subjectcollectiondatepublishercreatorformat description- – This study examined the lives of twenty-five undergraduate elementary education majors to discover their histories and consumption, current knowledge and beliefs, critical and otherwise, regarding the mass media and popular culture both at home and at school, and how that knowledge may or may not be integrated into their future teaching. The purpose of this study was to develop a baseline of knowledge that might help encourage the inclusion of media literacy education in teacher education. Mass media and popular culture are a pervasive and persuasive force in our society. In stark contrast, the presence of media literacy education in schools is limited despite elements of it in 48 out of 50 states' curriculum standards. Further, it is even less visible in schools of education. Therefore, this study seeks to increase its presence in the research literature, particularly by providing data that might help further its inclusion at the higher education level, and thus, in K through 12 settings as well. Utilizing an on-line descriptive survey with the large group, and in-depth interviews and discussion groups with a subgroup of five as data, this grounded theory, critical ethnographic study accumulated themes to encourage the expansion of the field of media literacy education into teacher education. In particular, these preservice teachers considered themselves low media consumers at home who did not experience critical media analysis in school. Their analytical abilities were strong in spotting certain underlying themes in media; however, they lacked a consideration for various aesthetic and economic affairs in relation to the mass media. They felt that the media are quite an influential force in everyone's life, particularly in children's lives. They felt that parents' awareness and involvement are crucial. In terms of their teaching of critical media literacy, they showed a basic awareness of the field, a strong desire to know more, and budding pedagogical skills. This study is significant for an expansion of the elements of teacher content knowledge for media literacy education.
subjectcollectiondatepublishercreator description- – This study centers on scientific communication in African universities within the context of external assistance and national needs. It explores how scientists in African institutions communicate; examines and projects the major avenues of scientific communication; and discusses the challenges of each avenue of scientific communication and how scientists attempt to overcome them. It investigates the opportunities that have been made possible by information and communication technologies and the challenges they pose on scientific communication in Africa. The study examines the magnitude of external assistance toward promoting scientific communication in Africa; discusses the major players in that sphere; and determines how reliant African scientists on such external resources have become. The views, attitudes, and recommendations of scientists on the direction and development of scientific communication and external support were also explored. The major methodological instrument employed in this study is an extensive open-ended survey questionnaire collected from ninety-four African scientists. The questionnaires were administered by electronic mail (email) to African scientists who were identified having access to email. Other methods that were coupled with the survey include limited face-to-face formal and informal interviews, virtual resources, and archival materials.
subjectcollectiondatepublishercreator description- – In December 2000, the Office of the United States Trade Representative (USTR) publicly released its initial negotiating proposal to remove barriers to trade in higher education services to the World Trade Organization (WTO) and its General Agreement on Trade in Services (GATS). This study explored the specific details of the GATS and examined the perceptions and opinions of the American higher education community and the federal government representatives most invested in the outcomes of the on-going GATS negotiations regarding higher education. This study involved qualitative research-document analysis, historical research, and interviews with government officials and representatives of the higher education?industry?-culminating in a study of how American higher education responded to the potential liberalization of trade in higher education services through the GATS. The theory of the commodification of higher education-that higher education is increasingly being treated as a commercial product-emerged from the data as an explanation for both the USTR's decision to include higher education in a major trade agreement, as well as the widespread negative reaction of the higher education industry to free trade in higher education services. The study revealed that American higher education was initially unprepared for the challenges of addressing trade concerns, leaving the USTR to take its cues about higher education from an organization without representative input from the broad higher education community. It also exposed and examined the many serious concerns the higher education industry had, ranging from challenges to quality assurance standards to the rising influence of the for-profit sector to the blurring lines between public and private higher education. A particularly noteworthy observation was that just a few well-positioned individuals have been affecting broad international policy formation in regards to this issue. This research highlighted international trade as an important and relatively unexamined area in which globalization has impacted higher education in the United States and informed the nascent debate about the implications of international trade for American higher education.
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