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This study was conducted to find the nature and extent of the guidance and counseling function of selected Texas public school industrial arts teachers, the methods and procedures employed by those teachers in the guidance function, and the opinions of counselors concerning guidance that is being carried out in industrial arts programs.

Faculty of Humanities School of Education 0002687e kenbenneth@yahoo.com / This is a phenomenological study that studies a small group (5) of adult learners and two (2) teachers at E.W. Hobbs ABET center in Eldoradopark, and investigates how the colloquial Afrikaans spoken in Eldoradopark and the home environment influences the learners’ competency in the classroom where ‘standard’ Afrikaans is required. The study revealed that standard Afrikaans is a requirement across the curriculum at this center, but is only rigorously applied in the Afrikaans class. This proved to have an impact on learning as colloquial Afrikaans is accepted in all other classes except the Afrikaans class. The implications of this is that the curriculum should be reevaluated and adjusted to implement standard Afrikaans in all learning areas, or accept colloquial Afrikaans in all subjects, including the Afrikaans class.

Thesis (Ed.M.)--Boston University 2" x 2" slides. In Audio-Visual Library. / The purpose of this study is to construct a test of design judgment for use both as an evaluative and guidance device in the art classes of Grades VIII and IX of the Framingham Public Schools. This is to be known as the Framingham Design Judgement Test. Its objectives are (1) to help the art teachers of Grades VIII and IX evaluate one phase of the local art program; (2) to help select those pupils who, having demonstrated ability and interest in art in the earlier grades, should be encouraged ,to continue the subject in Grade IX; and (3) to help determine which students, by virtue of special talent, should elect the Art Major course at the beginning of Grade X, and which ones should be advised to pursue their art interests in the General Art course.

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Thesis (MDev.) --Univesity of Limpopo, 2006 / The education sector in South Africa is in a process of transformation and learners attend schools of choice. Currently, educational statutes prohibit discrimination in any form in schools. The Constitution of the Republic of South Africa (Act no 108 of 1996) gives everyone the right to basic education without being discriminated against by the management of any school. The South African Schools (Act No 84 of 1996) that ensures equal education for all learners further advances this basic right. This has therefore encouraged parents to enroll children in schools of their choice. Racial integration is a way of life that promotes multiculturalism and diversity of the entire society and schools in particular. An exploration study was conducted with the aim of exploring to what extent integration has been realised among learners in selected multiracial public schools in the Limpopo Province. The snowball sampling method in the form of interviews was used in this study. Teachers and learners participated in this interview process. The observation method was also used in data collection. The study was motivated by the researcher’s observation of conflicts among learners from different racial backgrounds attending multiracial schools. These conflicts have been constantly reported in the media. In most cases, such conflicts are racially motivated and schools experience problems in handling and managing such conflicts. The results of this study show that most learners who participated in the interview process are positive towards integration. They indicated that they learn more about cultural diversity. However, some white learners still have a problem of integrating with black learners. Parents, who are not willing to accept change in this country, at times fail to motivate their children to accept and understand other racial groups. Most white learners leave such schools to attend Afrikaansonly or private whites-only schools in order to avoid being racially integrated into v multiracial public schools. During data collection, it was revealed that the problem in some schools is compounded by lack of tolerance among members of the teaching staff who come from different racial and cultural backgrounds. This study recommended among others, that more workshops on cultural diversity should be conducted on a continuous basis to assist both teachers and learners to understand and accept one another better. Furthermore, schools should develop integration programmes that will motivate everyone to understand different racial groups. Through these programmes it is hoped that schools will be assisted to overcome their differences and conflicts will be minimized. All racial groups will be united and transformation in the education sector will be promoted. White learners leaving multiracial schools will be motivated and encouraged to understand different racial groups who live in this democratic country. / Not listed

Thesis (Ph. D.)--University of Idaho, 2006. / Abstract. "May, 2006." Includes bibliographical references (leaves 76-83). Also available online in PDF format.

Thesis (Ph. D.)--University of Texas at Austin, 2006. / Vita. Includes bibliographical references.

Thesis (doctoral)--Univisertität, Münster (Westfalen), 2005. / Includes bibliographical references (p. 389-400).

Thesis (M.A.)--Ohio State University, 1982. / Includes bibliographical references (leaves 71-73). Available online via OhioLINK's ETD Center.