Thesis (Ph. D.)--Hofstra University, 1988. / eContent provider-neutral record in process. Description based on print version record. Includes bibliographical references (leaves 84-88).

Theses (Ed. D.)--Marshall University, 2006. / Title from document title page. Includes abstract. Document formatted into pages: contains ix, 134 pages. Includes vitae. Bibliography: p. 106-134.

Thesis (M.A.)--University of Montana, 2007. / Title from title screen. Description based on contents viewed July 25, 2007. Includes bibliographical references (p. 50-54).

D.Ed. (Educational Psychology) / Too many students worldwide, also in South Africa, underachieve scholastically. This state of affairs (high scholastic underachievement) in many schools, particularly in Black rural schools in South Africa, is a matter of grave concern amongst educators. These scholastic underachievers do not realise their potential, do not acquire skills for any decent job, are jobless, fiustrated, make no meaningful contribution to society, render the state's effort of having financed (subsidised) their education meaningless and uneconomical and are viewed as failures as human beings and of society as such. To address this problem, it is extremely germane for specialists and the community to join hands, pool knowledge, expertise and experience in order to investigate the causes of scholastic underachievement and what precautionary measures can be taken to curb scholastic underachievement. Every effort must be made to understand the causes of scholastic underachievement in order to develop prevention strategies to counteract this phenomenon. The aim of this study is to explore the phenomenon of scholastic underachievement within the context of rural Black South Africa and, based on the results of the study, to develop a prevention strategy to be used for scholastic underachievers in rural Black South Africa which would meet both the internal and external needs of the scholastic underachiever. In this research an exploratory and descriptive, qualitative approach which is a generative design is mainly used and is based on the model of theory generation of Chinn & Kramer (1991). The aim of this approach is to develop new insight into these phenomena and to increase understanding. Through focus group interviews, the researcher has been able to explore and describe the viewpoints of principals of schools, parents of scholastic underachievers and fellow learners of scholastic underachievers appertaining to what causes scholastic underachievement and what precautionary measures could be taken to curb and counteract scholastic underachievement.

Thesis (Ph. D.)--University of Chicago, Faculty of the Irving B. Harris Graduate School of Public Policy Studies, June 2001. / Includes bibliographical references. Also available on the Internet.

Thesis (M.A.)--University of Notre Dame, 2009. / Thesis directed by Sean Kelly for the Department of Sociology. "December 2009." Includes bibliographical references (leaves 59-62).

Thesis (Ph. D.)--University of Chicago, Graduate School of Business, August 2001. / Includes bibliographical references. Also available on the Internet.

Thesis (Ed. D.)--Lehigh University, 2003. / Includes vita. Includes bibliographical references (leaves 128-137).

M. Tech. Education / Learners in the Limpopo province are reported to be performing very poorly in their examination results. This is clearly seen in Grade 12 results which are published for the entire country, South Africa. This problem is caused by, among other things, the lack of effective communication between educators and learners. This study investigated the problem of communication between learners and educators by using a quantitative approach, through implementing sampling, data collection and data analysis. A total of 47 educators from four secondary schools falling under Soutpansberg East Circuit of the Vhembe District answered a questionnaire. The collected information was grouped into categories and revealed that aspects of effective communication, for example, feedback, asking questions and proximity should be considered in the teaching-learning activity to improve learner performance. The results of the study were translated in a number of recommendations for improved communication practice and further research.

Thesis (Ph. D.)--University of Notre Dame, 2008. / Thesis directed by Maureen T. Hallinan for the Department of Sociology. "October 2008." Includes bibliographical references (leaves 171-174).