community building within asynchronous contexts and interpersonal communication motives research suggest that students enrolled in fully asynchronous courses will engage in student-to-student interpersonal mediated communication for the purpose of pleasure, affection, inclusion, control, companionship, habit, receiving information, participation and functional purposes. Through the implementation of the 5-point Likert-scale survey, I discovered six interpersonal mediated communication motives (inclusion, participation, affection, receiving information, functional and pleasure) of student-to-student responses within fully asynchronous discussion forums and four communicator styles (friendly, attentive, communicator image and impression leaving). The findings from the discourse analysis overwhelmingly revealed that the student-to-student interpersonal mediated communication motive for responding to discussion forum posts was most frequently correlated with the students' rationale for consensus-building as opposed to exhibiting a rationale for agonistic pluralism.

Key words: interpersonal mediated communication motives, communicator styles, asynchronous discussion forums, higher education, consensus-building, agonistic confrontation.

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Hetzendorfer, Vanessa Marie. "Enhancing classroom communication via classroom websites." CSUSB ScholarWorks, 2003. https://scholarworks.lib.csusb.edu/etd-project/2436.

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The purpose of the project was to develop a webpage for each teacher at Deer Canyon Elementary School which is in Alta Loma, California. The webpages were designed to give teachers the tools to add information to their own webpages to enhance their communication with students and students' parents.

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Дисертації з теми "Communication in education"

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